YEAR BOOK/JOURNAL ARTICLE AUTHOR

Adult Learning, Linking Catherine

2001 Theory and Practice Context-Based Adult Learning A.Hansman

Cabaran Pembelajaran Pelajar Abdul Munir Ismail

Jurnal Islam dan Lepasan Ijazah Pengajian Islam di & Norhisham
2019 Masyarakat Kontemporari Malaysia Muhamad
 Emotional Intelligence (EI) and
Self-directed learning: Examining
their relation and contribution to Karen C.H.Zhoc,
British Educational better student learning outcomes Tony S.H.Chung,
2018 Research Journal in higher education Ronnel B.King

Learning-related soft skills among

online business students in higher
education: Grade level and
managerial role differences in self- Hungwei Tseng,
Computers in Human regulation, motivation and social Xiang Yi, Hsin-Te
2018 Behavior skill Yeh

Vernon Curran,
Adult Learners' perception of self- Diana L.Gustafson,
directed learning and digital Karla Simmons,
technology usage in continuing Heather Lannon,
Journal of Adult and profesional education : An update Chenfeng Wang,
2019 Continuing Education for the digital age Mahyar Garmsiri
 Vernon Curran,
Adult learners' Perceptions of Self- Daian L Gustafson,
Directed learning and digital Karla Simmons,
technology usage in continuing Hehather Lannon,
profesional education: An update Chenfang Wang,
for the digital age. Mahyar Garmsiri

Procedia - Social and Quality Assurance of Doctoral Anca Prisacariu,

Behavioral Sciences 2019 Studies in Romania- a PhD Mihai Adrian
2015 (2015) 425-432 Candidates' Perspective Vilcea

Pramela Krish,
Khazriyati
Engaging Postgraduate Students in Salehuddin &
2017 Akademika Preparing Research Proposals Norizan A.Razak

Enem Godwin
Proceedings of 147th Nnaemeka, Ismi
IASTEM International Arif Ismail, Orjika
Conference, Ottawa, Self-directed learning and student Pasxhal
2018 Canada performance: a contextual review Chukwunemerem
INFO

our actual learning about teaching writing happened over time and was mediated by
the experiences we had both in and out of writing classrooms. It was shaped by our
interacting with students, discussing assignments and students with each instructors,
oserving each other's classes, trying new assignments and ways of teaching, reflecting
on our practice, and negotiating among the english department and the university's
rules and regulations.

The experiences, tools and interactions shaped our learning that more than lectures
about assignments and grading papers. It was unplanned intersection of people,
culture, tools and context.

Social environment, individual appropriates purposes makes learner familiar with

method and subject matters, acquires needed skills and is saturated with emotional
spirit (Dewey, 1916)
Learning via situation not subjects.

Artikel ini bertujuan untuk melihat cabaran dan masalah yang dihadapi oleh pelajar-
pelajar lepasan Ijazah Pengajian Islam di universiti awam bagi menyelesaikan pengajian
peringkat master dan phd.
Terdapat masalah oleh pelajar pasca siswazah seperti masalah kewangan, pengurusan
masa, kesesuaian bidang pengajian, penguasaan bahasa arab dan inggeris.
Cabaran dalam pengurusan masa seperti melakukan aktiviti tidak berfaedah,
menghabiskan masa dengan gajet, kurang disiplin dalam penulisan tesis dan
terpengaruh dengan persekitaran.

Pembelajaran sepanjang hayat yang dilaksanakan ipta adalah melalui pendekatan jarak
jauh, pendidikan fleksibel, pengiktirafan pengalaman bekerja (recognition prior
learning) dan penawaran kursus pendek bagi peningkatan pengetahuan dan kemahiran
diri. Ciri pelajar juga telah berubah dari segi umur yang semakin meningkat dan cara
belajar pelbagai mod tanpa batasan masa dan tempat.
Bekerja sambil belajar adalah merupakan salah satu jalan penyelesaian terhadap
pelajar yang menghadapi masalah kewangan.
Pelajar perlu membuang sikap rasa rendah diri dengan mengadu kepada pihak hal
ehwal pelajar di sesebuah universiti kerana universiti biasanya menyediakan ruang
konsultasi pekerjaan kepada pelajar yang menghadapi kesulitan kewangan.

