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PROJECT TOPIC AND MATERIAL ON ASSESSMENT OF LEARNER SUPPORT SYSTEM (LSS) FOR SELF- DIRECTED LEARNING (SDL) AT OPEN UNIVERSITY OF NIGERIA
The Project File Details
- Name: Assessment Of Learner Support System (Lss) For Self- Directed Learning (Sdl) At Open University Of Nigeria
- Type: PDF and MS Word (DOC)
- Size: [70 KB]
- Length:  Pages
1.0 THE PROBLEM AND ITS CONTEXT
This Chapter presents the Problem and Its Context under the following Sections: Background to the Problem; Statement of the Problem; Objectives of the Study; and Significance of the Study. Other Sections include: Scope of the Study; Limitations of the Study; Definition of Key Terms and Concepts; and Conceptual Framewor
1.2 Background to the Problem.
Self-directed learning (SDL) is an inner motivation that pushes a student towards learning. Gibbons (2002) defines self-directed learning as a process in which learners take initiatives and responsibilities regarding aspects happening in their education. The concept of SDL was developed by Edward C. Linderman, an American educator in 1925. According to Linderman,(1926), learners, especially adult learners are motivated to learn if they feel that through learning, their needs and interests will be satisfied because learning in adulthood entails life-centered, and thus, adults are considered to be self-directed. Thus, learning occurs when learners are motivated to learn as long as they feel that their needs and interests will be satisfied through learning Maslow(1943) Before Linderman’s theorizing about self-directed learning, the concept of SDL existed but was named and perceived by ancient philosophers like Socrates and Aristotle as self-education (Kulich, 1970). According to Socrates (470 BC-399 BC), wisdom begins in admitting one’s own ignorance, and is followed by self-education. According to this view, people become self-directed, not because they are prompted by someone else, but because of an inner urge to knowledge Ryan and Deci (2000). Mardziah (1969) adds that self-directed learners are confident, goal oriented, motivated, persistent and independent. Knowles (1975) defines self-directed learning as a process where individuals take initiative(s) with or without the help of others to diagnose their learning needs, formulating learning goals, identifying resources for learning, selecting as well as implementing learning strategies and evaluating learning outcomes. Candy (1991) summarized two characteristics of self-directed learner. They are attributes and skills that drive one to curiosity, gets motivated, methodically disciplined, logical, analytical, reflective, self-aware, flexible, independent, interpersonally competent, persistent, and responsible. Other supporters of self-directed learning such as Haye (1993), Tough (1967), Merriam and Caffarella (1991), and others believe that self-directed learners take the primary responsibility for planning, carrying out the study and evaluating their learning experience.