Assessing Readiness For Lifelong Learning

Abstract

In general, lifelong learning can occur in two modes: formal and informal. Formal (or directed) modes include university courses or corporate training, whereas the informal modes, which occur naturally as part of learning to accomplish work tasks, are “self-directed.” The work presented in this paper focuses on assessment related to students’ ability to engage in selfdirected learning and some early attempts at course enhancement to allow students to develop their abilities to engage in self-directed learning. The Self-directed Learning Readiness Scale (SDLRS) is used to assess of readiness for self-directed learning. In a preliminary study, this instrument was administered to approximately 60 senior engineering students to investigate the extent to which it correlated with academic performance as indicated by grade-point average. In a second study, the SDLRS is being taken by randomly selected first-year, sophomore, junior, and senior engineering students to determine how the readiness for engaging in self-directed learning changes during their engineering studies. Finally, two new, problem-based learning courses were implemented to enhance students’ learning as well as their readiness for selfdirected learning. The students were given the SLDRS as a pre-test and post-test to determine whether the new courses enhanced their readiness for self-directed learning. These two new courses are briefly described and the results of the assessment are presented.