University Support for Self-Directed Learning: Cambodian Students’ Perceptions and Experiences

Abstract

One of the trends in higher education today is the increased focus on Self-Directed Learning (SDL). SDL helps students develop such important skills and traits as independence, critical thinking, lifelong learning, and adaptability to the dynamic educational and professional environment. Thus, universities should encourage their students to be engaged in SDL by providing sufficient resources and other kinds of help to their students. Although the process of reforming higher education in Cambodia was accompanied by an increasing interest in the promotion of student-centered learning, little information could be found regarding students’ perceptions of the level of university assistance in SDL. That is why it became necessary to analyze the perceptions of university students regarding university support of self-directed learning. A quantitative descriptive research method was applied to examine the level of SDL in 634 undergraduate students who study at the National University of Cheasim Kamchaymear and the University of Heng Samrin Thbongkhmum. For this purpose, a questionnaire was distributed to the respondents to fill out. To analyze the data collected, descriptive statistics were used. The study demonstrated that Cambodian university students had positive attitudes toward university assistance in SDL in such aspects as encouragement of self-learning, access to appropriate material, presence of learning guidelines, and availability of online sources. Yet, there was evidence of some gaps in university assistance in SDL in regard to a supportive learning environment, tutoring/mentoring, incentives to successful self-learning, and assessment of progress in SDL (the last one received the lowest rating). Overall, one can conclude that the universities of Cambodia managed to promote SDL via resources and motivational support, but more work remains to be done in the field of SDL monitoring and feedback.