Year 2021, Volume 22 , Issue 2, Pages 192 - 205 2021-04-01

USING REFLECTIVE PRACTICES TO EXPLORE POSTGRADUATE STUDENTS SELF-DIRECTED LEARNING READINESS IN MOBILE LEARNING PLATFORM AND TASK-CENTERED ACTIVITY

Malini THIAGRAJ [1] , Abdul Malek ABDUL KARIM [2] , Arsaythamby VELOO [3]


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.
Self-directed Learning (SDL), readiness, FutureLearn (MOOCs) platform, Reflective practice, Task centered activity
  • Ahmed, A. M. (2019). Students’ reflective journaling: an impactful strategy that informs instructional practices in an EFL writing university context in Qatar. Reflective Practice, 20(4), 483–500. https:// doi.org/10.1080/14623943.2019.1638246
  • Atkins, S., & Murphy, K. (1994). Reflective practice. Nursing Standard, 8(39), 49–56.
  • Azevedo, R., & Cromley, J. G. (2004). Does Training on Self-regulated Learning Facilitate Students’ Learning with Hypermedia? Journal of Educational Psychology, 96(3), 523-535.
  • Bass, J., Fenwick, J., & Sidebotham, M. (2017). Development of a Model of Holistic Reflection to Facilitate Transformative Learning in Student Midwives. Women and Birth, 30(3), 227–235.
  • Boud, D., Keogh, R. & Walker, D. (1985) Promoting Reflection in Learning: a Model. New York.
  • Boekaerts, M. (1999). Self-regulated Learning: Where We Are Today. International Journal of Educational Research, 31(4), 445-457. doi: 10.1016/S0883-0355(99)00014-2.
  • Bower, P. (2003). Efficacy in Evidence-based Practice. Journal of Clinical Psychology and Psychotherapy, 10(6), 328-336.
Primary Language en
Subjects Social
Journal Section Articles
Authors

Author: Malini THIAGRAJ (Primary Author)
Institution: Universiti Utara Malaysia
Country: Malaysia


Author: Abdul Malek ABDUL KARIM
Institution: Universiti Utara Malaysia
Country: Malaysia


Author: Arsaythamby VELOO
Institution: Universiti Utara Malaysia
Country: Malaysia


Dates

Application Date : July 27, 2020
Acceptance Date : April 19, 2021
Publication Date : April 1, 2021

APA Thıagraj, M , Abdul Karım, A , Veloo, A . (2021). USING REFLECTIVE PRACTICES TO EXPLORE POSTGRADUATE STUDENTS SELF-DIRECTED LEARNING READINESS IN MOBILE LEARNING PLATFORM AND TASK-CENTERED ACTIVITY . Turkish Online Journal of Distance Education , 22 (2) , 192-205 . DOI: 10.17718/tojde.906853