Self-directed learning in higher education environment : do pre-university education and learning styles play a role?
The majority of students undergoing the medical programme at the International Medical University (IMU) transfer to partner medical schools worldwide after the phase 1 programme. Thus it is desirable to inculcate self-directed learning (SDL) skills to enable them to adapt to the varied learning s...
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Format: | Article |
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Online Access: | http://library.oum.edu.my/repository/144/1/self-directed_learning.pdf http://library.oum.edu.my/repository/144/ |
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Summary: | The majority of students undergoing the medical programme at the International Medical
University (IMU) transfer to partner medical schools worldwide after the phase 1
programme. Thus it is desirable to inculcate self-directed learning (SDL) skills to enable
them to adapt to the varied learning strategies of these schools. As learner
characteristics importantly influence successful SDL, the effect of learning styles and
pre-university education on the appreciation of SDL in relation to the learning resources
was assessed in 708 students undergoing IMU’s medical curriculum. Male students
rated appreciation of SDL significantly higher than females. The ratings were consistently
higher for SDL as a good learning method compared to the utilisation of resources for all
the semesters with a positive correlation. The majority of students entering IMU have
experienced STPM, (Malaysian equivalent of matriculation), South Australian
matriculation (SAM) and GCE-A level. Although difference in responses is seen among
the various pre-university education groups, this is not significant. Generally, there are
more reflective than active, sensing than intuitive, visual than verbal and sequential than
global learners. Appreciation of SDL and utilisation of IMU resources are positive
irrespective of learning style. These findings indicate that the majority of students,
irrespective of learning style and pre-university education appreciate the need to develop
SDL. The study identified “receiving”, “adaptation” and “acceptance” phases in students
as they progress and adapt through a higher education environment. Importantly,
providers of higher education must be aware of these phases and address them
accordingly. (Authors' abstract) |
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