Abstract
Since the emergence of the 2020 coronavirus (COVID-19) pandemic, Saudi Arabia (SA) has preserved the safety of its citizens by mandating crisis distance education (CDE). Appreciating that most learners struggle with such an abrupt shift in delivery mode, especially one that depends on self-directed learning (SDL), this exploratory, qualitative study solicited data in May 2020 from a convenience sample of 20 Saudi female postgraduate students enrolled at a public university in the Eastern Province of SA. Findings affirmed that SDL via CDE contributed to their educational growth, and they will continue to engage with SDL after the health crisis ends. In short, their SDL CDE experience changed the way they will approach their education in the future. Their high level of SDL allowed them to assume responsibility for their learning. They especially gained an appreciation for the role of reflection, self-monitoring, and selfevaluation. SDL both instilled and promoted self-confidence, self-reliance, commitment, and perseverance. Implications for future research were tendered and universities are encouraged to intentionally build learning environments that support learner-centered and self-directed learning to move the country through and beyond the COVID 19 pandemic.
Publisher
Office of the Academic Executive Director, University of Tasmania
Cited by
18 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献