Developing deeper self-directed learning in database design: Factors that influence knowledge transfer

This paper reports on developing deeper self-directed learning (DSDL) in a database design course, and on the factors that hindered and promoted knowledge transfer. Cognitive load theory and social constructivist theory were incorporated to enhance DSDL. The population was third-year Computer Applications Technology (CAT) education students at a South African university (N=73) enrolled in a database design course. Convenience sampling was applied. Data-collection instruments were transfer tests, the Transferable Learning Orientations tool, and interviews. It was concluded that the intervention to develop DSDL promoted transfer of knowledge and skills. The results of this research can inform instructional practices to promote such transfer in database design. More research needs to be done to determine the influence of the suggested strategy to develop DSDL in terms of other contexts and to refine a strategy to develop DSDL.