Abstract
Knowing the level of willingness for self-directed learning of the students of the Faculty of Education and Administration and Business, can lead to autonomous learning. Likewise, the results will help students to assume a critical attitude regarding the level of self-directed learning and learning achievement. In addition, it is considered as a contribution since self-directed learning will be valid to the extent that it fosters autonomous thinking and stimulates the development of self-assessment capacity. The achievement of learning will allow the student to make favorable decisions that lead to the development of their own capacity for autonomy to learn. The results obtained in the present investigation will support both faculties in their different careers, to propose work policies such as the planning of stimulation programs towards self-directed learning for students, the application of teaching strategies that help students to be autonomous in their learning and thus promote progressive increases in learning achievement, which leads students in particular to a change of attitude towards self-directed learning, acquiring knowledge, and potentiating their abilities.
Presenters
Nathaly VeraDirectora de Carrera, Facultad de Educación, Universidad Autónoma de Chile, Araucanía, Chile Pablo A Müller-Ferrés
Profesor Asociado, Facultas de Administración y Negocios, Universidad Autonoma de Chile, Chile
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Self-Directed Learning, Higher Education, Academic Performance
