The Effect of Self-directed Learning Readiness in the Asynchronous Distance Learning.

• Main Authors: Yi-Chih Chung, 鍾宜智
• Other Authors: Jia-Rong Wen
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/16103667550107773703

碩士 === 國立高雄師範大學 === 工業科技教育學系 === 89 === Distance education is one kind of independent learning activities. The learners must have the self-directed learning abilities to set up their instruction objective, to choose the way of learning and researching, and to evaluate. The purpose of the study is to research the relations between Self-Directed Learning Readiness, learning style and academic achievement. The objects of the study are the students of the asynchronous distance learning courses in information technology of National Kaohsiung Normal University. To understand the effect of the Self-directed Learning Readiness in the asynchronous distance learning, they are surveyed by using “Self-directed Learning Readiness Survey” and “Learning Style Questionnaire” after they finish the courses. The study outcomes show：1. The Self-directed Learning Readiness of the students is active. 2. The students don’t adapt and adjust themselves to the learning style of network learning yet. 3. The learning style of the students varies with their background. 4. The students who have ever studied computer before the asynchronous distance learning courses will be eased to academic achievement. 5. We can infer the learning style from the Self-directed Learning Readiness, and they are in the positive correlation. 6. We can infer the academic achievement from the Self-directed Learning Readiness, and they are in the positive correlation. 7. We can infer the academic achievement from the learning style, and they are in the positive correlation. According to the outcomes and discoveries, we submit the future teaching institutions of the asynchronous distance learning in the following suggestions and concrete methods to improve the education system and the guidance services： 1.To improve the academic achievement, we should adopt appropriate methods to improve Self-directed Learning Readiness of the students in the asynchronous distance learning, and help them to adapt the self-directed learning style. (1)In the basic education of school, we should increase the cognitive activities like the brainstorming, the problem solving, and the courses of learning how to learn and meta-cognition, and should enhance the Self-directed Learning Readiness through the process of the cognitive development to improve the independent learning abilities of the students in distance education in the future. (2)In the asynchronous distance learning, we should cooperate with the other institutions and take advantage of the interview to hold self-directed learning forum or conference, or to edit the handbook of self-directed learning in order to enhance the development of the self-directed learning abilities, such as the reading skills, learning methods, resource, problem-solving, evaluation of demands for self-learning and so on. (3)We should train the teachers, teaching assistants and administrators to improve their understanding of the self-directed learning. It makes the learners get better advices and guidance when they get into trouble in the asynchronous distance learning, or they can offer the useful books or data to help the learners. 2.To improve the academic achievement, we should enhance the interaction and take advantage of the resources to improve the participation of the learners in the asynchronous distance learning. (1)For the convenience of the independent learning, the contents of teaching materials should be edited in an interactive way. To improve the adaptive abilities of the learners in the asynchronous distance learning, we should supply the learners with the reference handbooks of self-learning. (2)According to the different backgrounds of the learners, we should enhance the various instructional designs, provide every kind of learning resources, design flexible courses to adapt the different using and participation of learners, and to expand the fields of learning style to improve academic achievement. (3)Whenever the teachers and teaching assistants should pay attention to the situations that learns devote themselves to learning through every kind of learning resources. The teaching system should record the learning process, and inform the teachers, teaching assistants and the learners who are the lower participator actively to improve the participation of the learners. (4)We should improve the interaction between the students and between students and teachers through the methods of the cooperative learning, group works and so on. To improve the communicative chances, we should adopt the synchronous and asynchronous discussion actively.