Education Quarterly Reviews
ISSN 2621-5799
Published: 04 November 2024
Examining Self-Assessment of Student Teachers’ Self-Directed Learning: A Case Study at Battambang Teacher Education College, Cambodia
Da Bou, Louth Sran, Samruom Teu, Chhivrath Tep, Sinoeurn Kheuy, Savuth Vy, Vanny Dul
Battambang Teacher Education College (Cambodia), National University of Battambang (Cambodia), Preah Sihanouk Raja Buddhist University (Cambodia), Buddhism for Education of Cambodia (Cambodia)
Download Full-Text Pdf
10.31014/aior.1993.07.04.529
Pages: 118-135
Keywords: Self-Assessment, Self-Directed Learning, Independent Learner, Andragogy, Constructivism
Abstract
This case study, a collaborative investigation into the self-assessment of student teachers' self-directed learning in the Battambang Teacher Education College (BTEC) teacher education program, provides valuable insights. The study employs both quantitative and qualitative analyses. Data was collected through surveys and open-ended questions with 187 BTEC student teachers. The findings revealed that student teachers actively engaged in reflective self-assessment practices, enabling them to identify improvement areas and develop personalized learning strategies. However, limited time, lack of mentorship, and inadequate institutional support could have helped their ability to fully direct their learning. The study provides practical recommendations to BTEC program administrators on enhancing the support and resources offered to student teachers, such as increasing mentorship opportunities and improving institutional support, to promote their autonomous learning and professional development. These recommendations are designed to be actionable and can be implemented to improve the BTEC teacher education program. The collaborative research contributes to the ongoing efforts to improve teacher education and equip future educators to meet the evolving demands of the modern classroom, making the audience feel included and part of the solution.
References
Abdullah, G., Arifin, A., Saro’i, M., & Uhai, S. (2024). Assessing the Influence of Learning Styles, Instructional Strategies, and Assessment Methods on Student Engagement in College-Level Science Courses. International Education Trend Issues, 2(2), 142-150
Adams, R. V., & Blair, E. (2019). Impact of time management behaviors on undergraduate engineering students’ performance. Sage Open, 9(1), 2158244018824506.
Ahammad, F. (2023). Self-Directed Learning: A Core Concept in Adult Education. The Online Journal of Distance Education and e-Learning, 11(3).
Alghanmi, B. F. (2023). Self-assessment in EFL speaking classroom and its effect on achievement, self-regulated learning, and critical thinking: students’ voices from Saudi Arabia University of Glasgow.
Alreiahi, N. J. (2020). The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education: A Case Study. Ohio University.
Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into practice, 48(1), 12-19.
Andrade, H. L. (2019). A critical review of research on student self-assessment. Frontiers in Education.
Arefian, M. H. (2022). Perceptions of self-assessment literacy and self-directed reflection for Iranian EFL student teachers during online learning. Reflective Practice, 23(6), 623–634.
Avsec, S., & Jagiełło-Kowalczyk, M. (2021). Investigating possibilities of developing self-directed learning in architecture students using design thinking. Sustainability, 13(8), 4369.
Badjanova, J., Iliško, D., Ignatjeva, S., & Nesterova, M. (2021). Dynamics of Gender-Specific Behaviors in the Digital Educational Environment. International Journal of Interactive Mobile Technologies, 15(24).
Barasa, G. M., Mbugua, S., & Anselemo, P. (2022). Technology-enabled self-directed learning in developing countries: Adoption framework. Int J Comput Appl Technol Res, 11, 98-102.
Baumgartner, L. M. (2011). The role of adult learning in coping with chronic illness. New Directions for Adult and Continuing Education, 2011(130), 7-16.
Beninghof, A. M. (2020). Co-teaching that works: Structures and strategies for maximizing student learning. John Wiley & Sons.
Boggs, M. (2021). Recommendations for creating inclusive classroom andragogy: Perspectives of graduate students with learning disabilities.
Bouchey, B., Gratz, E., & Kurland, S. (2021). Remote student support during COVID-19: Perspectives of chief online officers in higher education. Online Learning, 25(1), 28-40.
Boud, D. (1995). Enhancing Learning Through Self Assessment_preview
Bourke, R. (2016). Liberating the Learner through Self-Assessment. Cambridge Journal of Education, 46(1), 97–111.
Brazee, E. (2024). Identifying Effective Professional Development to Meet Teachers’ Needs When Instructing English Learner Students Plymouth State University.
Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge.
