A Study of Barriers to Adult Self-Directed Learning

Douglas, Edward (2010) A Study of Barriers to Adult Self-Directed Learning. PhD.

Text DouglasE-StudyBarriers-DISS2010.pdf - Publishers version Restricted to RUG campus Download (1MB)

Abstract

Self-directed learning has contributed significantly to adult learners’ personal and professional growth. Approximately 70% of adult learning is through a self-directed learning context (Heimstra, 2008). This quantitative correlational study involved an attempt to determine the nature of the relationship between situational, dispositional, and institutional barriers and adult learners’ decisions to participate in self-directed learning activities. The population consisted of 75 parents, guardians, and staff members of preschool students in rural Lake Wales, Florida. The results revealed no strong correlations between situational, dispositional, or institutional barriers and adult learners’ decisions to participate in self-directed learning activities. While the differences between interest and participation in self-directed learning were not statistically significant, the results revealed a correlation between interest and the need to increase participation in self-directed learning activities. Recommended future studies include conducting similar research within other schools, businesses, and agencies in rural and urban environments. Dissertation University of Phoenix, Arizona

Item Type:	Thesis (PhD)
Uncontrolled Keywords:	education, thesis, dissertation
Language:	English
Publisher:	Ann Arbor : UMI Proquest
Place of Publication:	Arizona, USA
Date of graduation:	1 May 2010
Status:	Published
Uncontrolled Keywords:	education, thesis, dissertation
Date Deposited:	02 Jun 2020 10:47
Last Modified:	02 Jun 2020 10:47
URI:	https://ebooks.ub.rug.nl/id/eprint/273

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