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Embracing Self-Directed Learning for Inclusive Open Education: Insights from Student Experiences at a Higher Education Institution in Namibia
Abstract
This study assessed the self-directed learning (SDL) capabilities among distance students at the University of Namibia (UNAM). Despite SDL having emerged in the 1800s and being internationally justified and valued, its implementation and practice remain extremely low. Reviewed literature showed inadequate information on strategies used to enhance students’ self-directed learning readiness, knowledge and skills. In fact, a study on education undergraduate students at UNAM found a lack of SDL competencies, as many students relied on lecture notes and summaries. This is despite an institutionalised Open, Distance and eLearning (ODeL) policy which urges academic staff to provide guided SDL to their students. The study employed a qualitative research approach using a case study research design, targeting 81 final year undergraduate distance education students in a Lifelong Learning and Community Education programme of the 2021 cohort. Two research instruments were employed, namely, a questionnaire adapted from Guglielmino’s Self-Directed Learning Readiness Scale and a focus group interview schedule. The purposively sampled participants were 28 students (22 responding to the questionnaire and 6 participating in the focus group discussion). Data from the questionnaire was analysed using content analysis after the researchers had familiarised themselves with data, constructed codes that were grouped into themes related to research questions, while the open-ended responses and the focus group discussion were thematically analysed to understand underlying meanings, experiences, and perspectives of participants about SDL. Findings indicate inadequate efforts to foster students’ self-directed learning, and a lack of SDL awareness among students. Recommendations include the need to cultivate students’ SDL to enhance their learning achievement and take ownership of their educational journey.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 7523
Country
Namibia
Region
Africa
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Adobe PDF, 275.03 KB
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Date
2025-09
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Corporate Author
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Publisher
Commonwealth of Learning (COL)