Brown, G., & Harris, L. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research. https://doi.org/10.14786/flr.v2i1.24
Caffarella, R. S., & Olson, S. K. (1993). Psychosocial development of women: A critical review of the literature. Adult Education Quarterly, 43(3), 125-151.
Candy, P. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. In: Jossey-Bass.
Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences, 121(5/6), 321–329.
Caulfield, J. (2023). How to design and teach a hybrid course: Achieving student-centered learning through blended classroom, online and experiential activities. Taylor & Francis.
Charokar, K., & Dulloo, P. (2022). Self-directed learning theory to practice: a footstep towards the path of being a life-long learner. Journal of Advances in Medical Education & Professionalism, 10(3), 135.
Cheng, S.-F., Kuo, C.-L., Lin, K.-C., & Lee-Hsieh, J. (2010). Development and preliminary testing of a self-rating instrument to measure the self-directed learning ability of nursing students. International journal of nursing studies, 47(9), 1152-1158.
Choy, D., & Cheung, Y. L. (2022). Perceptions of Fourth Grade Students on technology-enabled self-directed learning and collaborative learning activities in English writing lessons in Singapore. EdMedia+ Innovate Learning,
Choy, S. C., Yim, J. S. C., & Sedhu, D. S. (2019). Preservice Teachers' Reflection on Reflective Practices: A Malaysian Perspective. Universal Journal of Educational Research, 7(12A), pp. 18–26.
Chukwuedo, S. O., Mbagwu, F. O., & Ogbuanya, T. C. (2021). Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning. Learning and Motivation, 74, 101729.
Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34(7), 1885-1913.
Coley, R. (2022). The Relationship Between Community College Instructors’ Perception of Andragogical Orientation and Instructional Style Walden University.
Cormack, J. (2021). Pedagogy or Andragogy? Which teaching method produces successful ESL tutoring that involves musical activities?
Damianakis, T., Barrett, B., Archer-Kuhn, B., Samson, P., Martin, S., & Ahern, C. (2019). Teaching for transformation: Master of social work students identify teaching approaches that made a difference. Journal of Transformative Education, 1541344619865948.
Davis, C. A., Bailey, C., Nypaver, M., Rees, T., & Brockett, R. G. (2010). Learning projects of graduate students: An update of Tough’s study. International Journal of Self-Directed Learning, 7(1), 14–28.
Dewi, N. S. N., Marlina, N., & Supriyono, Y. (2019). The quest of self-directed learning of adult EFL learners in Indonesian higher education context. JEELS (Journal of English Education and Linguistics Studies), 6(1), 73-90.
Dreisiebner, G., & Slepcevic-Zach, P. (2019). Implementing an ePortfolio to Foster Students' Ability for (Self-) Reflection: Lessons Learned and Issues Still to Be Addressed. International Journal for Business Education, 159, 20-35.
Drotar, D. (2019). Student-centered language teaching in the East Asian context Thesis. Multnomah Bible College and Biblical Seminary].
Du Toit-Brits, C. (2019). A focus on self-directed learning: The role that educators’ expectations play in the enhancement of students’ self-directedness. South African Journal of Education, 39(2).
Dumlao, R. P., & Pinatacan, J. R. (2019). From Practice to Writing: Using Reflective Journal Instruction in Enhancing Preservice Teachers' Professional Development. International Journal of Instruction, 12(4), 459-478.
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on the development of students' engagement. International journal of educational technology in higher education, 18(1), 53.
Ernesto Panadero, A. J. a. J.-W. S. (2016). Scaffolding Self-regulated Learning through Self-assessment and Peer Assessment: Guidelines for classroom implementation Assessment for Learning: Meeting the challenge of implementation.
Fenwick, T., & Tennant, M. (2020). Understanding adult learners. In Dimensions of adult learning (pp. 55–73). Routledge.
Fischer, E., & Hänze, M. (2019). Back from "guide on the side" to "sage on the stage"? Effects of teacher-guided and student-activating teaching methods on student learning in higher education. International journal of educational research, 95, 26-35.
Fleming, N. D., & Mills, C. (1992). Not another inventory, but rather a catalyst for reflection. To improve the academy, 11(1), 137–155.
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33.
Geng, S., Law, K. M., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International journal of educational technology in higher education, 16(1), 1-22.
Gharti, L. (2019). Self-directed learning for learner autonomy: Teachers' and Students' perceptions. Journal of NELTA Gandaki, 1, 62-73.
