The Socio-Cultural Impress on the Promotion of Self-Directed-Learning in Algerian Universities

Autor/in	Berrezoug, Hanaà
Titel	The Socio-Cultural Impress on the Promotion of Self-Directed-Learning in Algerian Universities
Quelle	In: Arab World English Journal, 12 (2021) 3, S.216-231 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Berrezoug, Hanaà)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; Universities; Educational Change; Masters Programs; Graduate Students; Learning Processes; Teaching Methods; Independent Study; Traditionalism; Barriers; Cultural Influences; Social Influences; Collectivism; Educational Strategies; Personal Autonomy; Global Approach; Individualism; Algeria + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Bildungsreform; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Traditionalismus; Cultural influence; Kultureinfluss; Sozialer Einfluss; Lehrstrategie; Individuelle Autonomie; Globales Denken; Individualismus; Algerien
Abstract	The Algerian universities have witnessed significant changes since the establishment of the three-tier system composed of Licence, Master, and Doctorate (LMD). The latter necessitates many changes in the learning process as well as teaching methods. Yet, to achieve self-directed learning, the learner should first achieve autonomy at the personal level. Thus, this paper is mainly devoted to analyzing the impress of Algerian cultural and social traditions on the development of self-directed learning. This study addresses the following question: Do the Algerian cultural and social traditions enhance and facilitate self-directed learning or impede its implementation at university? The main aim of this paper is to investigate the aspects of the Algerian culture that hinder the promotion of self-directed learning. The research has been conducted in Saida University among Master students. To investigate the socio-cultural impact on the development of self-directedness, the researcher used a questionnaire and an interview that was related to Hofstede's six-D Model. Discussing the Algerian culture through the lens of Hofstede's six-D Model helped the researcher to diagnose the reasons behind the failure to promote self-directedness. The main finding of this research is that the collectivist nature of the Algerian culture retards the progress of self-directed learning. This paper also suggests that if the Algerian culture does not favor self-directed learning, educators should adopt new approaches and strategies that engage their learners in the learning experiences. Educators should counterbalance the parochial and paternalistic traditions with glocalization and multiple perspective curricula. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01