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Enhancing Self-directed Readiness at Elementary Level; a Study from American Schools |
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PP: 81-95 |
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Author(s) |
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Norah Bakheet Alwadaeen,
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Abstract |
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| Being continual and future-oriented in all its levels, the field of education is turning towards a
studentcentered approach. One of the trends to investigate in lifelong learners who keep pace with the fast and
unpredictable changing world is enhancing self-directed learning which is considered to be one of the most
prominent phenomena for the 21st century learners. This study investigates possible ways of enhancing
selfdirected learning readiness in American K-12 schools. The literature highlights a three-dimension model to
study the students‟ self-directed learning readiness: learning resources and physical arrangements of the school
dimension, diagnostic and evaluation dimension, and emotional and social environment dimension. This study
aims to answer the research question of how to enhance self-directed learning readiness in American K-12
schools. For this purpose, semi-structured observations were conducted to observe a teacher with one group of
third-grade students. An interview was conducted with the teacher as well in order to provide more perspective to
the data. The study findings highlight the importance of all three dimensions in enhancing the students‟ selfdirected learning readiness. It is concluded by stating the crucial role of society represented in guardians,
families, and private sector in boosting students‟ self-directed learning readiness. In addition, it is found that to
achieve an active and successful community partnership, the awareness of the role of society is to be raised.
Consequently, the emotional and social dimension could impact on the other two dimensions positively. Finally,
this study recommends the consideration of self-directed learning and its considerable implications on the Saudi
context that could help in enhancing students‟ self-directed learning readiness which goes in line with the Saudi
vision 2030. |
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