kewangan sebagai halangan untuk mencapai kejayaan dalam akademik adalah suatu
persepsi yang kurang tepat. Sikap dan kemahuan yang tinggi merupakan kunci kejayaan
bagi seseorang itu menyelesaikan masalah kewngan dalam pembelajaran sepanjang
hayat.
pengurusan masa yang bijak oleh pelajar universiti mempengaruhi cara mereka belajar.
Mereka perlu mengurus masa belajar dengan bijak kerana kaedah pembelajaran
seseorang pelajar lepasa ijazah berbeza antara satu dengan prang lain.
pelajar tidak mempunyai jadual harian khusus yang lazim dilakukan oleh kebanyakan
orang, namun pelajar perlu menyiapkan bab proposal dan bab 2 mengikut jadual
akademik.
pelajar yang kurang aktif dalam aspek penyeliaan bersama penyelia biasanya
menghadapi masalah persembahan dapatan kajian, gaya bahasa dan kualiti penulisan
tesis.
pelajar harus bijak memilih tajuk kajian yang menghasilkan suatu dapatan yang relevan
masa kini.
self-directed learning is highly valued in higher education because its emphasis on
personel autonomy, personel responsibility and personel growth embodies the core
values of higher education (wilcox, 1996).
self-directed learning are generic graduate attributes in many universities all over the
world (Chemers et al, 2001; Macaskill & Denovan, 2013)
autonomous learning shares the same fundamental principle of self-directed learning
(pierson, 1996)
Self-directed learning and lifelong learning have reciprocal relationship (Candy, 1991).
Self-directed learning, therefore, can be considered both a means and an end to
lifelong learning.
self-directed learning was siginficantlt correlated with the cumulative grade point
average (CPA) (Lounsbury et al (2009). Self-directed learners were found to be more
optimistic, conscientious, self-actualised and open to new experiences.
self-directed learning was positively associated with students' GPA and public
examination result Zhoc and Chen, 2016)
self-directed learning activities were found to enhance students' confidence, intrinsic
motivation to learn, critical thinking, quality of understanding as well as retention and
recall (Fry. 1972; Lunky-Child et al, 2001; Jennings, 2007; Smedly, 2007)
self-directed learning are required to suppress distractions and other short-term
attractions so as to sustain their focus and effort on tasks in order to meet their self-
defined learning goals (Pintrich & De Groot, 1990; Fredricks et al, 2004)

self-directed learning increase competence in critical thinkig and independent learning,

its ultimate purpose was to nurture students to become self-directed lifelong learner.
Self-directed learning is a timely issue that is greatly applicable in local contexr (karen et
al, 2018)

self-directed learning positively affectes in development of generic outcomes, including

social, cognitive and self-growth outcomes. Individual with a higher level of self-
directedness tend to gain more in both academic and non-academic terms. Self-
directed learners tend to take initiative and are self-regulated in learning, which leads
them to exibit behaviours (such as taking a deep learning approach, setting higher
learning goals and having more discussion and collaboration with faculty peers) that
help them to achieve more in both academic and non-academic terms that put
students' satisfaction with the university experiences.

self-directed learning in a digital age is also a growing phenomenon with implications

for both the learning process and learners attributes (Curran at all, 2017)
mobile technology use amonh health profesional is increasing and enables greater
levels of profesional interaction and communication, enhanced convenience and
efficiency, and introduces more flexible opportunities in lifelong learning (Bacigalupe,
2011; Baumgart, 2017; Boruff & Storie, 2014; O'Connor et al, 2014; Robinson et al,
2013; Scalafani, Tirrell & franco, 2013; Wang, Sandhu, Wittich, Mandrekar & Beckman,
2012)

digital, social and mobile technologies are being used to encourage profesional
collaboration at conference (Djuricich, 2014; Matta, Doiron & Leveridge; 2014), foster
virtual communities of practice (Davis & Goodman, 2014), facilitate greater access o
information (Armstrong & Jarvis-Seliger 2013; Boruff & Storie, 2014; Johansson,
Petersson, Saveman & Nilsson, 2012) and enable enhanced professional development
(Penick Brock et al, 2014)

Self-directed learning important in enabling profesional to stay up-to-date (Jannett,

1992; Murad, Coto-Yglesias, Varkey, Prokop & Murad, 2010; Schweinfurth, 2007). Self-
directed learning effective improving learning outcomes in the domains of skills and
attitudes (Mrad et al, 2010).
self-directed learning remains a vialable arena for theory building abut adult learning,
with attention to how adult learners engage and manage their own learning (Merriam,
2001)
self-directed learning in digital context ia a growing phenomenon with implications for
both the learning process and learner attributes (Curran et al, 2017; Fahlman, 2013;
Scott et al, 2014)
most conceptual model of self-directed learning were developed decades ago long
before the emergence of the internet and other digital technologies

research can advance our understanding of the lanscape of continuing profesional

education in a digital age. The purpose of this study was to explore current
perspectives of self-directed learning and digital technology usage among health and
human services professional.
a key distinguishing feature between self-directed learning formats of past and those of
the current study is the increaseing role digital and mobile technologies in supporting
the self-directed learning practices of health and human service professionals.
self-directed learning know what knowledge is needed, where to find the necessary
information, and how to evaluate what they have learned with no predetermined end.
digital and mobile technologies advantages include the usability, portability and
flexibility (Berkowitz et al, 2014' Wallace, Clark & White, 2012), as well as effe
The model isn not only intended to serve as a way of better understanding sel-
directtion, it also can serve as a framework for building future theory, research, and
practice.

many scholar understand the importance of self-directed learning for adult learner, yet
not all learners realize their potential to be self-directed.
limitation of this study include the relatively small number of participants who took the
SDLR and who participated in interviews.
considering SDL as a competency, should investigate the alignment between higher
education standards and SDL
cultivation of self-directed learner, it will have substantial impact on the learners
themselves and those with whom they come in contact.
doctoral education was the ground where scholars could plant their ideas and pass
them on to the next generation
doctoral education is not only important for the supervisor or superviseel it is a vital
activity for university in developing research and talent.
EUA - A strong link between the assessment of the research of the institution and the
assessment of the research environments that form the basis of doctoral education.

More research should be conducted regarding the SDL of university students. Other
factors that influence their SDL like; social, political, and cultural factors should be
researched more and with various samples and in various scenarios.