ISSN: 2226-6348
Open access
Higher education institutions are increasingly moving away from traditional, lecture-centric teaching methods towards more student-driven approaches. This study delves into the promotion and application of self-directed learning in the Malaysian context. Through a qualitative research approach, we interviewed four lecturers and thirteen students from a specific Malaysian public university. The grounded theory was employed to analyze the data. Our findings indicate that fostering self-directed learning necessitates cultivating specific attitudes and behaviours in both students and the broader higher-education establishment. Students should be encouraged to find purpose in their lives, transition from a fear-based mindset to a critically assertive one, and embrace a sense of academic freedom. Conversely, lecturers need to refine their teaching methods by offering clearer explanations, adjusting their attitudes, and enhancing assessment techniques. Additionally, the system should grant lecturers greater flexibility in syllabus design and additional time for pedagogical development. A collaborative effort among lecturers, students, and policymakers is essential to embed self-directed learning in Malaysian universities
Abdi Zarrin, S., Gracia, E., & Paixão, M. P. (2020). Prediction of academic procrastination by fear of failure and self-regulation. Educational Sciences: Theory and Practice, 20(3), 34–43. https://doi.org/10.12738/jestp.2020.3.003
Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2013). Self-Directed Learning. Http://Dx.Doi.Org/10.1177/0273475313494010, 36(1), 20–32.
https://doi.org/10.1177/0273475313494010
Brockett, R. G., & Hiemstra, R. (2012). Reframing the Meaning of Self-Directed Learning: An Updated Model. Proceedings of the 54th Annual Adult Education Research Conference, 155–161. https://newprairiepress.org/aerc/2012/papers/22
Cazan, A.-M., & Schiopca, B.-A. (2014). Self-directed Learning, Personality Traits and Academic Achievement. Procedia - Social and Behavioral Sciences, 127, 640–644. https://doi.org/10.1016/J.SBSPRO.2014.03.327
Corbin, J., & Strauss, A. (2014). Basics of qualitative research. Thousand Oaks, CA: Sage Publications. In 4th ed.; Sage: Thousand Oaks, CA, USA. https://us.sagepub.com/en-us/nam/basics-of-qualitative-research/book235578
Co?kun, K. (2020). A New Explanation for the Conflict Between Constructivist and Objectivist Grounded Theory. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920938280
Creswell, J. W. (2018). Qualitative Inquiry & Research Design. Sage Publications, Inc., 4(1), 1–646.
Debats, D. L., Drost, J., & Hansen, P. (1995). Experiences of meaning in life: A combined qualitative and quantitative approach. British Journal of Psychology, 86(3), 359–375. https://doi.org/10.1111/j.2044-8295.1995.tb02758.x
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In Handbook of Theories of Social Psychology: Volume 1 (pp. 416–437). SAGE Publications Inc. https://doi.org/10.4135/9781446249215.n21
Doody, O., & Noonan, M. (2013). Preparing and conducting interviews to collect data. - The University of Sheffield (Alma). The University of Shefield, 2013, 15–20. https://ulir.ul.ie/handle/10344/5588%0Ahttp://find.shef.ac.uk/primo_library/libweb/action/display.do?tabs=detailsTab&ct=display&fn=search&doc=RS_613515578282013nginterviewstocollectdata&indx=1&recIds=RS_613515578282013nginterviewstocollectdata&recIdxs=0&e
García-Alandete, J. (2015). Does Meaning in Life Predict Psychological Well-Being?: An Analysis Using the Spanish Versions of the Purpose-In-Life Test and the Ryff’s Scales. The European Journal of Counselling Psychology, 3(2), 89–98. https://doi.org/10.5964/ejcop.v3i2.27
Hsu, Y.-C., & Shiue, Y.-M. (2005). The Effect of Self-Directed Learning Readiness on Achievement Comparing Face-to-Face and Two-Way Distance Learning Instruction. International Journal of Instructional Media, 32(2), 143.
Huang, L.-L., Chen, S.-W., & Chien, C.-L. (2015). The effect of university ranking on learning satisfaction: Social identities and self-identity as the suppressor and mediators. Asian Journal of Social Psychology, 18(1), 33–42. https://doi.org/10.1111/ajsp.12064
Kek, M., & Huijser, H. (2011). Exploring the combined relationships of student and teacher factors on learning approaches and self-directed learning readiness at a Malaysian university. Studies in Higher Education, 36(2), 185–208.
https://doi.org/10.1080/03075070903519210
Khalid, M., Bashir, S., & Amin, H. (2020). Relationship between Self-Directed Learning (SDL) and Academic Achievement of University Students: A Case of Online Distance Learning and Traditional Universities. Bulletin of Education and Research, 42(2), 131–148.
