Developing a decision model to describe levels of self-directedness based upon the key assumptions of andragogy

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Title: Developing a decision model to describe levels of self-directedness based upon the key assumptions of andragogy
Author: Richards, Lance Jonathan
Abstract: As workplace demands change , a need has developed for alternatives to traditional education . With advancements in electronic telecommunication technologies , distance education has become a viable alternative to traditional classrooms for working professionals . Efficiency and cost effectiveness are driving many programs to place oncampus students and distance students in the same courses at the same time . This phenomenon has resulted in the placement of students with vastly different backgrounds , levels of expertise , and levels of motivation in the same classrooms . Often a professor will teach to one learning style , leaving some students in the dust , never to get on track . Without face -to -face contact with an instructor , this can leave distance education students feeling isolated and alone . There is a continuing need for the development of alternative instruments to assess self -directed learning (Brockett & Himestra , 1991 ) . We must develop a means of determining an individual ? ?s readiness for self -directed learning , as well as a device for measuring the efficiency of programs designed to foster the attitudes and skills which are involved in increased self -directedness in learning (Guglielmino , 1977 ) . Self -directed learning readiness is important to a learner ? ?s success in distance education programs . Inorder for an educator to tailor instruction to the unique attributes of each student , there is a need for an instrument that will identify the learner ? ?s stage of self -directedness or degree of dependency and for an instrument that will determine the educator ? ?s default teaching style at the beginning of a course . Such an instrument will help instructors increase their learners ? ? level of self -direction and will improve the overall quality , student satisfaction , and student retention in distance learning courses . The purpose of this study is to develop and pilot test two instruments based upon the Staged Self Directed Learning Model (Grow , 1991 ) and the key assumptions of andragogy : one measuring the self -directed learning readiness of a student in the context of an individual course and the other measuring the teaching style of the instructor in the context of the same course . The data will be analyzed and given to the instructor to give him /her an idea of the self -directed learning readiness level of students enrolled in the course . A report will be generated to show matches and mismatches between the instructor ? ?s teaching style and the self -directed learning readiness level of the students . A decision model will be developed to suggest teaching strategies that minimize mismatches and facilitate the growth of students from dependent to self -directed through the course .
URI: http : / /hdl .handle .net /1969 .1 /2685
Date: 2005-11-01

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Developing a decision model to describe levels of self-directedness based upon the key assumptions of andragogy. Available electronically from http : / /hdl .handle .net /1969 .1 /2685 .

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