Developing of the Measurement Model of Self-Directed Learning Characteristics

Abstract

Problem statement: Self-directed learning is a factor essential for learners. But, factors both differ and overlap. The structures of various factors are not consistent. Research Questions: The model of self-directed learning characteristics of technical college students was developed valid or not? Purpose of the Study: This research aims to develop a model of self-directed learning characteristics of technical college students by factor analysis and multidimensional item response analysis, and to validate the self-directed learning model. Research Methods: Samples were two groups. The first sample was used to analysis the model factors (230 students) and the second sample, used to validate the model (1,563 students). The instruments were 44 items (four choices). Data were analyzed through the methods of means, standard deviation, confirmatory factor analysis, and multidimensional item response analysis. Findings: First, results of analyzing item of the model are as follows. Factor analysis: items were suitable for the self-directed learning model (93.18%). Multidimensional item response analysis: all questions were suitable for the model (100.00%). The selected model had eight factors (32 items). Second, the model had validity. Conclusions: The model developed from the Guglielmino's theory and the self-directed learning model was consistent with empirical data. The standard of the self-directed learning model was interpreted on four levels: awareness, interest, attempts at learning, and actual practice.

Escala de aprendizaje autogestivo en estudiantes universitarios de la carrera de Psicología de un sistema en línea

“…Respecto al estímulo "estrategias de estudio", los estudiantes reportaron organización, responsabilidad, ser autodidactas, ser disciplinados, incorporan aspectos relacionados con la tecnología que difícilmente se obtendría si se consideraran estudiantes de sistemas presenciales (Cerda & Saiz;Chianchana, 2016). Sobre el estímulo "aprender en línea", los participantes reportaron palabras como: complicado, difícil, oportunidad, reto, responsabilidad, tiempo, organización y compromiso; se observan tanto características positivas, como negativas que tiene que ver con los escenarios a los que están expuestos; y como se ha mencionado, si bien los sistemas en línea están diseñados para personas que por diversas razones no pueden acudir a un sistema presencial (Bartolomé & Steffens, 2015), las situaciones que van experimentando en estos sistemas se perciben como difíciles si los estudiantes no tienen las habilidades necesarias para regular su proceso de aprendizaje, (Broadbent & Poon, 2015).…”