Reflections on "Self-directed learning readiness, Internet self-efficacy and preferences towards constructive learning"

Self-directed learning readiness, Internet self-efficacy and preferences towards constructive learning

The article opens pointing out the expansion of constructivist learning environments from real-life classrooms to virtual settings. Despite this expansion modern students are, according to Chu and Tsai, unaware of the constructive learning around them. To be very honest at this point in the article I am unaware of what it is. Chu and Tsai go on to describe the growing disconnect between older adult students (ages 60 and up) and their learning environment.

Internet based learning is the cost-efficient medium for teaching. It allows the student to learn at their own pace and provides a slightly self-directed learning environment. Also adults “tend to bring abundant life experiences to learning processes.” (pg 2) These life experiences often propel the adult into “careful exploration of their preferences.” (pg 2)

The term Andragogy was introduced. It is learning strategies that puts an “emphasis on that adults prefer task-oriented learning content and require quick solutions for their learning needs; otherwise, they will quit the learning activity faster than traditional students” (pg 2) This really makes sense if you think about it, and doesn’t seem like a bad thing, though Chu and Tsai seem to present it in a negative light. The older a person is and the more experience they have the more self-assured they are and the less they feel the need to waste their time. Like the “old” women who make those awkward comments that are slightly rude even if they are true, but just don’t care anymore.

The procedure was a survey that asked the age, computer facilities available, and internet usage. The surveys were not conducted online so as to prevent a bias in the data. Adult learners had a return rate of 85.8 % of the 650 surveys sent out.  The data was then analyzed using the SEM method (?)

In accord with high school students’ findings (I believe Chaung and Tsai supervised the research), gender had no effect on the preference for online learning. Chu and Tsai point out that the lack of questioning from adult learners may be due to cultural pressures. “As previous studies have indicated critical reflection is more common in Western cultures and less portrayed in East Asian cultures.” (pg 9)

Honest to goodness I feel the entire article can be summarized in the following lines:

 [T]his study examined gender, SDLR, ISE and Internet usage effects on adult learners’ preferences for Internet-based learning environments. Furthermore, this research revealed the mediation role of ISE between Internet usage and individual’s preferences. Educators should pay more attention to giving enough practice time for adult learners to motivate them to engage in Internet activities that could enhance their confidence in utilizing technical learning tools.

As an aside I find it interesting that the article thus far on learning and technology in education have been primarily conducted in Asian classrooms. Is this because they have conducted more research or simply the “luck of the draw”?