A reciprocal relationships between self-directed learning and lifelong learning in undergraduate students

The purposes of this research were: to examine the reciprocal effects between selfdirected learning variable and lifelong learning variable, and to compare these effects according to gender. A total of 1,186 undergraduate students from Srinakharinwirot University were selected by stratified random sampling to participate in this study. 53% were females and 47% were males. A Questionnaire was used to collect 2 constructs: self-directed learning and lifelong learning. Self-directed learning comprises three indicators: selfmanaging, self-monitoring, and self-modifying. Lifelong learning comprises six indicators: knowledge usage, strategies application, information usage, learning facilities usage, selflearning evaluation, and identifying learning objectives. The results were as follows: (1) The coefficient predicting of self-directed learning on lifelong learning was statistically significant and the size was quite strong (B= .48) moreover, the reverse coefficient was statistically significant but the size was moderate (B= .26). (2) The coefficient predicting of self-directed learning on lifelong learning was not different across genders but the reverse coefficient differed across genders. The result indicated that the reverse coefficient was statistically significant but the size was weak (B=0.15) in females; however, this coefficient was not statistically significant in males. (3) In addition, all of three indicators: selfmanaging, self-monitoring, and self-modifying were equally important indicators of selfdirected learning. Although, two indicators (knowledge usage, and strategies application) (from six indicators of lifelong learning) were important, the others four indicators had moderate effects on lifelong learning. Introduction Lifelong education is the major strategy of Thai education. Policy makers and educators have attempted to develop the lifelong education for all levels of Thai education systems since the beginning of Thai educational reform in 1999 such as the meeting agenda in strategy and process of lifelong learning for pre-adult (16 years old) hosted by Thai Commission of Education in 2002. Unfortunately, there are still a few action plans to implement this strategy in real setting. Higher education institutions are parts of Thai educational system that conduct a mission to educate the people to live in a rapidly changing world. The country needs the people who are capable of taking initiatives for their own education and motivated to continue learning throughout their life and in many different situations. However, there are rare action plans or implementations to complete this mission in Thai higher education institutions because there are no indicators of lifelong education in Thai higher education (Sumretphol. 2004). From this point, some scholars attempt to stimulate the education policy makers to have more concern about lifelong learning by describing higher education’s contribution to the society’s lifelong learning system (e.g., Elliott, 1999, and Dunkin, & Lindsay, 2001) in conducting the basic research in this era. For example, in 2004, Sumretphol developed the indicators to clarify the conception of lifelong learning in higher educational institution (Sumretphol. 2004). She used the system theory as her conceptual framework to develop the APERA Conference 2006 28 – 30 November 2006 Hong Kong 2 indicators. Consequently, her research finding gives the big picture of lifelong learning system in higher education. Nevertheless, at the individual level, the ultimate goal of lifelong learning is to facilitate the lifelong learning skills/competencies development of population for living and working especially, mature students such as colleges students in the universities. So, the primary goal of this study is to investigate the antecedent characteristic that can predict the lifelong learning competencies. An antecedent variable that the researchers have chosen to study with lifelong learning is self-directed learning. Literature review indicates that self-directed learning refers to the internal process of individual to take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluation learning outcomes (Knowles, 1975). Many scholars developing the work of Knowles (1975) such as Iwasiw (1987) and Costa and Kallick (2004), outlines the characteristics of self-directed learning. In lifelong learning, self-directed learning has vast appeals. Knowles (1980) suggested that ‘lifelong education based on the notion that in a world of accelerating change, learning must be a continuing process from birth to death (p.22). ’ Self-directed learners appear to be able to transfer learning in terms of both knowledge and study skill from one situation to another (Race, 1990). The findings of the study of Lunyk-Child’s et al. (2001) also showed the perceived advantages of self-directed learning which enhanced developing skills for lifelong learning, increased confidence and autonomy. However, Candy (1991) stated that the relationship between self-directed learning and lifelong education is a reciprocal one (p. 15). On the one hand, self-directed learning is one of the most common ways in which adults pursue learning throughout their life span. On the other hand, lifelong learning takes, as one of its principal aims, equipping people with skills and competencies required to continue their own ‘self-education’. In this sense, self-directed learning is viewed simultaneously as a means and end of lifelong education. According to O’Shea’s suggestion (2003), the researches on self-directed learning and benefits of self-directed learning are required to identify the conditions in which are most likely to be achieved. So, the researchers have chosen genders to be the condition to interrupt the size of reciprocal relationships between self-directed and lifelong learning. Purpose of the study The purposes of this research were: to examine the reciprocal effects between selfdirected learning construct and lifelong learning construct, and to compare these effects according to gender. The findings would be used to develop further research questions to promote self-directed learning characteristic and lifelong learning in undergraduate students. Methods Sample A total of 1,186 undergraduate students from Srinakharinwirot University were selected by stratified random sampling to participate in this study. 53% were females and 47% were males.