scholarly journals Role of Self-Directed Learning Readiness in Developing Entrepreneurial Behaviors

2020 ◽  
pp. 28-38
Author(s):  
Busige Nishantha ◽  
Muthuthanthrige Sahan Jayamal Fernando
Keyword(s):  
Social Learning ◽  
Sri Lanka ◽  
Entrepreneurship Education ◽  
Valuable Insight ◽  
Education Programs ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
State Sector ◽  
Directed Learning

Aims: The purpose of this paper is to investigate the role of self-directed learning readiness on developing entrepreneurial behaviors through social learning in the context of entrepreneurship education programs offered by state sector universities of Sri Lanka. Study Design: Correlational research design. Place and Duration of the Study: University of Colombo, University of Sri Jayewardenepura and University of Moratuwa during August 2018 to March 2019. Methodology: Collected primary data from the participants of entrepreneurship education programs conducted by three major state sector universities in Sri Lanka to reveal their level of self-directed learning readiness, availability of social learning opportunities in the programs and consequent development in their entrepreneurial behaviors after enrolling the programs. Stratified random sampling is used in selecting respondents for the sample of this quantitative study and self-administered questionnaires are used as the method of data collection. SPSS is used to carry out different kinds of statistical analysis such as Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and Bartlett’s test of sphericity, factor analysis, descriptive statistics, correlation and hierarchical regression analysis. Results: The results show that self-directed learning readiness moderates the positive association of the development in entrepreneurial behaviors and social learning in the context of entrepreneurship education. Further, the paper provides an important analysis of the state of entrepreneurship education in Sri Lanka to enable further research to be taken in the area of entrepreneurship education. The findings provide valuable insight on sustaining the unique pedagogy of entrepreneurship education by restructuring the selection process to assess the level of self-directed learning readiness of applicants. Conclusion: The paper affirms the framework of Bandura to provide a basis to improve the effectiveness of entrepreneurship education in Sri Lanka. However, the paper only concerns students’ perceptions towards the tripartite relationship between self-directed learning readiness, social learning and development of entrepreneurial behaviors

scholarly journals Self-directed learning readiness mahasiswa di masa pandemi Covid-19

Kurios ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 164
Author(s):  
Yudha Nata Saputra
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Face To Face ◽  
Online Lectures ◽  
Directed Learning ◽  
The Government

In order to prevent transmission of Covid-19, the government and universities agreed to temporarily stop face-to-face lectures and replace them with distance learning in the form of online lectures. Even so, the implementation of distance learning in the form of online lectures has different characteristics from face-to-face lectures, because the role of students in online learning is far greater than the role of students in face-to-face lectures so that they require self-directed learning readiness from students so that distance learning is done can be effective. Therefore, it is necessary to conduct research on students' self-directed learning readiness in attending online lectures during the Covid-19 pandemic. The research method used in this study is a survey, a survey conducted on 78 students. The results showed that students 'self-directed learning readiness was still at a moderate stage, so it was necessary to make an effort to identify students' self-directed learning needs and to arrange a more complete online learning schedule. Abstrak Dalam rangka mencegah penularan Covid-19, pemerintah dan perguruan tinggi sepakat untuk menghentikan sementara waktu perkuliahan tatap muka dan menggantinya dengan pendidikan jarak jauh dalam bentuk perkuliahan daring. Meskipun demikian, pelaksanaan pendidikan jarak jauh dalam bentuk perkuliahan daring ini, memiliki karakteristik yang berbeda dengan perkuliahan tatap muka, karena peran mahasiswa dalam pembelajaran daring jauh lebih besar dibandingkan peran mahasiswa dalam perkuliahan tatap muka sehingga memerlukan self-directed learning readiness dari maha-siswa agar pendidikan jarak jauh yang dilakukan dapat efektif. Oleh karena itu, perlu dilakukan penelitian terhadap self-directed learning readiness mahasiswa dalam mengikuti perkuliahan daring di masa pandemi Covid-19 ini. Metode penelitian yang digunakan dalam penelitian ini yaitu survey yang dilakukan kepada 78 orang mahasiswa Sekolah Tinggi Teologi Cipanas. Hasil penelitian menunjukkan bahwa self-directed learning readiness mahasiswa masih berada pada tahap sedang, sehingga perlu dilakukan usaha untuk mengindentifikasi kebutuhan belajar mandiri mahasiswa dan menyusun jadwal pembelajaran daring yang lebih lengkap.

