Document Type
Article
Abstract
Undergraduate student perspectives regarding specific factors associated with self-directed learning were collected through eight focus groups. A total of 80 upperclassmen provided input revealing three emergent themes in the focus groups responses: (1) Student-Controlled, (2) Faculty-Controlled, and (3) Administration-Controlled Facilitators and Barriers to promoting self-directed learning. Students acknowledged much of their learning was within their control. However, they did note that faculty and administrators have a significant impact on their desire and ability to learn. In an effort to empower students to direct their own learning processes the results of this study have been integrated into campus assessment initiatives including the development of a student organization to provide a consistent, student-led forum for students to voice their opinions and concerns about their learning processes and assessment.
DOI
10.14434/josotl.v14i1.3202
Publication Date
2-1-2014
Recommended Citation
Journal of the Scholarship of Teaching and Learning, Vol. 14, No. 1, February 2014, pp. 13 -25.
Original Citation
Journal of the Scholarship of Teaching and Learning, Vol. 14, No. 1, February 2014, pp. 13 -25.
Department
School of Allied Health and Communicative Disorders
Legacy Department
School of Allied Health and Communicative Disorders
Language
eng