Glassman, M. (2001). Dewey and Vygotsky: Society, Experience, and Inquiry in Educational Practice. https://doi.org/DOI: 10.3102/0013189X030004003
Groen, A., Bijsmans, P., & Adriaensen, J. (2020). Improving a self-assessment tool to monitor generic skills development in an active learning environment. European Political Science, 19, 352-366.
Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41(3), 125–149.
Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. University of Georgia.
Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realising the potential of school-based teacher education. McGraw-Hill Education (UK).
Heidi Andrade, J. H. a. M. P. (2014). Formative Assessment in the Visual Arts. Art Education 67(1).
Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers' strategies to foster student engagement in blended learning in higher education. International journal of educational technology in higher education, 18(1), 25.
Hiemstra, R. (1994). Overcoming resistance to self-direction in adult learning.
Housel, D. A. (2020). When co-occurring factors impact adult learners: Suggestions for instruction, preservice training, and professional development. Adult Learning, 31(1), 6–16.
Hua, M., Wang, L., & Li, J. (2024). The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach. Frontiers in Psychology, 14, 1278827.
Ifenthaler, D., Schumacher, C., & Kuzilek, J. (2023). Investigating students' use of self‐assessments in Higher Education using learning analytics. Journal of Computer Assisted Learning, 39(1), 255-268.
Johnson, C. S., Sdunzik, J., Bynum, C., Kong, N., & Qin, X. (2023). Learning about the culture together: Enhancing educators cultural competence through collaborative teacher study groups. In Leading Socially Just Schools (pp. 183-196). Routledge.
Kallick, A. L. C. B. (2004). Assessment Strategies for Self-Directed Learning.
Karaman, P. (2021). The Impact of Self-Assessment on Academic Performance: A Meta-Analysis Study. International Journal of Research in Education and Science, 7(4), 1151–1166.
Khadimally, S. (2021). Role of the social constructivist theory, andragogy, and computer-mediated instruction (CMI) in adult ESL learning and teaching environments: How students transform into self-directed learners through mobile technologies. In Research anthology on adult education and the development of lifelong learners (pp. 195–221). IGI Global.
Kharroubi, S., & ElMediouni, A. (2024). Conceptual Review: Cultivating Learner Autonomy Through Self-Directed Learning & Self-Regulated Learning: A Socio-Constructivist Exploration. International Journal of Language and Literary Studies, 6(2), 276–296.
Kihwele, J. E., Mwamakula, E. N., & Mtandi, R. (2024). Portfolio-based assessment feedback and development of pedagogical skills among instructors and preservice teachers. Journal of Applied Research in Higher Education.
Knowles, M. (1975). Self-directed-learning-a-guide-for-learners-and-teachers.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. The Adult Education Company.
Koehler, A. (2020). Using the Process Approach to Create an Effective and Efficient Secondary Writing Curriculum for Students and Teachers.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and teaching, 11(1), 47-71.
Krskova, H., Baumann, C., Breyer, Y., & Wood, L. N. (2021). The skill of discipline–measuring FIRST discipline principles in higher education. Higher Education, Skills and Work-Based Learning, 11(1), 258-281.
Kulgemeyer, C., Kempin, M., Weißbach, A., Borowski, A., Buschhüter, D., Enkrott, P., Reinhold, P., Riese, J., Schecker, H., & Schröder, J. (2021). Exploring the impact of preservice science teachers' reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education, 43(18), 3035-3057.
Kunzl, F., & Messner, M. (2023). Temporal Structuring as Self-Discipline: Managing time in the budgeting process. Organization Studies, 44(9), 1439-1464.
Lavrentieva, O. O., Rybalko, L. M., Tsys, O. O., & Uchitel, A. D. (2019). Theoretical and methodical aspects of the organization of students' independent study activities together with the use of ICT and tools. Proceedings of the 6th Workshop on Cloud Technologies in Education (CTE, 2018), Kryvyi Rih, Ukraine, December 21, 2018,
Len, K. E., & Tieme, K. (2022). Self-directed Learning (SDL) and Development of Competencies among Students of the University of Bamenda. American Journal of Education and Practice, 6(3), 44-59.
Lewis, N., & Bryan, V. (2021). Andragogy and teaching techniques to enhance adult learners’ experience. Journal of Nursing Education and Practice, 11(11), 31–40.
Li, H., Majumdar, R., Chen, M.-R. A., & Ogata, H. (2021). A goal-oriented active learning (GOAL) system is used to promote reading engagement, self-directed learning behavior, and motivation in extensive reading. Computers & Education, 171, 104239.
