Effects of using self-directed learning to foster lifelong learning attitudes of functional literacy facilitators

Abstract

This study aimed to 1) investigate the effects of self-directed learning on lifelong learning attitudes of functional literacy facilitators; and to 2) propose recommendations for using self-directed learning to foster lifelong learning. The research used quantitative method by employing quasi-experimental design where pre-test and post-test are employed to explore whether self-directed learning activities would foster lifelong learning attitudes of functional literacy facilitators in the five aspects. With subject group consisted of 37 functional literacy facilitators who were working as teachers in functional literacy programs in Cambodia. Moreover, an in-depth interview with 5 adult educators has been employed to propose recommendations on using self-directed learning according to their practical experiences. The recommendations were significant to adult educators, trainers, or mentors who were interested to apply self-directed learning in their practice.

The research findings were as follow:

1. Self-directed learning significantly enhanced functional literacy instructors' attitudes towards lifelong learning on the five aspects as 1) inquiring mind, 2) setting learning plan, 3) learning skills, 4) information literacy, and 5) belief in learning benefit professional development. With one group paired sample t-test, the result indicated that the pre-test score of the participants' inquiring mind to learn (X̅ =3.3475) was lower than the post-test (X̅ =4.2734), with p=0.00, which indicated that it was perfectly different. The result of the study revealed that self-directed learning activities positively affected lifelong learning attitudes and had positive impacts on the professional development of functional literacy facilitators.

2. Recommendations on using self-directed learning were proposed by the adult educators based on practical experiences such as 1) the crucial role of facilitators, 2) setting climate of trust and respect, 3) diagnosing learning needs, 4) setting learning goals, 5) planning resources, 6) planning learning strategies, 7) monitoring the learning process, and 8) evaluating outcomes. Moreover, the research also indicated that effective self-directed learning required literacy, language proficiency, understanding of learning styles, ICT skills, and good communication, with a supportive mentor to guide learners through the process.