Correlation Between Characteristics as Self-Directed Learners and Self-Directed Learning Providers among Community College Instructors

Abstract

           The study titled “Correlation Between Characteristics as Self-Directed Learners and Self-Directed Learning Providers among Community College Instructors” aimed to examine the degree to which community college instructors implemented self-directed learning environments for their students and determine whether such implementation was associated with their own characteristics as self-directed learners. This association would show if instructors utilized their personal learning experiences to shape their instructional approaches. To accomplish this, the study employed a survey designed to assess the integration of self-directed learning practices into the teaching methods of community college instructors. The survey was developed by the researcher based on conceptual frameworks and relevant theories in order to gather data from a sample of 205 community college instructors selected through a multi-stage sampling. The statistic used  for  data  analysis  were  percentage,  mean,  standard  deviation and Pearson's product moment correlation coefficient.
           The results indicated a positive relationship between the characteristics as self-directed learners and self-directed learning providers among community college instructors. Regarding the aspects demonstrating the strongest relationships, they can be categorized into five distinct pairs. First, the instructors’ decision-making for self-directed learning and their ability to assess learners' needs had a positive relationship with their ability to encourage learners across various dimensions. Second, the instructors’ formulation of learning objectives exhibited a moderate yet positive relationship with their role as facilitators. Third, the instructors’ design of personal learning experiences and their sense of self-responsibility displayed a moderate positive relationship with their dual roles as both assessors and those being assessed. Fourth, the self-control, self-assessment, and self-motivation of the instructors showed a moderate positive relationship with their role in creating a suitable learning environment. Fifth, the instructors’ exchange of learning experiences had a moderate positive relationship with their capacity to provide skill training that empowered learners to shoulder responsibilities.