Browsing by Subject "Self-directed learning"
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ItemThe effects of self-directed learning on the English reading comprehension ability of MBA students(Assumption University Press, 2017) Rosukhon SwatevacharkulIn this study, self-directed learning (SDL) refers to practices for English reading comprehension ability of individual students outside of a classroom for 7 consecutive weeks. The objectives were to investigate the effect of SDL on English reading comprehension ability and its effect size; and to explore how SDL improves English reading comprehension ability of the 33 MBA students of Dhurakij Pundit University in Bangkok, Thailand. This research project took the form of an embedded mixed methods design with a variant of the embedded experimental model. Quantitative data were collected by the reading part of TOEIC, and qualitative data by a Learning Summary and Evaluation Sheet, and by the teacher’s reflections. The dependent samples t-test reveals that, on average, the English reading comprehension ability of the subject students before the SDL (M = 12.30, SD = 2.76), and that after the SDL project (M = 13.33, SD = 3.30) is significantly different (p = 0.02). This means that, on average, the English reading comprehension ability of the students in the post-test significantly increases from the pre-test. The effect size is 0.34, which means that its magnitude is “small”. SDL improves reading ability in terms of “increasing awareness of reading strategy use” (51.52%), “developing learning responsibility and effort” (21.21%), “providing freedom to learn” (21.21%), and “building self-confidence to read” (6.06%). Implications and applications are discussed, and recommendations are provided.
ItemModeling adoption intention of online education in Thailand using the extended decomposed theory of planned behavior (DTPB) with self-directed learning(Assumption University, 2013) Bussagorn Leejoeiwara ; Assumption University. Martin de Tours School of Management and EconomicsThis study aimed to explore the determinants of online education adoption based upon the ex- tended Decomposed Theory of Planned Behavior with self-directed learning attributes. Quantitative research method was employed for data collection from a sample of 542 students in Thailand. Data was analyzed using Structural Equation Modeling (SEM). Results showed that all four main variables based on the extended DTPB with self-directed learning were significantly related to adoption intention. How- ever, perceived relative advantage and perceived trialability were found to be insignificantly related to attitude towards online education. Interpersonal influences include peers, family, and the community were found to be significantly related to subjective norms, while superiors' influence was not. In addi- tion, self-efficacy, technology and resources facilitations were found to be significantly related to per- ceived behavioral control, and subsequently related to adoption intention towards online education. Surprisingly, more importance was given to factors such as whether online education is personally and socially compatible, simple to use, and seeing other people studying online. Interpersonal referents are influential factors rather than external referents in the students' decisions, with the exception of more distant relationships with superiors or employers. Findings also indicate that if Thai students are autono- mous learners (self-directed learning), have confidence in their capabilities, and have sufficient resources as well as technological facilitations, they are more likely to have intention to adopt online education. This study then provides discussion on both academic and practical implications based on the findings.