Li, H., Majumdar, R., Chen, M.-R. A., Yang, Y., & Ogata, H. (2023). Analysis of self-directed learning ability, reading outcomes, and personalized planning behavior for self-directed extensive reading. Interactive Learning Environments, 31(6), 3613-3632.
Lin, X. (2024). Learning Styles and Second Language Acquisition: A Review of Influences, Factors, and Educational Implication. Journal of Education, Humanities and Social Sciences, pp. 26, 891–896.
Liu, H.-L., Wang, T.-H., Lin, H.-C. K., Lai, C.-F., & Huang, Y.-M. (2022). The influence of affective feedback adaptive learning system on learning engagement and self-directed learning. Frontiers in Psychology, 13, 858411.
Liu, K., & Ball, A. F. (2019). Critical reflection and generativity: Toward a framework of transformative teacher education for diverse learners. Review of research in education, 43(1), 68–105.
Loeng, S. (2023). Pedagogy and andragogy in comparison–conceptions and perspectives. Andragoška spoznanja, 29(2), 39-52.
Long, H. (1989). Self-directed learning: Emerging theory and practice. Self-directed learning: Emerging theory and practice/Oklahoma Research Center for Continuing Professional and Higher Education.
Loudenback, L. (2019). Social constructivism: An pedagogical praxis for critical thinking instruction and evaluation with graduate social work students.
Lubbe, A., Mentz, E., Olivier, J., Jacobson, T. E., Mackey, T. P., Chahine, I. C., Belkasim, S., Jagals, D., Annandale, M., & Reyneke, E. M. (2021). Learning through assessment: An approach towards self-directed learning. Aosis.
Lyonga, N. A. N. (2022). Exploring students’ self-assessment to increase learning outcomes in teachers’ training colleges in Cameroon. Journal of Learning for Development, 9(2), 317-330.
Ma, Y. (2023). Professional Learning to Enhance Teachers’ constructivist-Oriented Technology Integration Practices Johns Hopkins University.
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., & VanAusdal, K. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128.
Manasia, L., Ianos, M. G., & Chicioreanu, T. D. (2019). Preservice teacher preparedness for fostering education for sustainable development: An empirical analysis of central dimensions of teaching readiness. Sustainability, 12(1), 166.
Mauck, M. L. (2022). Promoting Self-Regulated Learning and Intrinsic Motivation in the Middle School Choral Classroom through e-Portfolio Assessment: A Qualitative Instrumental Case Study. Liberty University.
McCoach, D. B., & Flake, J. K. (2018). The role of motivation.
McNamara, G., Skerritt, C., O’Hara, J., O’Brien, S., & Brown, M. (2022). For improvement, accountability, or the economy? Reflecting on the purpose (s) of school self-evaluation in Ireland. Journal of Educational Administration and History, 54(2), 158–173.
Medalia, A., & Saperstein, A. (2011). The role of motivation for treatment success. Schizophrenia bulletin, 37(suppl_2), S122-S128.
Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 2001(89), 3.
Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide. John Wiley & Sons.
Merriam, S. B., & Brockett, R. G. (2011). The profession and practice of adult education: An introduction. John Wiley & Sons.
Mezirow, J. (1991). Transformative dimensions of adult learning. ERIC.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5–12.
Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65(4), 633–653.
Nasri, N. M. (2019). Self-directed learning through the eyes of teacher educators. Kasetsart Journal of Social Sciences, 40(1), 164–171.
Nirmala, P. J., Sivakumar, P., Selvakumar, S., & Daphine, R. (2022). Efficacy of technology-enabled learning in science at the diploma in teacher education level. Education and Information Technologies, 27(8), 10665-10680.
Nuraeni, N., & Heryatun, Y. (2021). Reflective practice strategies of preservice English teachers during teaching practicum to promote professional development. Studies in English language and education, 8(3), 1144-1157.
Nuryanto, N., Nahadi, N., & Yuliani, G. (2024). The Implementation of Electronic Portfolio Assessment in Learning Chemistry through Google Classroom to Increase Students’ Critical Thinking Skills. AL-ISHLAH: Jurnal Pendidikan, 16(2), 1839-1850.
Owen, T. R. (2002). Self-Directed Learning in Adulthood: A Literature Review.
Özüdogru, M. (2021). Reflective Thinking and Teaching Practices: A Study on Preservice Teachers' Perceptions and Improvement of Reflection in the Curriculum Development Course. International Journal of Curriculum and Instruction, 13(3), 2195–2214.
