Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners

Abstract

Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton & Swanson, 2005; Merriam, 2001; Merriam & Caffarella, 1999). The strategies of self-directed learning allow adult learners to cope better with their studies while fulfilling family, work and other commitments. This study conceptualised and validated a learning diagnostic test in the context of SIM University (UniSIM), an adult learning institution, in Singapore. The learning diagnostic tool allows the students to identify their strengths and weaknesses in areas of self-directed learning. The study employed a survey research methodology. 1,960 students responded to the survey, and the statistical methods of exploratory and confirmatory factor analysis were used in the analysis. The confirmatory factor analysis showed that the final model of self-directed learning, as actualised through the items of the learning diagnostic tool, has a good fit on the data, thus affirming the strong validity and reliability of the tool. This validated learning diagnostic tool currently serves as one of the student learning support measures to help UniSIM students to be self-directed learners.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 52 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.