Proposed methods
In understanding the nature of support for self-directed learning, a study of parent’s roles and practices will be conducted. The purpose of the study is to examine whether parents can foster self-directed learning among students doing it away from traditional classroom settings. The study expects that the results will lead to a deeper understanding of self-directed learning and its benefits for students (Carson, 2012). The research design is a qualitative study of self-directed learning from the perspective of first-year college students. The research model that will be used in this model will be a qualitative design methodology for data collection in examining the real-life experiences. The qualitative design will be used because it allows for the selection of a wide range of topics to understand the central phenomenon. The data collection methods for this study include the use of questionnaire and interviews taken with the students undertaking the self-directed learning.
The study population will be comprised of adult-college students undergoing the self-directed learning. The sample consists of students currently enrolled in a business bachelor’s program. Fifty undergraduate students will be the sample for this study. A convenience sampling method will be used where participants were expected to be between 18 and 25 years of age. In this study, the students are allowed to select the desired content and teaching resources to learn to contain electronic materials instructional videos and practice tests ( Linder, 2013) . The instructors would monitor and intervene in the learning process of the system without providing strict monitoring or instruction. The learning process of the students will be monitored, and the test results are fed to the interviewer and will be recorded
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A questionnaire will be used on teaching strategy for self-directed learning containing questions that will also help in conducting the interviews. The study will also utilize focus group interview that is ideally suited to explore behaviors of individuals involved in the research. The focus group interviews will be conducted with the 50 undergraduate students divided into five groups. During the interviews, all participants will be allowed an opportunity to respond to questions as well as engage in automatic exchange. Pre-written questions will be used as the interview protocol, in sessions that will last between 45 minutes to one hour. The problems may entail understanding how self-directed learning improves their independent learning skills and how the students view parents and instructor’s feedback in the project. The interviews would also ask students on what they want instructors to improve in their monitoring and feedback.
A semi-structured interview with the use of open-ended questions will be used to collect data and gain an understanding of the problem. One on one meeting will be favored in this research to gain knowledge about participant view of the process. Interviews will be conducted with the stakeholders to understand how parents can help students involved in self-studying at home ( Linder, 2013).
Proposed results
The statistical analysis of the study will be carried using Pearson product-development connection, which will be used to test the relationship between the variables. The findings will be analyzed following the principles of inductive research and constant comparative analysis. Data analysis will entail the use of the SPSS-X to analyze data from the practice surveys as well as the weft QDA in electronically linking emerging categories with supporting texts ( Kazlauskiene, Gaucaite & Poceviciene, 2014).
Data to be examined will be collected through student observation of their learning procedures with self-directed learning. The independent factor in this research is learning methods while the dependent variable is self-directed learning. Analysis of the study will be based on two aspects including the benefits of self-directed learning and the role of parents as instructors in the process. Data on both issues will be recorded and analyzed using several analytical tools. Students taking part in the study will be asked about their meta-cognitive skills development from self-directed learning, including the ability to prioritize tasks, read strategically or independently locate resources ( Luo et al., 2015) . Students also report the presence of parent’s involvement in the self-directed learning to enhance their motivations and sense of personal accomplishment. They motivated students to work hard.
The research goal of this proposal was to understand the role of parents in self-directed learning and how they can help students excel in the process. Students who used self-directed learning revealed high scores and an improvement in their performances for knowledge of project evaluation. The score for satisfaction regarding the teaching strategy using self-directed learning is also expected to be high. The review of self-directed learning shows that it can be used to supplement the traditional learning environment by cultivating the self-learning ability of a student as well as providing a practical method for personalized learning ( Luo et al., 2015).
Proposed discussion
This study was taken on understanding student’s perspective regarding parent’s role in self-directed learning. The study viewed student’s perspectives regarding the benefits of self-directed learning as opposed to the traditional classroom setting as well as their view on the role of parents as instructors in the project. The participants show a variety of benefits when engaging in self-directed learning including being more motivated and getting improved Self-directed learning abilities ( Kazlauskiene, Gaucaite & Poceviciene, 2014). At the same time, using feedback from parents as instructors during the self-directed learning can be valuable for students. For example, they could correct mistakes that they may make and could help in managing their learning experiences. Students seem to prefer straightforward input from their parents regarding their performances with the self-directed learning.
Self-directed learning is characterized by personal autonomy and learner control. From the finding, it is evident that parents can play a crucial role in facilitating self-development through. Their unique involvement in the self-directed study can motivate students to focus on their studies while providing a conducive environment ( Sears, 2016) . The parent plays a role as an instructor in creating a good learning environment and assessing the readiness of the student for the method. The study also showed that parents can help students develop self-directed learning competencies ad discipline needed to excel. Departing from the traditional parts of teaching, parents act as instructors with a primary responsibility of facilitating the learning through encouraging while acting as managers of the learning experience instead of knowledge provider. They can help learners to locate resources as well as create an atmosphere of openness that promotes better performance.
The findings of this study look to expand on the current literature on self-directed learning. The participants are set to benefit from fro self-directed learning in areas of motivation cognition and content knowledge. Thus, this study confirmed the hypothesis and expanded upon the roles and benefits of parents as instructors on students engaging in self-directed learning. approaches from strict to facilitating learning. At the same time, self-directed learning is seen as crucial for increasing the meta-cognitive benefits of students by increasing their strength and critical thinking skills ( Kazlauskiene, Gaucaite & Poceviciene, 2014) . Students can use the approach to prioritize the learning abilities and develop suitable reading strategies.
The findings from the study raises important concerns regarding the role of parents as instructors for students engaging in self-directed learning. In particular, students reported improvements in their self-directed learning at home when parents are present to give motivations. In particular, students are expectant of getting feedback regarding their studies that evaluates their learning outcomes. Parents can be useful in providing a structural learning environment that can help students to study better while at home. They as instructors may need to adopt the role of facilitators ( Kazlauskiene, Gaucaite & Poceviciene, 2014) .
The conclusion is that compared to the traditional learning methods, using self-directed learning is more effective in improving the knowledge base of students as well as their skills and attitudes. Students who took part in the research report improvement in the knowledge domain. At the same time, the majority of the students taking part in the research project report increased intrinsic motivation when they have parents acting as instructors. The presence of parents increase their sense of personal accomplishments
References
Carson, E. H. (2012). Self-directed learning and academic achievement in secondary online students.
Kazlauskiene, A., Gaucaite, R., & Poceviciene, R. (2014). Implementation of the Self-Directed Learning System in General Education Schools: Analysis of Manifestation of Changes. Journal of Education and Training , 2 (1), 155-167.
Linder, P. L. (2013). An analysis of self-directed learning of first-year, first-generation college students.
Luo, H., Wu, C., He, Q., Wang, S. Y., Ma, X. Q., Wang, R., ... & He, J. (2015). Research on cultivating medical students’ self-learning ability using teaching system integrated with learning analysis technology. International journal of clinical and experimental medicine , 8 (8), 14542.
Sears, E. K. (2016). How to Help Students Develop Projects Independently for Self-Directed Learning.
