Self-directed learning
203145713
Instructional design of scaffolded online learning modules for self directed and inquiry based learning environments
Abstract Technology is ubiquitous in the modern world; to harness its educational potential in the quest to introduce environments that are flexible and differentiate for individual student learning needs, the strategic use of the complex array of tools is required. Engagement with this challenge has the potential to lead to the provision of interfaces that allow students to access these resources and become independent learners. It is therefore important to identify and evaluate the features of such interfaces to calibrate and respond to individual student needs. In this context, the quality of differentiated support for learning, referred to as scaffolding, is established as paramount to the design and structure of online environments. In this study, the instructional design referred to as predict, observe, explain and evaluate (POEE) informed by constructivist theories of learning, to implement multiple scaffolding strategies is described. The POEE scaffolding strategy was applied in the creation of two inquiry learning modules. Student engagement with these inquiry modules in a self directed online environment was explored to identify critical elements of the scaffolding. The findings of this study, based on students' interactions and engagement with the learning modules, enabled the conceptualisation of a multimodal scaffolding strategy for self directed inquiry. We propose that the recommendations from the implementation of these scaffolded learning modules can represent exemplars illustrative of an enriched instructional design paradigm to support students' independent study in blended environments.
Comput. Educ.
Md Abdullah Al Mamun Gwendolyn A Lawrie Tony Wright
201385143
Self Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self Directed Learning in ICT Work
Changing technologies and competition in the field of information and communication technology (ICT) are challenging the learning of individual workers and teams alongside and through work. Organisations call for employees' autonomy and self directedness executed by agile operations and low hierarchies, where learning is also increasingly the responsibility of the individuals and teams themselves and occurs in practice without strong control of the organisation. Therefore, the multidimensional concept of self directed learning becomes essential in the context of learning at work. In this study, we examine how employees in the ICT sector describe self directed learning practices in the context of workplace learning. Our data consist of interviews with ICT employees in two organisations, which undergo an applied discourse analysis. The workers talked about self directed learning as an obliged, creativity enhanced as well as flexible and fast paced practice. Self directed learning was also described as a practice tied to work itself. The paper concludes with a discussion on how these partly conflicting discourses about self directed learning practice in work could be considered in practices related to enhancing such learning in the ICT field. Suggestions for future investigations are also presented.
Vocations and Learning
Soila Lemmetty Kaija Collin
181904735
Investigating self directed learning and technology readiness in blending learning environment
Blended Learning (BL) creates a 'rich' educational environment with multiple technology enabled communication forms in both face to face and online teaching. Students' characteristics are closely related to the learning effectiveness in the BL environment. Students' ability to direct themselves in learning and to utilise learning technologies can affect student learning effectiveness. This study examined the impacts of self directed learning, technology readiness, and learning motivation on the three presences (social, teaching, cognitive) among students undertaking subjects in BL and non BL (NBL) settings. The results indicated that the BL environment provides good facilitation for students' social involvement in the class. Student technology readiness plays a stronger role in impacting the teaching presence in a BL environment than NBL environment. These findings imply that a proper BL setting creates a cohesive community and enhances collaborations between students. Prior training of learning technologies can potentially enhance students' teaching presence.
International Journal of Educational Technology in Higher Education
Shuang Geng Kris M Y Law Ben Niu
70206264
Self directed language learning in a mobile assisted, out of class context: do students walk the talk?
Abstract Can mobile assisted language learning (MALL) foster self directed learning outside the classroom? This article examines informal, out of class engagement with a MALL tool: Duolingo. After being invited to use Duolingo, 118 higher education language students agreed to have their activity in the application tracked. In addition to the data collected from the Duolingo dashboard, questionnaires, as well as semi structured interviews, were implemented. Results viewed from Garrison's dimensions of self directed learning (motivation, self management and self monitoring) reveal inconsistencies between what students think about the app and what they do with it. Questionnaires suggest that Duolingo can encourage out of class learning through fun activities, but interviews reveal a lack of sustained motivation, self monitoring and self management reflected in the low usage of the application. Tracking data reveals that students lack the time for out of class MALL during course weeks and are more active during holidays. The results highlight the importance of a context in which users are encouraged to take responsibility for their learning. However, most students will, besides encouragement, also need training and support for their self directed learning.
Gustavo Garcia Botero Frederik Questier Chang Zhu
150150701
Adaptivity Through Self Directed Learning to Meet the Challenges of Our Ever Changing World
Fostering adult learners' competence to adapt appropriately to our ever changing world is a primary concern of adult education. The purpose of the present article is novel and examines whether the consideration of modes of learning (instruction, performance, and inquiry) could assist in the design of adult education that facilitates self directed learning and enables learners to think and perform adaptively. The concept of modes of learning originated from the typology of Houle. However, to date, no study has reached beyond this typology, especially concerning the potential of using modes of learning in the design of adult education. Specifically, an apparent oversight in adult learning theory is the foremost importance of the consideration of whether inquiry is included in the learning process: its inclusion potentially differentiates the purpose of instruction, the nature of learners' performance, and the underlying epistemological positioning. To redress this concern, two models of modes of learning are proposed and contrasted. The reinforcing model of modes of learning (instruction, performance, without inquiry) promotes teacher directed learning. A key consequence of employing this model in adult education is that learners may become accustomed to habitually reinforcing patterns of perceiving, thinking, judging, feeling, and acting performance that may be rather inflexible and represented by a distinct lack of a perceived need to adapt to social contextual changes: a lack of motivation for self directed learning. Rather, the adapting model of modes of learning (instruction, performance, with inquiry) may facilitate learners to be adaptive in their performance by encouraging an enhanced learner sensitivity toward changing social contextual conditions: potentially enhancing learners' motivation for self directed learning.