Kiang, L., & Witkow, M. R. (2015). Normative changes in meaning in life and links to adjustment in adolescents from Asian American backgrounds. Asian American Journal of Psychology, 6(2), 164–173. https://doi.org/10.1037/aap0000018
Knowles. (1977). SELF-DIRECTED LEARNING: A GUIDE FOR LEARNERS AND TEACHERS Malcol m Knowles New York: Association Press, 1975. 135 pp., paperbound. Group & Organization Studies, 2(2), 256–257. https://doi.org/10.1177/105960117700200220
Kok, J. K., Tunku, U., & Rahman, A. (2016). THE RELATIONSHIPS BETWEEN PROCRASTINATION AND MOTIVATIONAL ASPECTS OF SELF-REGULATION. In Jurnal Psikologi Malaysia (Vol. 30, Issue 1). https://spaj.ukm.my/ppppm/jpm/article/view/204
Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: is there a relationship? Advances in Health Sciences Education, 16(4), 529–545. https://doi.org/10.1007/s10459-011-9298-z
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. In Educational Psychology Review (Vol. 20, Issue 4, pp. 411–427). https://doi.org/10.1007/s10648-008-9082-7
Morris, T. H. (2019). Adaptivity Through Self-Directed Learning to Meet the Challenges of Our Ever-Changing World. Adult Learning, 30(2), 56–66.
https://doi.org/10.1177/1045159518814486
Ramamurthy, S., Er, H. M., Devi Nadarajah, V., & Radhakrishnan, A. K. (2019). Medical students’ orientation toward lifelong learning in an outcome-based curriculum and the lessons learnt. Https://Doi.Org/10.1080/0142159X.2019.1646894, 43(S1), S6–S11. https://doi.org/10.1080/0142159X.2019.1646894
Ramli, N., Muljono, P., & Afendi, F. M. (2018). External Factors, Internal Factors and Self-Directed Learning Readiness. Journal of Education and E-Learning Research, 5(1), 37–42. https://doi.org/10.20448/journal.509.2018.51.37.42
Remler, D., & Pema, E. (2009). Why do Institutions of Higher Education Reward Research While Selling Education? https://doi.org/10.3386/w14974
Saeid, N., & Eslaminejad, T. (2017). Relationship between Student’s Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students. International Education Studies, 10(1), 225–232.
https://doi.org/10.5539/ies.v10n1p225
San, Y. L., Roslan, S. B., & Sabouripour, F. (2016). Relationship between self-regulated learning and academic procrastination. American Journal of Applied Sciences, 13(4), 459–466. https://doi.org/10.3844/ajassp.2016.459.466
Siddiqui, F., Nerali, J., & Telang, L. (2021). Relationship between the sense of coherence, self-directed learning readiness, and academic performance in Malaysian undergraduate dental students. Journal of Education and Health Promotion, 10(1). https://doi.org/10.4103/JEHP.JEHP_758_20
Tekkol, I. A., & Demirel, M. (2018). An investigation of self-directed learning skills of undergraduate students. Frontiers in Psychology, 9(NOV), 2324. https://doi.org/10.3389/FPSYG.2018.02324/BIBTEX
Trigwell, K., & Prosser, M. (1991). Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes. Higher Education 1991 22:3, 22(3), 251–266. https://doi.org/10.1007/BF00132290
Turan, M. B., & Koç, K. (2018). The impact of self-directed learning readiness on critical thinking and self-efficacy among the students of the school of physical education and sports. International Journal of Higher Education, 7(6), 98–105. https://doi.org/10.5430/ijhe.v7n6p98
Wong, F. M. F., Tang, A. C. Y., & Cheng, W. L. S. (2021). Factors associated with self-directed learning among undergraduate nursing students: A systematic review. Nurse Education Today, 104, 104998. https://doi.org/10.1016/J.NEDT.2021.104998
Zhoc, K. C. H., Chung, T. S. H., & King, R. B. (2018). Emotional intelligence (EI) and self-directed learning: Examining their relation and contribution to better student learning outcomes in higher education. British Educational Research Journal, 44(6), 982–1004. https://doi.org/10.1002/BERJ.3472
(Esmaeil et al., 2024)
Esmaeil, A. A. A., Voo, P., Maakip, I., Rathakrishnan, B., Halik, M., Marshall, S., Kiflee, D. N. B. A., Ayub, N., & Arumugam, B. (2024). Cultivating Self-Directed Learning in Malaysian Higher Education: A Qualitative Inquiry. International Journal of Academic Research in Progressive Education and Development, 13(1).
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode