Self-directed learning in a socioconstructivist learning environment

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Self-directed learning is an essential skill to be acquired for the promotion of life-long learning. In this study, a socioconstructivist learning environment was designed for an Instructional Design and Development module to facilitate self-directed learning within a higher education setting. The course supported a student-centred and self-directed approach, integrating technological, pedagogical and content knowledge. Findings from interviews, online document analysis and observation provided evidence that self-directed learning was empowered through learning tasks that support constructivist collaboration in both physical and virtual learning spaces. The participants inquired new skills, knowledge and attitude through self-directed learning in a blended learning environment. Web technology platforms such as Moodle online discussion forums, Google Docs and Wikispaces empowered self-directed learning among the adult participants. The processes and conditions that facilitate self-directed learning are discussed in this paper.

Original languageEnglish
Pages (from-to)1913-1917
Number of pages5
JournalProcedia - Social and Behavioral Sciences
Volume9
DOIs
Publication statusPublished - 2010

Fingerprint

learning environment
Learning
learning
document analysis
Blended Learning
search engine
promotion
Observation
Interviews
Students
Technology
Education
interview
evidence
education
student

Keywords

  • Instructional design
  • Learning environment
  • Self-directed learning
  • Socioconstructivist

ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

Cite this

Self-directed learning in a socioconstructivist learning environment. / Foo, Sze Yeng; Hussain, Raja Maznah Raja.

In: Procedia - Social and Behavioral Sciences, Vol. 9, 2010, p. 1913-1917.

Research output: Contribution to journalArticle

@article{abc09797946e4ed6a15c34cdf2484cf3,
title = "Self-directed learning in a socioconstructivist learning environment",
abstract = "Self-directed learning is an essential skill to be acquired for the promotion of life-long learning. In this study, a socioconstructivist learning environment was designed for an Instructional Design and Development module to facilitate self-directed learning within a higher education setting. The course supported a student-centred and self-directed approach, integrating technological, pedagogical and content knowledge. Findings from interviews, online document analysis and observation provided evidence that self-directed learning was empowered through learning tasks that support constructivist collaboration in both physical and virtual learning spaces. The participants inquired new skills, knowledge and attitude through self-directed learning in a blended learning environment. Web technology platforms such as Moodle online discussion forums, Google Docs and Wikispaces empowered self-directed learning among the adult participants. The processes and conditions that facilitate self-directed learning are discussed in this paper.",
keywords = "Instructional design, Learning environment, Self-directed learning, Socioconstructivist",
author = "Foo, {Sze Yeng} and Hussain, {Raja Maznah Raja}",
year = "2010",
doi = "10.1016/j.sbspro.2010.12.423",
language = "English",
volume = "9",
pages = "1913--1917",
journal = "Procedia - Social and Behavioral Sciences",
issn = "1877-0428",
publisher = "Elsevier BV",

}

TY - JOUR

T1 - Self-directed learning in a socioconstructivist learning environment

AU - Foo, Sze Yeng

AU - Hussain, Raja Maznah Raja

PY - 2010

Y1 - 2010

N2 - Self-directed learning is an essential skill to be acquired for the promotion of life-long learning. In this study, a socioconstructivist learning environment was designed for an Instructional Design and Development module to facilitate self-directed learning within a higher education setting. The course supported a student-centred and self-directed approach, integrating technological, pedagogical and content knowledge. Findings from interviews, online document analysis and observation provided evidence that self-directed learning was empowered through learning tasks that support constructivist collaboration in both physical and virtual learning spaces. The participants inquired new skills, knowledge and attitude through self-directed learning in a blended learning environment. Web technology platforms such as Moodle online discussion forums, Google Docs and Wikispaces empowered self-directed learning among the adult participants. The processes and conditions that facilitate self-directed learning are discussed in this paper.

AB - Self-directed learning is an essential skill to be acquired for the promotion of life-long learning. In this study, a socioconstructivist learning environment was designed for an Instructional Design and Development module to facilitate self-directed learning within a higher education setting. The course supported a student-centred and self-directed approach, integrating technological, pedagogical and content knowledge. Findings from interviews, online document analysis and observation provided evidence that self-directed learning was empowered through learning tasks that support constructivist collaboration in both physical and virtual learning spaces. The participants inquired new skills, knowledge and attitude through self-directed learning in a blended learning environment. Web technology platforms such as Moodle online discussion forums, Google Docs and Wikispaces empowered self-directed learning among the adult participants. The processes and conditions that facilitate self-directed learning are discussed in this paper.

KW - Instructional design

KW - Learning environment

KW - Self-directed learning

KW - Socioconstructivist

UR - http://www.scopus.com/inward/record.url?scp=79951870639&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79951870639&partnerID=8YFLogxK

U2 - 10.1016/j.sbspro.2010.12.423

DO - 10.1016/j.sbspro.2010.12.423

M3 - Article

AN - SCOPUS:79951870639

VL - 9

SP - 1913

EP - 1917

JO - Procedia - Social and Behavioral Sciences

JF - Procedia - Social and Behavioral Sciences

SN - 1877-0428

ER -