A Study on the Development and Effectiveness of a Psychology Liberal Arts Class Incorporating Self-Directed Learning

Abstract

The purpose of this study is to develop a psychology liberal arts class incorporating self-directed learning and to analyze the effects of its implementation. In this study, a psychology liberal arts class connected with the self-directed learning factors was developed for self-directed learning. In order to analyze the effects of liberal arts class, data were collected and analyzed using reflection journal writing and in-depth interviews with 17 university students. The results are as follows. First, at the beginning of the liberal arts class, the process of students attempting to learn was found to be of significant importance regarding the learning process itself, as well as the trial and error process based on past experiences. From the perspective of the Galaxy model, this process is related to cognitive self-directed learning. From the perspective of the education subject, the intention of the learner is founded in education. Second, at the mid point of the liberal arts class, the process of realization among the students in regards to their learning was found to lie in an understanding of the learning phenomenon based on psychology, solving problems related to learning through the connection between psychology and learning science, and the use of teaching media for effective learning. From the perspective of the Galaxy model, this process is related to educational self-directed learning. From the perspective of the education subject, the intentions of learners and instructors are implemented in education. Third, at the end of the liberal arts class, the students’ growth process through learning was found to rest in the areas of their pursuit of value and their pursuit of change. From the perspective of the Galaxy model, this process is related to existential self-directed learning. From the perspective of the education subject, the intention of the learner becomes central in education.</br>The conclusions are as follows. First, it is necessary for us to develop a liberal arts class with self-directed capabilities that will be required in the era of the 4th Industrial Revolution. Second, such classes need to reflect the learner’s intentions that take into consideration the self-directed learning elements of time, space, exchange, and body elements in the design process of the liberal arts class for self-directed learning capabilities. Third, we need to discuss the appropriate role of the instructor in the operational process of the liberal arts class that possess self-directed learning capabilities.