Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum

  • Leatemia L
  • Susilo A
  • van Berkel H
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Objectives: To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. Methods: A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readi-ness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low-and high -level based on the score of the questionnaire. Three focus group discus-sions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen ran-domly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. Results: The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The propor-tion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. Conclusion: A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curricu-lum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.




Leatemia, L. D., Susilo, A. P., & van Berkel, H. (2016). Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum. International Journal of Medical Education, 7, 385–392.

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