Self-Directed Learning Strategies in Studying Modularized Oral Communication in Context

Abstract

COVID-19 pandemic required Grade 11 Shielded Metal Arc Welding (SMAW) students to study modularized Oral Communication in Context. Focusing on their specialization, while comprehending this subject independently, brought them learning difficulties. Delving into their experiences, this study sought to examine their self-directed learning strategies through qualitative-phenomenological method. With purposive sampling, the researchers selected self-directed participants as qualified ones for one-shot in-depth interview. Employing Colaizzi’s technique, the researchers analyzed and clustered responses into themes. Results revealed that students experienced subject learning difficulties, home learning environment distractions, concentration difficulties, independent learning adaptation, beneficial self-directed learning strategies, teacher’s valuable role, and optimism for the sake of educational benefits. Their self-directed learning strategies encompassed self-preparatory strategies, learning environment-preparatory strategies, technological learning strategies, non-technological learning strategies, information overloadmanagement strategies, time-management, and persistence-regulatory strategies. These inspired the researchers to craft self-directed learning strategy toolbox as students’ reference in overcoming the challenges. Further, this paper encouraged learning resource writers to ensure the contextualization of self-learning modules and teachers on the modification or delimitation of modular tasks. Finally, future researchers might also pursue a study on educational key players’ perspectives on these findings and evaluation of the toolbox.