Guiding the student entrepreneur – Considering the emergent adult within the pedagogy–andragogy continuum in entrepreneurship education

2020 ◽  
Vol 62 (7/8) ◽  
pp. 759-777
Author(s):  
Gustav Hägg ◽  
Agnieszka Kurczewska
Keyword(s):  
Higher Education ◽  
Developmental Psychology ◽  
Entrepreneurship Education ◽  
Self Directed Learning ◽  
Conceptual Approach ◽  
Content Type ◽  
Learning And Teaching ◽  
Directed Learning ◽  
Transitional Phase

PurposeThe purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education.Design/methodology/approachThe paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed.FindingsOdigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood.Practical implicationsThe paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education.Originality/valueBy introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.

scholarly journals The Relationship Between Learners’ Self-directed Learning Readiness and their English for Specific Purposes Course Accomplishment at Distance Education in Iran

2013 ◽  
pp. 73-84 ◽  
Author(s):  
Parinaz Mohammadi ◽  
Seyed Mahdi Araghi
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
Positive Relationship ◽  
English For Specific Purposes ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
The Relationship ◽  
Learning Data

The major role of self-directed learning, a sub-division of autonomy, in successful learning at distance education has been informed by various studies. Although learners pass General English courses before studying any ESP courses at distance education in Iran, they sometimes lack the preliminary skills for independent language learning. The current study aimed to explore ESP learners’ self-directed learning readiness (SDLR) and the relationship between SDLR and ESP course accomplishment. Participants were 126 B.A students (33 male and 93 female) studying English for Students of Economy and Management (ESEM) at Tabriz Payam-e-Noor University which is based on distance learning. Data gathered by Guglielmino’s (1978) self-directed learning readiness scale (SDLRS) and a test of ESEM. Data analysis revealed that half of the learners’ SDLR is at an average or below average level, which is likely to be insufficient for conducting successful self-directed language learning (SDLL). Furthermore, the correlation coefficient demonstrated that there is a positive relationship between SDLR and ESP course accomplishment. Therefore, the need for appropriate training to improve learners’ SDLR that directly contributes to a successful ESP learning at distance education in Iran becomes apparent.

scholarly journals Academic Performance and the Role of Self-directed Learning, Self-esteem, and Grit among Nursing Students

2021 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Ryan Michael Flores Oducado
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Self Esteem ◽  
The Philippines ◽  
Psychological Resources ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

Background: understanding the factors affecting academic performance is important to support and promote the academic success of students. While there have been several studies on nursing students’ academic performance, the role of self-directed learning readiness, self-esteem, and grit among Filipino nursing students have not been well documented.Purpose: This study aimed to determine the relationship of self-directed learning readiness, self-esteem, and grit to the perceived academic performance of nursing students.Methods: This correlational research was conducted among undergraduate sophomore nursing students in a higher education institution in the Philippines using adopted research instruments. Spearman’s rho tested the correlation between variables.Results: The results indicated that self-directed learning readiness (rs=.360, p=.000), self-esteem (rs=.301, p=.000), and grit (rs=.186, p=.023) were significantly related to the academic performance of sophomore nursing students.Conclusion: psychological resources such as self-directed learning readiness, self-esteem, and grit contribute to students’ academic performance. Strategies that encourage self-directed learning, increase self-esteem, and cultivate grit are needed to support student's academic success in nursing school.

scholarly journals Job Seekers’ Self-Directed Learning Activities Explained Through the Lens of Regulatory Focus

2021 ◽  
pp. 089484532199164
Author(s):  
Adam M. Kanar ◽  
Dave Bouckenooghe
Keyword(s):  
Job Search ◽  
Regulatory Focus ◽  
Self Efficacy ◽  
Learning Activities ◽  
Job Seekers ◽  
Self Directed Learning ◽  
Significant Relationships ◽  
Directed Learning ◽  
Job Searching

This study aimed to understand the role of regulatory focus for influencing self-directed learning activities during a job search. The authors surveyed 185 job-searching university students at two time points to explore the conditions under which regulatory focus (promotion and prevention foci) impacts self-directed learning activities and the number of employment interviews secured. Both promotion and prevention foci showed significant relationships with self-directed learning activities and number of interviews, and positive and negative affect partially mediated these relationships. The relationships between both regulatory focus strategies and self-directed learning were also contingent on self-efficacy. More specifically, prevention focus and self-directed learning showed a positive relationship for job seekers with high levels of self-efficacy but a negative one for job seekers with low levels of self-efficacy. This research extends the understanding of the role of regulatory focus in the context of self-directed learning during a job search. Implications for research and practice are discussed.

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