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dc.contributor.authorGoede, Roelien
dc.date.accessioned2015-03-31T08:25:06Z
dc.date.available2015-03-31T08:25:06Z
dc.date.issued2012
dc.identifier.citationGoede, R. 2012. A critical social research perspective on self-directed learning and information technology practitioners. In: World Academy of Science, Engineering and Technology 64, Paris, France, 28-29 November 2012.en_US
dc.identifier.issn2010-3778
dc.identifier.issn2010-376X
dc.identifier.urihttp://hdl.handle.net/10394/13638
dc.descriptionWorld Academy of Science, Engineering and Technology 64, Paris, France, 28-29 November 2012en_US
dc.description.abstractInformation systems practitioners are frequently required to master new technology, often without the aid of formal training. They require the skill to manage their own learning and, when this skill is developed in their formal training, their adaptability to new technology may be improved. Self- directed learning is the ability of the learner to manage his or her own learning experience with some guidance from a facilitator. Self-directed learning skills are best improved when practiced. This paper reflects on a critical social research project to improve the self-directed learning skills of fourth year Information Systems students. Critical social research differs from other research paradigms in that the researcher is viewed as the agent of change to achieve the desired outcome in the problem situation.en_US
dc.description.urihttp://www.waset.org/Publications/?path=Publications
dc.language.isoenen_US
dc.publisherWASETen_US
dc.subjectAction researchen_US
dc.subjectCritical social researchen_US
dc.subjectInformation systems educationen_US
dc.subjectSelf-directed learning.en_US
dc.titleA critical social research perspective on self-directed learning and information technology practitionersen_US
dc.typeOtheren_US
dc.contributor.researchID10085971 - Goede, Roelien


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