Pan, H.-L. W., Hung, J.-H., & Truong, T. M. T. (2024). Teacher clusters of emotions and self-efficacy in curriculum reform: Effects on collaboration and learner-centered teaching. Teaching and Teacher Education, 144, 104604.
Papanthymou, A., & Darra, M. (2023). The Impact of Self-Assessment with Goal Setting on Academic Achievement: Results of a Study on Primary School Students in Greece. Journal of Education and Learning, 12(1), 67-90.
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
Perera, M. (2022). Self-Directed Learning in the Distance Mode. Constructivism in Teaching and Learning, p. 5.
Perl, S. (1985). How Teachers Teach the Writing Process. Final Report.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470.
Rahmawati, Y. I., & Hiryanto, H. H. (2023). Implications of the andragogy concept in various community education settings: A literature review. Empowerment: Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah, 12(2), 85-96.
Roberts, J. L., & Inman, T. F. (2023). Strategies for differentiating instruction: Best practices for the classroom. Routledge.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.
Roe, L. (2023). Applying andragogy to service-learning in graduate education: An interpretive phenomenological analysis. Journal of adult and continuing education, 29(1), 147–169.
Rothwell, W. J. (2020). Adult learning basics. Association for Talent Development.
Rovai, A. P., Baker, J. D., & Ponton, M. K. (2013). Social science research design and statistics: A practitioner's guide to research methods and IBM SPSS. Watertree Press LLC.
Roy, E. L. (2019). Informal Learning in Adulthood and the Impact of Place: Exploring the Self-Directed Learning Interests of Xennials from the State of Mississippi Valdosta State University.
Rui, L., Mohamad Nasri, N., & Mahmud, S. N. D. (2024). The Role of Self-directed Learning in Promoting Deep Learning Processes: A Systematic Literature Review. F1000Research, 13, 761.
Rusilowati, U., & Wahyudi, W. (2020). The significance of educator certification in developing pedagogy, personality, social and professional competencies. 2nd Social and Humaniora Research Symposium (SoRes, 2019),
Sarkın, D. B. Ş., & Seçkin, G. G. (2023). Development of self-determined learning (heutagogy) skills scale: validity and reliability study. Cukurova University Faculty of Education Journal, 52(2), 381-411.
Šatienė, S. (2021). The Self-directed Learning of Older Adults in Generativity-based Contexts. In.
Scholtz, G. (2024). Exploratory study of the humanistic philosophy of adult learning as principal philosophy for leadership development. The International Journal of Management Education, 22(2), 100949.
Schon, D. A. (1987). Educating the Reflective Practitioner. Toward a New Design for Teaching and Learning in the Professions. The Jossey-Bass Higher Education Series. ERIC.
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
Schumacher, D. J., Tekian, A., & Yudkowsky, R. (2019). Assessment portfolios. In Assessment in Health Professions Education (pp. 181-195). Routledge.
Seifert, T., & Feliks, O. (2019). Online self-assessment and peer assessment as a tool to enhance student-teachers’ assessment skills. Assessment & Evaluation in Higher Education, 44(2), 169-185.
Sejati, F., Saputro, S., & Indriyanti, N. (2020). The role of performance and self-assessment to determine students’ science process skills in SMP Negeri 11 Kota Tangerang Selatan. Journal of Physics: Conference Series,
Slade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The Impact of Reflective Practice on Teacher Candidates' Learning. International Journal for the Scholarship of Teaching and Learning, 13(2), 15.
Smith, W. J. (2023). Understanding How Professional Development for College Faculty on Adult Learning Theories Can Improve Online Instruction and Course Design: A Delphi Study Regent University.
Sosibo, Z. (2019). Self-assessment: A learner-centered approach towards transforming traditional practices and building self-directed learners. South African Journal of Higher Education, 33(5), 76–97.
Stolk, J. D., Gross, M. D., & Zastavker, Y. V. (2021). Motivation, pedagogy, and gender: Examining the multifaceted and dynamic situational responses of women and men in college STEM courses. International Journal of STEM Education, 8(1), 35.
Stumbrienė, D., Jevsikova, T., & Kontvainė, V. (2024). Key factors influencing teachers’ motivation to transfer technology-enabled educational innovation. Education and Information Technologies, 29(2), 1697-1731.
Subba, P. B. (2019). Andragogy and pedagogy working together in shifting balance: An Evaluative Study of the Teaching-Learning Process in Samtse College of Education (SCE). Bhutan Journal of Research and Development, 8(1), 3–23.
