Ετοιμότητα Αυτο-κατευθυνόμενης Μάθησης Ενηλίκων Σπουδαστών Μεταπτυχιακών Πανεπιστημιακών Σπουδών από Απόσταση

Abstract

In university programs based on open and distance learning the main concern is with learning which is intended and planned while as teaching may be considered any actions which deliberately aim to support learning. In such open and distance learning situations learners must be have readiness in diagnosing their learning needs, in formulating their learning goals, in designing their own learning paths, in choosing and implementing appropriating learning strategies, in identifying material resources for learning and in evaluating their learning outcomes. On the other hand, such type of learning is common among adults for self-direction is the distinguish characteristic of adult learning. On this ground, self-directed learning has the last years enhanced adult education philosophies and practices.
In this context, the present paper reports on findings from a research on self-directed learning readiness among adult students following postgraduate courses of studies at the Hellenic Open University as well as on the main pertinent difficulties encountered by them. One hundred and eighty-six (186) students following courses on adult education answered a questionnaire containing items eliciting their willingness, their capacities and their self-determination as well as the main difficulties as conceived in planning, organizing and implementing their own learning.
As the evidence of this research indicates a considerable number of adult students report obstacles and difficulties indicating their non readiness to follow effectively a distance learning university course.