USING REFLECTIVE PRACTICES TO EXPLORE POSTGRADUATE STUDENTS SELF-DIRECTED LEARNING READINESS IN MOBILE LEARNING PLATFORM AND TASK-CENTERED ACTIVITY
Abstract
The purpose of this study is to explore postgraduate students’ self-directed learning (SDL) readiness using
Mobile learning (M-learning) in Massive Open Online Courses (MOOCs) as a platform and task-centred
activity. Reflective practice is used to measure students SDL readiness. This study is qualitative in nature. The
research employed thematic analysis method, which involved systematic coding processes, entailing coding,
finding categories and themes. Hence, 34 postgraduate students from a public university were selected via
a purposive sampling method. They were initially introduced to M-learning course content in FutureLearn
(MOOCs) platform, followed by reflective practices. Pre-reflective practices happened before students were
enlisted into the M-learning process, During-reflective process in FutureLearn platform and Post-reflective
upon completion of the task-centered activity. The findings revealed that most of these students were not sure
of their own readiness to take on SDL in the M-learning platform during the pre-reflective stage. However,
most of them were able to monitor their own readiness at the During-reflective process. Subsequently,
they made progress in adopting and self-evaluating their own performance by completing the task-centered
activity successfully. Therefore, the contribution of this study is on constructing reflective practices based
on three different stages. Hence, the reflective approach practice has given students insight on their own
learning capabilities and readiness for SDL in the mobile platform.
Keywords
Self-directed Learning (SDL), readiness, FutureLearn (MOOCs) platform, Reflective practice, Task centered activity
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