The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment

This study investigated the relationship between self-directedness (as measured by the Adult Learner Self-Directedness Scale) and biographical factors such as age, race, and gender of adult learners enrolled at a South African open distance learning (ODL) higher education institution. Correlational...

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Autores principales:	Jo-Anne Botha, Mariette Coetzee
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	Adult student self-directedness success orientation engaged academic activity adult learner lifelong learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/90ee0ae921ca456e9f44fa3e98257742
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id	oai:doaj.org-article:90ee0ae921ca456e9f44fa3e98257742
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spelling	oai:doaj.org-article:90ee0ae921ca456e9f44fa3e982577422021-12-02T19:20:43ZThe Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment10.19173/irrodl.v17i4.23451492-3831https://doaj.org/article/90ee0ae921ca456e9f44fa3e982577422016-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2345https://doaj.org/toc/1492-3831 This study investigated the relationship between self-directedness (as measured by the Adult Learner Self-Directedness Scale) and biographical factors such as age, race, and gender of adult learners enrolled at a South African open distance learning (ODL) higher education institution. Correlational and inferential statistical analyses were used. A stratified random sample of 1,102 mainly black and female learners participated in the study. The Adult Learner Self-Directedness Scale (ALSDS) identified four constructs of adult learner self-directedness in an Open Distance Learning Higher Education (ODLHE) milieu, namely the strategic utilisation of officially provided resources, engaged academic activity, success orientation for ODLHE, and academically motivated behaviour. The research indicated that significant differences exist between the gender, race and age groups with regard to self-directedness. With regard to gender, males scored significantly higher than females on success orientation for ODLHE and engaged academic activity. With regard to race, Indian participants scored significantly higher than the other race groups on strategic utilisation of officially provided resources and engaged academic activity. The white participants scored significantly higher than the other race groups on success orientation for ODLHE. In terms of age, the age group >50 scored significantly higher than the other age groups on success orientation for ODLHE and self-efficacy. In terms of success orientation, the means for the age groups seem to increase as the ages of participants increase. The age group 18-25 scored significantly higher than the other age groups on engaged academic activity. Jo-Anne BothaMariette CoetzeeAthabasca University PressarticleAdult student self-directednesssuccess orientationengaged academic activityadult learnerlifelong learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 4 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Adult student self-directedness success orientation engaged academic activity adult learner lifelong learning Special aspects of education LC8-6691
spellingShingle	Adult student self-directedness success orientation engaged academic activity adult learner lifelong learning Special aspects of education LC8-6691 Jo-Anne Botha Mariette Coetzee The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment
description	This study investigated the relationship between self-directedness (as measured by the Adult Learner Self-Directedness Scale) and biographical factors such as age, race, and gender of adult learners enrolled at a South African open distance learning (ODL) higher education institution. Correlational and inferential statistical analyses were used. A stratified random sample of 1,102 mainly black and female learners participated in the study. The Adult Learner Self-Directedness Scale (ALSDS) identified four constructs of adult learner self-directedness in an Open Distance Learning Higher Education (ODLHE) milieu, namely the strategic utilisation of officially provided resources, engaged academic activity, success orientation for ODLHE, and academically motivated behaviour. The research indicated that significant differences exist between the gender, race and age groups with regard to self-directedness. With regard to gender, males scored significantly higher than females on success orientation for ODLHE and engaged academic activity. With regard to race, Indian participants scored significantly higher than the other race groups on strategic utilisation of officially provided resources and engaged academic activity. The white participants scored significantly higher than the other race groups on success orientation for ODLHE. In terms of age, the age group >50 scored significantly higher than the other age groups on success orientation for ODLHE and self-efficacy. In terms of success orientation, the means for the age groups seem to increase as the ages of participants increase. The age group 18-25 scored significantly higher than the other age groups on engaged academic activity.
format	article
author	Jo-Anne Botha Mariette Coetzee
author_facet	Jo-Anne Botha Mariette Coetzee
author_sort	Jo-Anne Botha
title	The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment
title_short	The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment
title_full	The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment
title_fullStr	The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment
title_full_unstemmed	The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment
title_sort	influence of biographical factors on adult learner self-directedness in an open distance learning environment
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/90ee0ae921ca456e9f44fa3e98257742
work_keys_str_mv	AT joannebotha theinfluenceofbiographicalfactorsonadultlearnerselfdirectednessinanopendistancelearningenvironment AT mariettecoetzee theinfluenceofbiographicalfactorsonadultlearnerselfdirectednessinanopendistancelearningenvironment AT joannebotha influenceofbiographicalfactorsonadultlearnerselfdirectednessinanopendistancelearningenvironment AT mariettecoetzee influenceofbiographicalfactorsonadultlearnerselfdirectednessinanopendistancelearningenvironment
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The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment

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