Developing deeper self-directed learning in Computer Applications Technology education

Abstract

Research indicates that self-directed learning should be fostered in education to prepare students for a changing world. Industry claims that graduates lack competencies such as critical thinking, collaboration, creativity and problem-solving, when entering the 21st-century workforce. Transfer of knowledge from a known situation to unknown situations, has been mentioned as a growing requirement for the 21st century, and the concept of deeper learning is thus gaining momentum. A literature review was conducted to obtain an understanding of self-directed learning, as well as deeper learning. The review indicated that self-directed learning remains an important factor in preparing learners for the 21st century, but the competency to transfer knowledge from a known situation to a new situation continues to be lacking. The focus has been on putting the self in learning, and less focus has been placed on learning. It is therefore suggested that deeper self-directed learning must be developed among students in order to foster knowledge transfer. The aim of this thesis was to determine how deeper self-directed learning can be developed in a database module in Computer Applications Technology education. From the literature, a rationale for DL and SDL was provided to define deeper self-directed learning and to propose a theoretical basis for deeper self-directed learning. Deeper self-directed learning was defined as an infinite process that fosters lifelong learning and promotes transfer of knowledge, with the outcome of taking responsibility for own learning, to obtain transferable competencies. Cognitive load theory and social constructivist theory were identified as suitable theories to provide a foundation for deeper self-directed learning. Cooperative learning and cooperative pair programming were then proposed as teaching-learning strategies to develop deeper self-directed learning. Guidelines integrating cooperative learning, cognitive load theory, social constructivist theory and strategies to promote transfer, were suggested for instructional practices to develop deeper self-directed learning. Design research was used as the research methodology, incorporating an embedded mixed methods design that included convergent and explanatory sequential mixed methods approaches. The research was done over a period of four years. The population of participants was two consecutive years of third-year Computer Applications Technology education students at a South African university enrolled for a database and networking module. One-on-one interviews and focus group interviews were used as qualitative data collection methods. The Self-Rating Scale of Self-Directed Learning (SRSSDL) (Williamson, 2007) and the Transferable Learning Orientations (TLO) tool (Simper et al., 2016) were used as quantitative data collection instruments to determine participants' perceived level of self-directed learning and their inclination to transfer. The effect of implementation of the suggested guidelines in the Computer Applications Technology education class on students' self-directed learning and the transfer of knowledge and competencies, were then determined. Factors that hindered or promoted transfer were also identified. The results of this study indicate that implementation of the suggested guidelines developed deeper self-directed learning in a database module in Computer Applications Technology education. Accordingly, instructional practices can be informed to develop deeper self-directed learning among students so that they can take responsibility for their learning in such a way that transfer of knowledge and competencies can occur.