Understanding the Relationship of Perceived Distance Learning Environments and the Enhancement of Learner Autonomy

Ng, Siew Foen; Confessore, Gary J.

doi:10.18848/1447-9494/cgp/v17i02/46888

Cited by 7 publications

(6 citation statements)

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“…They describe functional learner autonomy as a range of ability and willingness to participate in selecting and shaping learning experiences in which the learner may function independently or in concert with others. An individual's behavioral intentions to learn are dependent upon a wide variety of characteristics that include learning styles, prior experience, perceptions of the learning environment, and other factors (Ng, 2009;Ng & Confessore, 2010). Finally, autonomous learning manifests in individuals who feel the need to learn and who then utilize internal and external resources, both human and material, to enhance their efforts (Confessore, 1992).…”

Section: Literature Review Learner Autonomymentioning

confidence: 99%

Learner Autonomy and Selected Demographic Characteristics as They Relate to Life Satisfaction Among Older Adults in Malaysia

Confessore

2014

Educational Gerontology

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Malaysia currently has about three million senior citizens. United Nations statistics show that Malaysia is likely to reach aging nation status by the year 2035. It is important to address the issues that may have impact on the needs and concerns of this growing population. This study examined the relationships of life satisfaction, learner autonomy, and selected demographic variables of older adults in the state of Kelantan, Malaysia. A convenience sample of 111 adults, age 50 or older, participated in this survey. Statistical analyses assessed relationships of demographic variables to Learner Autonomy Profile and Life Satisfaction Scores. Findings reveal ethnicity, education level and living area correlate significantly with the learner autonomy scores. Only education level was found to significantly correlate with life satisfaction. Results indicate a significant relationship of learner autonomy scores and life satisfaction scores. Implications for practice and recommendations for further study and public policy emphases are discussed.According to a United Nations (2013) report, the current world population of 7.2 billion is projected to increase by 1 billion over the next 12 years and reach 9.6 billion by 2050. Overall, life expectancy is projected to increase in developed and developing countries in future years. At the global level, it is projected to reach 76 years in the period 2045-2050 and 82 years in 2095-2100. Rapid declines in fertility and increases in life expectancy have created a rapidly aging society. Malaysia currently has about three million senior citizens, and the number is rising. Statistics show that Malaysia is likely to reach ageing nation status, with at least 15% of the population being 60 or more years of age, by the year 2035 (United Nations, 2013).Over the past several decades, gerontological research has been emphasizing the issue of life satisfaction. Aging research has predominantly focused on issues of the physical, psychological, social, and economic status of older adults. These questions have led to an increased understanding of the processes and problems of aging and to the development of strategies designed to maximize the potential of the later years of these older adults.

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Section: Literature Review Learner Autonomymentioning

confidence: 99%

Learner Autonomy and Selected Demographic Characteristics as They Relate to Life Satisfaction Among Older Adults in Malaysia

Confessore

2014

Educational Gerontology

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“…Autonomy and individual learning styles The levels of learning autonomy vary greatly among varieties of learners. Many studies have been conducted to investigate the demographic characteristics which affect learners' capacity to learn (Carr, 1999;Derrick, 2001;Meyer, 2001;Ng, 2009;Ng & Confessore, 2010;Park, 1998;Ponton, 1999) According to Confessore and Confessore (1994), autonomous learning manifests in individuals who feel the need to learn. Such people also utilize both internal psycho-social resources and external human and material resources to enhance their efforts.…”

Section: 6mentioning

confidence: 99%

An Investigation Into Learners’ Autonomy At An Institution In Vietnam

Trang¹

2021

ijsshr

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The study employed a mixed method research design to investigate the self-perceived levels of learners’ autonomy at the institution where the researcher works. The study also explores the teachers’ support in fostering students’ autonomy. In addition, the study attempts to determine the relationship between genders, learning styles and the learners’ levels of autonomy. The main findings reveal that the level of learners’ autonomy where the study was conducted was at medium level (M = 2.66 out of 5.0 scale). In terms of the students’ perception of their teachers’ roles in fostering students’ autonomy, the finding of the current study reveals that it was quite supportive (M = 3.29 out of 5.0 scale). The finding also indicated that the difference in level of autonomy is not significant between male and female students (M = 2.667 for male compared with M = 2.668 for female students). Finally, the result showed that there a statistically significant difference in the levels of autonomy between students with different learning styles. To be specifically, the students who prefer kinesthetic learning style possess the highest level of autonomy (M = 2.75) compared with M = 2.60 and 2.59 for visual and individual learning style students. M=2.72; M=269 and M=2.62 are the level of autonomy for group, tactile and auditory students respectively.

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“…The strategy is bearing fruit because of the availability of internet services which facilitate the delivery of highquality multi-media learning materials. According to Ng and Confessore (2010), the most preferred mode of delivery from learners' point of view in Malaysia is use of a multiplicity of learning platforms such as site-based instruction and print media, audio and computersupported interaction (or hybrid). The major goal of adopting multiple delivery modes is to benefit from the advantages of each.…”

Section: Global Trendsmentioning

confidence: 99%

Challenges of educational digital infrastructure in Africa: A tale of hope and disillusionment

Mukuni¹

2019

J. Afr. Stud. Dev

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Technology-based distance learning is becoming popular throughout the world. In Sub-Saharan Africa, advancements in communication technology more than two decades ago raised much hope since technology-based distance education was seen as a promising cost effective and cost-efficient answer to expansion of access to education. These high hopes in technology-based distance education have, however, turned into disillusionment because of the challenges relating to digital infrastructure affecting most of Sub-Saharan Africa. This article is a reflection on the challenges of digital infrastructure with respect to distance learning in Africa. The article makes some recommendations for practice and research.

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Understanding the Relationship of Perceived Distance Learning Environments and the Enhancement of Learner Autonomy

Cited by 7 publications

References 0 publications

Learner Autonomy and Selected Demographic Characteristics as They Relate to Life Satisfaction Among Older Adults in Malaysia

Learner Autonomy and Selected Demographic Characteristics as They Relate to Life Satisfaction Among Older Adults in Malaysia

An Investigation Into Learners’ Autonomy At An Institution In Vietnam

Challenges of educational digital infrastructure in Africa: A tale of hope and disillusionment

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