Abstract
The shift towards blended learning has necessitated increased autonomy and self-regulation among students, emphasising the critical role of self-directed learning skills. These shifts require a refined blend of human interactions and self -directed learning opportunities. In higher education, fostering self-directed learning is imperative for cultivating independent, lifelong learners capable of navigating intricate academic and professional landscapes. This study employs a psychological lens, drawing on Albert Bandura’s Social Cognitive Theory, to explore the challenges encountered by first-year university students in engaging with self-directed learning. Adopting a phenomenological qualitative research approach within an interpretivist paradigm, this research aims to elucidate individual experiences and interpretations. The study focuses on a purposively selected sample of first-year preservice teachers. Data collection involved open-ended questionnaires administered at the end of the first teaching term. Rigor in data analysis was maintained through adherence to Lincoln and Guba’s criteria for ensuring reliability and validity. Preliminary findings suggest that first-year students encounter various challenges in their engagement with self-directed learning. These challenges included not achieving their learning goals, lack of time management skills, in ability to use technology, fear and anxiety and low self-esteem. The implications of these findings are pertinent to all higher education institutions seeking to implement effective self-directed learning strategies.
Presenters
Moeniera MoosaSenior Lecturer, Studies in Education Division, University of the Witwatersrand, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Self-directed learning, Challenges, First year university students, Transition
