The relationship between differences in adult learners' self-directed learning competencies and lifelong learning

In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers’ teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full mediating role. However, there was no significant relationship between traditional teaching-learning approach and lifelong learning tendencies and readiness for self-directed learning. As a result, the type of learning-teaching approach affects readiness for self-directed learning and therefore lifelong learning tendencies.

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Adult learning theories and autoethnography: Informing the practice of information literacy

IFLA Journal ◽

10.1177/0340035219874046 ◽

2019 ◽

Vol 46 (2) ◽

pp. 163-171

Author(s):

Karen Bordonaro

Keyword(s):

Adult Learners ◽

Informal Learning ◽

Lifelong Learning ◽

Information Literacy ◽

Learning Opportunities ◽

Learning Theories ◽

Self Directed Learning ◽

Adult Learning Theories ◽

Collective Activity ◽

Directed Learning

The learning theories of self-directed learning and lifelong learning can inform the practice of information literacy in higher education for adult learners. These theories lend themselves to the use of autoethnography, a research methodology that relies on the exploration of lived experiences through reflexivity informed by theory. In conducting an autoethnography on information literacy, its practice appears as both a singular and a collective activity. Multiple ramifications for practice come from this exploration. These ramifications include considerations of choices, barriers, conducive learning environments, informal learning opportunities, and the need for reflection for adult learners. Applying the learning theories of self-directed learning and lifelong learning to the practice of information literacy offers librarians new and useful perspectives on its practice with adult learners.

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Self-directed learning readiness among web-based learners

Social and Management Research Journal ◽

10.24191/smrj.v4i1.5128 ◽

2007 ◽

Vol 4 (1) ◽

pp. 87

Author(s):

Shireen Haron

Keyword(s):

Adult Learners ◽

Learning Environments ◽

Quantitative Methodology ◽

Self Directed Learning ◽

Data Set ◽

Learning Readiness ◽

Web Based ◽

Web Based Learning ◽

Directed Learning ◽

The Relationship

The purpose ofthis research is to explore the practice of self-directed learning in web-based learning environments. The main objectives ofresearch are: (I) to determine whether students following UNITAR and UiTM web-based learning models are ready as self-directed learners, (2) to establish the relationship between level of readiness to students' academic achievement. The research employed the quantitative methodology. Data were collected using the Self-Directed Learning Readiness Scale (SDLRS). SDLRS is developed and designed to measure the level of readiness for self-directed learning among adult learners. The data set comprised of 109 students responding to the SDLRS instrument. From the 109 students, 53 students are from UNITAR and 56 students arefrom UiTM.

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