Home⇛MSEUF Research Studies⇛vol. 22 no. 1 (2025)

Developing Self-Directed Learning Guidelines Through the Experiences of Architecture and Fine Arts Students

Jennifer S. Sanchez | Melba F. Sardea | Genesis R. Merano

Discipline: Education

 

Abstract:

The abrupt transition to online education introduced by the COVID-19 pandemic necessitated university students’ implementation of Self-Directed Learning (SDL) practices, especially those who belonged to design related programs with high-contact studio courses. This descriptive study aimed to explore how Third- and Fourth-Year students of Architecture and Fine Arts at Manuel S. Enverga University Foundation adapted to SDL during the transition to remote learning. Using purposive sampling, 144 students participated— comprising 70 Third Year and 74 Fourth-Year students, with 131 enrolled in the Bachelor of Science in Architecture program and 13 in Fine Arts and Design. Information was gathered using questionnaires filled out online using platforms like Neo LMS, Google Classroom, Edmodo, Facebook, and Messenger. This study adopted a quantitative research design and applied a critical approach to data analysis in order to generate a detailed descriptive interpretation of the results. Findings indicated that students established personalized routines, juggling schoolwork alongside household chores depending on guidance from mentors and students. In spite of internet connectivity and domestic circumstances challenges, students illustrated adaptability, resilience, and initiative. The research places emphasis on mentorship, feedback, and adaptive learning models as essential for maintaining SDL in design education. The findings provide a foundation for enhancing remote teaching methodologies that recognize multiple learning contexts.



References:

  1. Buffalo University. (n.d.). Constructivism. https://www.buffalo.edu/catt/develop/theory/constructivism.html 
  2. Cornerstone University. (2017). A simple, easy-to-understand guide to andragogy, lifelong learning matters. https://www.cornerstone.edu/blog-post/a-simple-easy-to understand-guide-to-andragogy/ 
  3. Cornell University. (n.d.). Center for Teaching Innovation. https://teaching.cornell.edu/teaching-resources/assessment evaluation/self-assessment
  4. Cornell University. (n.d.). Self-Directed Learning (SDL): A brief, comprehensive analysis. https://qatar-weill.cornell.edu/continuing-professional-development/topic-of-the-month/archive/self-directed-learning-sdl-a-brief-comprehensive-analysis 
  5. Culatta, R. (n.d.). Social Learning Theory (Albert Bandura). https://www.instructionaldesign.org/theories/social-learning/ 
  6. Digital Learning Institute. (n.d.). What is self-paced learning? Definition, benefits, and tips. https://www.digitallearninginstitute.com/what-is-self-paced-learning-definition-benefits-and-tips/
  7. Glassdoor Team. (2021). Career development tips: The importance of self-management skills. https://www.glassdoor.com/blog/guide/self-management/ 
  8. Heick, T. (n.d.). Definition of synchronous learning.    https://www.teachthought.com/technology/the-definition-of-synchronous-learning/  
  9. iResearch. (n.d.). Self-monitoring.  https://psychology.iresearchnet.com/social-psychology/self/self-monitoring/ 
  10. John Dewey Academy of Learning. (n.d.). About project-based learning. https://jdal.gbaps.org/about_us/about_project_based_learning 
  11. Levitas, J. (n.d.). What is action research? https://study.com/academy/lesson/action-research-in-education-examples-methods-quiz.html 
  12. Lumen Learning. (n.d.). Self-directed learning. Lumen Educational Planning. https://courses.lumenlearning.com/suny-esc-educationalplanning/chapter/self-directed-learning/ 
  13. Mcleod, S. (2018). What is operant conditioning, and how does it work? https://www.simplypsychology.org/operant-conditioning.html 
  14. Nunavut Arctic College. (n.d.). The outcomes-based curriculum initiative. https://obecurriculumsessions.wordpress.com/what-is-obe/ 
  15. Pappas, C. (2014). Instructional design models and theories: Action learning model. https://elearningindustry.com/action-learning-model 
  16. Shahrouri, E. (2016). The impact of Garrison’s model of self-directed learning on improving academic self-concept for undergraduate students: AUE as a Model. International Journal of Education, 4(10), 36-45. https://www.eajournals.org/wp-content/uploads/The-impact-of-Garrison’s-Model-of-Self-directed-Learning-on-Improving-Academic-Self-Concept-for-Undergraduate-Students.pdf 
  17. The Editors of Britannica. (n.d.). Adult education. https://www.britannica.com/topic/adult-education 
  18. University of Saskatchewan. (n.d.). Instructional support: BOPPPS model: Post-assessment.   https://libguides.usask.ca/c.php 
  19. University of Waterloo. (n.d.). Self-directed learning: A four-step process. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-four-step-process? 
  20. Valamis Organization. (2020). Adult learning theories. https://www.valamis.com/hub/adult-learning-theories
  21. West Governors University. (2005). Constructivism. https://www.wgu.edu/blog/what-constructivism2005.html 

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic