Open Learning in the African Context: Challenges and Possibilities for Self-directed Learning

2021 ◽  
pp. 175-186
Author(s):  
Moeketsi Letseka ◽  
Mmabaledi K. Seeletso
Keyword(s):  
Open Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
African Context

scholarly journals Development of the Learner Self-Directedness in the Workplace Scale

2011 ◽  
Vol 37 (1) ◽  
Author(s):  
Karina De Bruin ◽  
Gideon P. De Bruin
Keyword(s):  
Factor Analysis ◽  
Rating Scale ◽  
Higher Order ◽  
Self Directed Learning ◽  
First Order ◽  
Managerial Implications ◽  
Directed Learning ◽  
African Context ◽  
Order Factor ◽  
Value Add

Orientation: This study reports on the development of an instrument that one can use to measure learner self-directedness in work environments.Research purpose: The purpose of this study was to develop a scale to measure learner selfdirectedness in the workplace.Motivation for the study: Learner self-directedness appears to be an essential characteristic to keep up with the demands of the world of work. There is no brief instrument currently available to measure learner self-directedness in the workplace.Research design, approach and method: The researchers fitted the responses of 519 participantsto 22 items to the Rasch rating scale model.Main findings: The researchers retained 13 of the original 22 items. The hierarchy of item locations supported the construct validity of the scale. Hierarchical factor analysis showed the presence of one higher-order factor and three residual first-order factors. The higher-order factor accounted for almost five times as much of the common variance as did the strongest residual first-order factor. The Rasch analysis and the factor analysis suggested that the 13-item Learner Self-Directedness in the Workplace Scale (LSWS) measures a single one-dimensional construct (α = 0.93).Practical/managerial implications: The instrument can help employers to understand and support employees’ self-directed learning efforts.Contribution/value-add: This research resulted in a brief instrument to measure learner selfdirectedness in the workplace. This instrument is unique in the South African context.

Openness Dimension of Distance Teaching Universities

2011 ◽  
pp. 1557-1563
Author(s):  
Sarah Guri-Rosenblit
Keyword(s):  
Distance Education ◽  
Geographical Location ◽  
Time Constraints ◽  
Distance Teaching ◽  
Open Learning ◽  
Self Directed Learning ◽  
Teaching Institution ◽  
It Education ◽  
Directed Learning ◽  
Flexible Schedules

Distance teaching universities are often referred to as “open universities”, even if they are not called an “open university”. The use of the term “open” supposes that education and learning have traditionally been closed, by various barriers, such as entrance requirements, time constraints, geographical location. and so forth, and assumes that an open learning institution purports to overcome these barriers or part of them. “Distance education” and “open learning” are used synonymously by some scholars and practitioners. Many scholars attribute similar characteristics to both of them, such characteristics as extending access to various educational frameworks, employing flexible schedules, enhancing self-directed learning. Others distinguish between them. The fact is that the adjective “open” is qualitative, value loaded, and highly relative. Its use is confusing unless the context indicates the dimensions of openness that relate to it. Education can be open or closed in many different ways and “open learning” can take place either in a classical university or in a distance teaching institution.

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