Sun, W., Hong, J.-C., Dong, Y., Huang, Y., & Fu, Q. (2023). Self-directed learning predicts online learning engagement in higher education, which is mediated by the perceived value of knowing learning goals. The Asia-Pacific Education Researcher, 32(3), 307-316.
Supe, A., Dandekar, S., Rege, N., & Mahdi, F. (2024). Self-Directed Learning. In Global Medical Education in Normal and Challenging Times (pp. 69-80). Springer.
Taras, M. (2010). Student self-assessment: processes and consequences. Teaching in Higher Education, 15(2), 199-209.
Taras, M., & Wong, H. M. (2023). Student Self Assessment: An Essential Guide for Teaching, Learning and Reflection at School and University. Routledge.
Tashiro, J., Parga, D., Pollard, J., & Talanquer, V. (2021). Characterizing change in students' self-assessments of understanding when engaged in instructional activities. Chemistry Education Research and Practice, 22(3), 662-682.
Taylor, T. A., Kemp, K., Mi, M., & Lerchenfeldt, S. (2023). Self-directed learning assessment practices in undergraduate health professions education: a systematic review. Medical Education Online, 28(1), 2189553.
Tezcan, F. (2022). Andragogy or Pedagogy: Views of Young Adults on the Learning Environment. International Education Studies, 15(1), 136–147.
Tiwari, R., Agrawal, P., Singh, P., Bajaj, S., Verma, V., & Chauhan, A. S. (2023). Technology Enabled Integrated Fusion Teaching for Enhancing Learning Outcomes in Higher Education. International Journal of Emerging Technologies in Learning, 18(7).
Tlili, A., Burgos, D., Olivier, J., & Huang, R. (2022). Self-directed learning and assessment in a crisis context: the COVID-19 pandemic as a case study. Journal of E-Learning and Knowledge Society, 18(2), 1-10.
Tough, A. (1971). The Adult's Learning Projects. A Fresh Approach to Theory and Practice in Adult Learning.
Tushemereirwe, J. (2021). Time Management and Organizational Performance: A Case of Kabale District Local Government. Kabale, Uganda: Kabale University. https://idr. kab. Ac. ug/bitstream/handle/20.500, 12493, 604.
Usher, E. L., & Schunk, D. H. (2017). The social cognitive theoretical perspective of self-regulation. In Handbook of self-regulation of learning and performance (pp. 19-35). Routledge.
Van D. W, J. L. (2019). The term "Self-Directed Learning" goes back to Knowles, or is there another way to forge ahead? Journal of Research on Christian Education, 28(1), 1-20.
Van Loon, M. H. (2019). Self-assessment and self-reflection to measure and improve self-regulated learning in the workplace. Handbook of vocational Education and training. Developments in a changing world of work, 1-34.
Vareberg, K. R. (2021). “Cause You Don’t Need a Teacher to Learn Stuff”: Theorizing a ‘Lanes of Learning of Informal, Self-Directed Learning North Dakota State University.
Vera, A. B. G., Vera, M. K. G., Garcia, A. M. R., & Miranda, M. J. V. (2019). Application of self-evaluation and co-evaluation on learning processes. International Journal of Linguistics, Literature and Culture, 5(5), 7-14.
Vergara, D., Paredes-Velasco, M., Chivite, C., & Fernández-Arias, P. (2020). The challenge of increasing the effectiveness of learning by using active methodologies. Sustainability, 12(20), 8702.
Vithayaporn, S., Yong, S. S., & Chai, E. G. (2021). The integration of self-directed learning and employee competency in the 21st century. Asian Journal of Business Research, 11(2).
Wang, S., & Han, C. (2021). The influence of learning styles on perception and preference of learning spaces in the university campus. Buildings, 11(12), 572.
Warnick, B. a. G. S. (2018). Andragogy application for Higher Education. Agricultural systems
Technology and Education.
Wilcox, S. (1996). Fostering Self-Directed Learning in the University Setting Studies in Higher Education, 21 (165).
Williams, J. D. (2014). Preparing to teach writing: Research, theory, and practice. Routledge.
Wride, D. M. (2017). Guide to Student Peer Assessment in Academic Practice.
Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224–238.
Yan, Z., Wang, X., Boud, D., & Lao, H. (2023). The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education, 48(1), 1-15.
Z. C, S. (2019). Self-assessment: A learner-centered approach towards transforming traditional practices and building self-directed learners. South African Journal of Higher Education, 33(5). https://doi.org/10.20853/33-5-3586
Zeichner, K. M., & Liston, D. P. (2013). Reflective teaching: An introduction. Routledge.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.