Comparison of Learners' Self-Direction Behavior Across Contexts and Phases
DOI:
https://doi.org/10.58459/icce.2024.4852Abstract
This study investigates the transferability of Self-Direction behavior across different contexts and phases of learning using the GOAL system. Self-directed learning (SDL) is crucial for lifelong learning. It is significantly influenced by Self- Direction Skills (SDS), a meta-skill that is said to be transferable across different contexts, including the ability to identify learning needs, set goals, select strategies, and evaluate outcomes. Utilizing log data collected from Japanese junior high schools and analyzed using the iSAT system, we explored how Self-Direction behavior acquired in one context can be transferred to another and how these skills vary across the SDL phases. The results indicated that the Self-Direction behavior transferred between different activities and phases. In addition, the way of transfer is suggested to vary from phase and context. This study provides useful insights for the design and guidance of SDL support systems in educational programs. It suggests that it is important for educators to identify factors that facilitate the development and transfer of SDS.