Self-Directed Learning Approach

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Self-Directed Learning (SDL) is an independent learning approach that develops students’ learning skills and professional skills through teaching and learning process. To embrace the SDL approach, the Department of Polytechnics has developed Curriculum Information Document Online System (CIDOS) as an online learning platform. Hence, the aim of this research is to study the impacts of SDL approach among polytechnic Mechanical Engineering students in their learning. This study targeted total 82 students from Material Science and Engineering Management classes. And the study, produced mixed findings reporting that students
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Thus, as an initial stage, this investigation explores four learning attributes (initiative, control, self-efficacy and motivation) that influence the self-directed learning approach by responding to 25-items of the questionnaire which called “ Self-Directed Learning (SDL) Questionnaire ”. The results are expected to be the key parts to augur transformation of the education system in polytechnics by understanding the students’ problem regarding SDL, identifying rooms for improvements and implement coherent measures to help students with…show more content…
(Saks & Leijen, 2014) have stated in literature that, Knowles (1975) described SDL as a process that coerce the individuals to take initiative with or without the support of anybody, determine their learning requirements, develop learning goals with identified human and material resources, choose and implement appropriate learning strategies, and evaluate learning outcomes. (Kim et al., 2014) mentioned that the fundamental of SDL is students take charge of their learning and able to transfer the acquired knowledge and skill in the working environment. Also, (Dynan et al., 2010) reported that knowledge enrichment and skill development in pursuant to the course content is achievable through SDL and it is best acquirable via organizing their SDL learning activities systematically to determine the targeted knowledge and skill, the suitable learning strategies, and evaluate the learning outputs (Kim et al., 2014).
According to (Cremers et al., 2014), the capacity of SDL is divided into five sub skills: diagnosing, setting goals, planning, monitoring and evaluating.
(i) Diagnosing. Identifying what it is to be learned.
(ii) Setting goals. Translating perceived learning needs into concrete learning goals.
(iii) Planning. Investigating possible ways of achieving the goal.
(iv) Monitoring. Engaging in practice and monitoring one’s
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