Adult Participation in Self-Directed Learning Programs

Muhammad Madi Bin Abdullah,Balakrishnan Muniapan,Sebastian Francis Koren,Balan Rathakrishnan,Balakrishnan Parasuraman

doi:10.5539/ies.v1n3p66

Abstract

This paper attempts to explain the various concepts related to self-directed learning and also the various theories and models regarding adult participation and also non-participation in self-directed learning programs. Because of the extensive amount of previous literature and research findings dealing with self-directed learning, it is necessary to synthesize the relevant literature so that it can be useful as a basis for this and also for further research in this field. Conceptualization of self-directed learning will be reviewed in the wider and broader perspective. Also reviewed will be the development of self-directed learning, the definitions and characteristics of self-directed learning. Different conceptualization and factors contributing to adult participation in self-directed learning will be touched. In order to design an instrument and to develop a conceptual model, which adequately reflects those factors that have been reasonably determined to be relevant, it is felt that there was a need to identify those variables or factors, reported in earlier studies, which have been found to be significantly associated with adult participation in self-directed learning.

Highlights

IntroductionIn 1961, Cyril Houle commented, adult learners are goal oriented, activity oriented or learning oriented
August, 2008 andragogy, which explain the characteristics of adult learners
In order to design an instrument and to develop a conceptual model, which adequately reflects those factors that have been reasonably determined to be relevant, it is felt that there was a need to identify those variables or factors, reported in earlier studies, which have been found to be significantly associated with adult participation in self-directed learning

Summary

Introduction

In 1961, Cyril Houle commented, adult learners are goal oriented, activity oriented or learning oriented. In the year of 1989, Sandra McCune in her study entitled ‘A Meta-analytic Study of Self-direction in Adult Learning’ identified most frequently used research tools (Guglielmino’s SDLRS and Tough’s interview schedule). She verified a variety of variables associated with self-direction in learning across studies using different methodologies. The previous studies mainly focus on the three important aspects of adult learning They are the goals, the process and the learner itself. The work of Merriam and Caffarella, which open the eyes of the adult learners and the adult educators especially explained the development of the learners’ capacity to be self-directed, fostering of the transformational learning and the promotion of emancipatory learning and social actions (social context). The adults have more power in creating their own path in the journey of continuous learning throughout their life

Self-Directed Learning

Theories of Self-Directed Learning

Adult Participation Theories

Barriers to Participation

Findings

Conclusion