Secondary School Students' Self-Directed Learning with Technology: Levels, Perceptions, and Influencing Factors
TL;DR
The study found that although students had positive perceptions of the role of technology in their SDL, particularly in terms of flexibility in learning, offering various learning resources, and enhancing cross-cultural knowledge, the level of students’ SDL with technology was not very high.
Abstract
Self-Directed Learning (SDL) with technology plays a significant role in preparing secondary school students to become lifelong learners in today's technological world. Yet, less research has been conducted to investigate this construct among this group of students. This study, therefore, aimed to investigate the levels of secondary school students’ SDL with technology, their perceptions of the roles of technology in their SDL, and the factors influencing it. A survey questionnaire was adopted to collect the data from 238 students, followed by semi-structured interviews with 12 students studying at a public secondary school in Cambodia. The study found that although students had positive perceptions of the role of technology in their SDL, particularly in terms of flexibility in learning, offering various learning resources, and enhancing cross-cultural knowledge, the level of students’ SDL with technology was not very high. The study yielded four main factors influencing this: a reliable internet connection, classroom experience with technology integration, knowledge of educational technology that could enable their SDL, and supporting technological devices. The findings of this study could provide an overall view of factors contributing to the promotion of SDL with technology among Cambodian secondary school students.