Thomas Howard Morris
150712744
Teacher directed learning to self directed learning transition barriers in Pakistan
Abstract Present paper explores the implications and barriers associated with the transition from teacher directed learning (TDL) to self directed learning (SDL) in the EFL classroom in Pakistan. This study intends to explore teachers' views about the nature and viability of implementing the SDL approach to teach English in Pakistan. A qualitative approach is followed in data collection and a contrastive thematic method is employed for analysis. With a sample of 16 English language teachers from four public universities, data is collected through semi structured interviews. The results show that teachers view SDL with a potential to make students self sufficient and autonomous, but Pakistani education system, cultural background, and learners' psychological aspects hinder the process of transition. These obstacles may be removed through creating awareness among teachers and students, and by bringing more flexibility into syllabi and teaching methods, and most importantly, through training local teachers.
Studies in Educational Evaluation
Musarat Yasmin Farhat Naseem Isamar Coromoto Carrillo Masso
199168566
Self directed learning: A fundamental competence in a rapidly changing world
Self directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self directed learning in terms of (1) what are the historical foundations of the self directed learning concept? (2) who may benefit from self directed learning? (3) who is likely to carry it out? and (4) what does research show regarding outcomes of the self directed learning process? The author takes into consideration humanistic philosophy, pragmatic philosophy and constructivist epistemology, which together concern a process of learning that is individual, purposeful and developmental. Potentially everyone can benefit from self directed learning competence, but both societal and individual factors may influence whether self directed learning is likely to be carried out. The author discusses a number of empirical studies that examine outcomes of the self directed learning process in informal/non formal online contexts and in formal educational settings. Research findings highlight the importance of realising the opportunity to foster learners' self directed learning competence in formal educational settings.
International Review of Education
Thomas Howard Morris
150604038
Adult learners' perceptions of self directed learning and digital technology usage in continuing professional education: An update for the digital age
Mandatory continuing professional education is accepted across many professions as a re credentialing mechanism to maintain professional competency. Self directed learning is a widely recognized type of learning to meet mandatory continuing professional education requirements. The nature and characteristics of self directed learning has been transformed with the growth in digital and mobile technologies, however there is minimal understanding of the role of these technologies in the self directed learning habits of adult learners. This study sought to explore the perspectives of adult learners around the effect of digital and mobile technologies on continuing professional education activities. Semi structured interviews were conducted with 55 adult learners from four professional groups (9 physicians; 20 nurses; 4 pharmacists; 22 social workers) Key thematic categories included perceptions of self directed learning, self directed learning resources, key triggers, and barriers to undertaking self directed learning. Digital and mobile technologies emerged as important resources supporting the self directed learning of health and human services professionals. Increasing usage and dependency on these technologies has important implications for organizational and workplace policies that can support effective self directed learning processes in a digital age. A conceptual model is introduced to characterize the key factors defining the self directed learning patterns and practices of adult learners in a digital age.
Journal of Adult and Continuing Education
Vernon Curran Diana L Gustafson Karla Simmons Heather Lannon Chenfang Wang Mahyar Garmsiri Lisa J Fleet Lyle R Wetsch
53713536
An Investigation of Self Directed Learning Skills of Undergraduate Students
The aims of this study were to reveal university students' self directed learning skills and determine whether these skills vary based on university type, gender, field of study, year of study, academic success, type of university entrance score, income level, and the desire to pursue a graduate degree. Also, this study explored the relationship between university students' self directed learning skills and their lifelong learning tendencies. The study group of the survey comprised 2,600 first and fourth year students from same departments of Hacettepe and Baskent Universities. The study collected its data by using "Self Directed Learning Skills Scale" designed by Askin (2015) Moreover, Diker Coskun's "Lifelong Learning Tendencies Scale" was used to explore the relationship between university students' self directed learning skills and their lifelong learning tendencies. The results revealed that university students' self directed learning scores were above the median score of the scale. Self directed learning skills were found not to vary based on university, year of study, income level. However, gender, field of study, university entrance score type, academic success and the desire to pursue a graduate degree made a significant difference on university students' self directed learning skills. Finally, a moderate positive relationship was detected between self directed learning skills and lifelong learning tendencies. In summary it can be said that, undergraduate students have self directed learning skills and these skills are related to lifelong learning.
Front. Psychol.
Ilkay Askin Tekkol Melek Demirel
207533076
An Initial Validation Study of the Self Rating Scale of Self Directed Learning for Pharmacy Education
Objective. The purpose of this study was to explore and validate the factor structure of the original SRSSDL scale with pharmacy students enrolled in a four year Doctor of Pharmacy program at a southeastern university, and to assess the differences in the self directed learning behaviors across different class years of students. Methods. Factor analysis was used to identify the factor structure of a self rating scale of self directed learning (SRSSDL) among pharmacy students (n=872) and to examine students' self directed learning (SDL) behaviors by year in the pharmacy education curriculum. Results. Five factors intrinsic motivation, awareness, collaboration, reflection and application showed acceptable levels of reliability. P4 students scored significantly higher than P2 students on the total scale. P4 students scored significantly higher on awareness than P1 and P2 students, while P2 students had a significantly higher collaboration score compared to P1 students. Conclusion. The revised 55 item SRSSDL is a valid and homogenous scale of pharmacy students' self directed learning within one pharmacy program. However, due to differences in factor structure compared to earlier studies, further research is needed before this survey tool can be broadly implemented in pharmacy education.
American Journal of Pharmaceutical Education
Linda S Behar-Horenstein Diane E Beck Yu Su