Effects of Organizing Self-Directed Learning Activities Using Mobile Learning Technology on Information Literacy of Non-Formal and Informal Education Students

Abstract

The purposes of this study were: 1) to study the effects of using self-directed learning activity by using mobile learning technology towards on information literacy of informal education students. 2) to study problem obstacle and suggestion of self-directed learning activity by using mobile learning technology  towards information literacy of informal education students. This research used pre-experimental design. The sample were informal education student volunteers in Bangkok aged between 18 to 35 years old. The research instruments were questionnaire, activity plans, self-directed learning test, behavior test of information literacy learning, focus group and satisfaction questionnaire. The major findings were as follows: 1) The outcome of experiment indicates that average post-test score of self-directed learning behaviors and information literacy behaviors of the experimental group which had means scores after experiment higher at .05 level of significance and satisfaction of using self-directed learning activity by using mobile learning technology towards information literacy were high (M = 4.40, SD =0.21).  2) The problematic factors were 1. Content problem means the content of the lesson is not interesting and difficult to conclude. 2. The self-directed learning activity problem means the self-directed learning activity takes too much time for understanding than learning with teacher which students have no time for cause of their occupation. 3. Time period problem means we have enough time for doing an activity. 4. Learning media source problem means student do not know how to use the sources to gain the knowledge. 5. Environment problem means almost student does not have same in class timing schedule. 6. Assessment problem means there is no revise exercise.