Abstract
The study reported in this thesis aimed to generate a locally based theory regarding the perspectives on self-directed learning of fifteen teaching and learning specialists promoting self-directed learning amongst their students in the polytechnic context in Singapore. Using an interpretive, grounded theory approach with semi-structured interviews, a diverse set of perspectives within this setting were identified. On that, commonalities, divergences, and idiosyncratic perspectives among teaching and learning specialists on self-directed learning, teaching methods, strategies, and challenges are explained. The final chapter offers recommendations for policymakers, polytechnic leaders, curriculum developers, and lecturers in enhancing self-directed earning in the Singapore Polytechnic sector
Original language | English |
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Qualification | Doctor of Philosophy |
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Award date | 18 Feb 2024 |
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Publication status | Unpublished - 2023 |