Abstract:

Digital technology has become part of our learning environment especially in that last decade. Smart Learning Environments (SLEs) allows learners to learn in a highly engaging and interactive learning space and encourages students to take control over their learning process. The main problem students are facing in higher education system is the poor level of problem-solving skills which results in poor academic performance. Being an independent and self-directed learner helps learners to become better problem-solvers and teaches them to become more effective decision makers in the classroom as well as in the real world. Problem-solving approaches engage learners in their learning process and provides them with a more positive outlook.

SLE promotes a self-directed learning approach by allowing learners to take responsibility over their learning processes and objectives. It is a vital skill that continues to develop in the course of their educational experiences and into their careers. Researchers have characterized that SDL environment allows individuals to set their own learning goals, identify resources and to evaluate goal achievements. According to Garrison’s model of SDL, three dimensions which consist of three components, namely, self-management, self-monitoring, and motivation, are used to identify a self-directed learner. The Garrison’s model of SDL as a whole, promotes motivated students to be responsible learners and to have a certain degree of control over their decision making in constructing meaningful knowledge and learning outcomes.

The purpose of the paper is to use self-directed learning (SDL) approach to inculcate students problem-solving skills in a smart learning environment. This research used a mixed method research design whereby both quantitative and qualitative data will be used within the study. The overall research design implemented the Validating Quantitative Data Model, whereby quantitative data was supported by qualitative data. A cohort of university students were given a problem to solve in the course of a semester. A 5-point Likert scale survey was administered to the students at the end of the activity to study their attitude and perceptions based on the components of Garrison’s model. In addition, an open-ended questionnaire was also given to the students at the end of the activity to garner direct feedback into their experience in a self-directed smart learning environment.

The results were positive and encouraging as the learners were able to be take control of their learning process and were responsible for their learning. They were able to take ownership of the knowledge and make them their own. They were motivated to learn using the various digital tools in the smart learning environment which allowed them to communicate with their peers and lecturer and become effective problem-solvers. This learning environment gave them the experience to be more confident in their abilities and made learning more enjoyable and engaging.

Keywords:

Self-directed learning, smart learning environment, problem-solving.