Socio-Demographical Variables as Predictors of Academic Self-Directedness
Fuente:
ERIC Institute of Education Sciences
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2024
|
| Subjects: | |
| Online Access: | |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1867181756844605441 |
|---|---|
| author | Jo-Anne Botha Ingrid Potgieter |
| author_facet | Jo-Anne Botha Ingrid Potgieter Jo-Anne Botha Ingrid Potgieter |
| collection | Education Resources Information Center |
| contents | Socio-Demographical Variables as Predictors of Academic Self-Directedness Jo-Anne Botha Ingrid Potgieter Adult Learning Personal Autonomy Distance Education Higher Education Open Education Electronic Learning Rating Scales Educational Practices English (Second Language) Language Proficiency Second Language Learning Student Characteristics Independent Study Females Blacks Age Groups Grades (Scholastic) High Schools Educational Policy Educational Opportunities Prediction Foreign Countries Gender Differences Access to Computers Libraries Race Socioeconomic Status Student Employment This study explores whether a range of socio-demographical factors predict adult learner self-directedness in the context of South African open and distance e-learning higher education (ODeLHE). We observe significant differences between socio-demographical groups in the sub-dimensions of the Adult Learner Self-Directedness Scale. The study advances a theory on adult learner self-directedness in ODeLHE contexts. Educators should consider learners' support practices, particularly in the cases of women, Black Africans, and younger cohorts. ODeLHE practices should also consider learners' high school grades and proficiency in English, their library access, number of modules they are enrolled in, and who they support financially as factors influencing their level of self-directedness. Such considerations can be used to address the need for the translation of knowledge into policies and activities that improve educational opportunities for students. |
| format | Recurso educativo Open Access |
| id | eric_EJ1456480 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2024 |
| record_format | eric |
| spellingShingle | Socio-Demographical Variables as Predictors of Academic Self-Directedness Jo-Anne Botha Ingrid Potgieter Adult Learning Personal Autonomy Distance Education Higher Education Open Education Electronic Learning Rating Scales Educational Practices English (Second Language) Language Proficiency Second Language Learning Student Characteristics Independent Study Females Blacks Age Groups Grades (Scholastic) High Schools Educational Policy Educational Opportunities Prediction Foreign Countries Gender Differences Access to Computers Libraries Race Socioeconomic Status Student Employment Socio-Demographical Variables as Predictors of Academic Self-Directedness Jo-Anne Botha Ingrid Potgieter Adult Learning Personal Autonomy Distance Education Higher Education Open Education Electronic Learning Rating Scales Educational Practices English (Second Language) Language Proficiency Second Language Learning Student Characteristics Independent Study Females Blacks Age Groups Grades (Scholastic) High Schools Educational Policy Educational Opportunities Prediction Foreign Countries Gender Differences Access to Computers Libraries Race Socioeconomic Status Student Employment This study explores whether a range of socio-demographical factors predict adult learner self-directedness in the context of South African open and distance e-learning higher education (ODeLHE). We observe significant differences between socio-demographical groups in the sub-dimensions of the Adult Learner Self-Directedness Scale. The study advances a theory on adult learner self-directedness in ODeLHE contexts. Educators should consider learners' support practices, particularly in the cases of women, Black Africans, and younger cohorts. ODeLHE practices should also consider learners' high school grades and proficiency in English, their library access, number of modules they are enrolled in, and who they support financially as factors influencing their level of self-directedness. Such considerations can be used to address the need for the translation of knowledge into policies and activities that improve educational opportunities for students. |
| title | Socio-Demographical Variables as Predictors of Academic Self-Directedness |
| topic | Adult Learning Personal Autonomy Distance Education Higher Education Open Education Electronic Learning Rating Scales Educational Practices English (Second Language) Language Proficiency Second Language Learning Student Characteristics Independent Study Females Blacks Age Groups Grades (Scholastic) High Schools Educational Policy Educational Opportunities Prediction Foreign Countries Gender Differences Access to Computers Libraries Race Socioeconomic Status Student Employment |
| url | https://eric.ed.gov/?id=EJ1456480 |