Self-directed learning for lifelong learning cov9
210880261
Correlating Self directed Learning Abilities to Lifelong Learning Orientation in Baccalaureate Nursing Students
Background Lifelong learning is an important part of professionalism as nurses need to maintain competency and current knowledge for practice. Purpose The purpose of this study was to examine the relationship between baccalaureate nursing students' self directed learning (SDL) abilities and lifelong learning orientation. Methods A quantitative, correlational research design was used. Students (n 124) completed the Self Directed Learning Inventory (SDLI) and the Jefferson Scale of Lifelong Learning Health Professions Students (JeffSLL HPS) Results There was a significant, positive correlation between the SDLI total scores and the JeffSLL HPS total scores (r 0.64, P .0001) There also were positive correlations between the JeffSLL HPS total scores and 4 SDL domains: interpersonal communication (r 0.39, P .0001) planning and implementing (r 0.52, P .0001) self monitoring (r 0.48, P .0001) and learning motivation (r 0. 63, P .0001) Conclusion Nursing faculty should implement teaching and learning strategies that foster SDL abilities to increase lifelong learning orientation in nursing students.
Nurse educator
Michelle Kaulback
229583751
Graduate students' attitudes self directed for lifelong learning in foreign language environment
The student's attitude is needed to be self directed learners to maintain lifelong learning in the ever changing world. Thus, this study aimed to reveal whether graduate students' self directed skills and attitudes vary based on university type and gender. Also, this study explored the relationship between graduate students' attitudes and self directed lifelong learning skills then, further identified the lowest attitudes predictors for SDL, and analyzed how the students perceive the lecturer's role in self directed learning. In a mixed method study, 92 students from two selected public universities took questionnaires to measure their attitudes and self directed learning and four students involved in the semi structured interview. The obtained results showed that SDL and attitudes were found not to vary based on the university type. However, gender made a significant difference in SDL in favour of female students. Then, attitudes variable statistically significantly predicted students' SDL and perceptions of confidence and ability that emerged as the attitude dimension, seemed to be the lowest associated with the students' SDL. The majority of the students are still unaware of the SDL behaviour and see the lecturer as a factor that decisively affects them in developing greater independence. Further theoretical and practical implications are discussed.
Desy Mutia Sari Ashadi Ashadi
213226235
Lifelong Learning Tendencies of Prospective Teachers: Investigation of Self directed Learning, Thinking Styles, ICT Usage Status and Demographic Variables as Predictors
This study has sought to examine the predicting effect of self directed learning, thinking styles, ICT usage status and demographic variables on lifelong learning tendencies of prospective teachers. A total of 143 prospective teachers year was recruited in this study. This study adopted a relational screening research model. Several instruments including lifelong learning tendencies, self directed learning, thinking styles and a personal information form developed by the researchers were employed to obtain data. Hierarchical multiple linear regression analysis was used to investigate into the predicting effect of independent variables on the dependent variable. Five models related to lifelong learning were formed in the study and it was found that all of them were statistically significant. In this sense, all hypotheses were accepted in the study. The findings clearly indicate that the most important model that explains the lifelong learning tendencies of prospective teachers is the model 3, in which the number of trainings for personal and professional development were included in hierarchical regression. Additionally, it was found that the most significant predictors of lifelong learning tendencies of prospective teachers were the number of trainings for personal and professional development, daily internet usage time for educational purposes, self directed learning, gender and department.
Mustafa Saritepeci Cihan Orak
204378846
Roles of Self Directed Learning and Social Networking Sites in Lifelong Learning
The present research examines the relationship between self directed learning and SNS that may affect lifelong learning. In study, 170 of the respondents are Masters students and 140 are PhD students in Malaysia. The study follows a relational survey to investigate and measure the degree of relationship amongst self directed learning, SNS and lifelong learning. The findings of the research corroborate that self directed learning positively affects lifelong learning. SEM analysis indicates significant and positive influence of self directed learning on SNS. SNS are a positive partial mediator between self directed learning and lifelong learning. In conclusion, self directed learning positively influences the lifelong learning of students, which is affected by SNS. This study implies that lectures should support preservice teachers to sharpen teachers' self directed learning and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere. (c) 2019, Eskisehir Osmangazi University.
International Journal of Instruction
Umi Kalsum Mohd Salleh Hutkemri Zulnaidi Suzieleez Syrene Abdul Rahim Abd Razak Zakaria Riyan Hidayat
214535798
LIFELONG SELF DIRECTED LEARNING IN THE DIGITAL AGE: AN ORIENTATION OF CURRENT SOFTWARE TOOLS SUPPORTING EXPERTS IN MAINTAINING AND UPDATING THEIR KNOWLEDGE
To guarantee high quality services, health professionals are required to successfully maintain their extensive knowledge base. Many health professionals are forced to consistently stay up to date in their field in which new knowledge is evolving continuously. Hence, there is a strong need for effective support during their lifelong, self directed learning processes as a means of maintaining and updating medical related expert knowledge. From the literature, self organisation, management, assessment, and collaboration activities have been defined to be of high relevance for these learning processes. The increasing speed of technological development has led to the development of a plethora of digital tools with varying features aimed at supporting professionals in their self directed learning. In light of the increased number of tools available, we aim to give orientation on some of the most popular tools available to support health and other professionals in their self directed learning. Results show that three main categories of digital tools related to self directed learning can be identified: reference management systems, learn and test tools, and collaborating tools. Our results further show that within the current landscape, there is no one tool that covers all tasks related to self directed learning. We conclude that one single digital tool, combining all the features supporting self directed learning in one simple easy to use manner may better support health and other professionals in maintaining and updating their expert knowledge. Future development should focus in particular on suitable combinations of features supporting self directed learning, as implemented within one tool.
Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)
Jodie Freeman Andre Luis Alice Raabe Felix M Schmitz Sissel Guttormsen
209257146
Self Directed and Lifelong Learning: A Framework for Improving Nursing Students' Learning Skills in the Clinical Context.
Self directed lifelong learning is an important competency for nursing students to meet their professional development, yet it can be challenging for some students to acquire self directed learning skills in a clinical context. A framework based on Hiemstra and Brockett's "Person, Process, Context" model was developed to promote nurses' self directed lifelong learning. The implication stems from our expectation that the framework can accelerate the development of interpersonal and intellectual skills valuable to a nursing student's lifelong learning process.
Modi Owied Al Moteri
207963663
Self Directed and Lifelong Learning: A Framework for Improving Nursing Students' Learning Skills in the Clinical Context
Abstract Self directed lifelong learning is an important competency for nursing students to meet their professional development, yet it can be challenging for some students to acquire self directed learning skills in a clinical context. A framework based on Hiemstra and Brockett's "Person, Process, Context" model was developed to promote nurses' self directed lifelong learning. The implication stems from our expectation that the framework can accelerate the development of interpersonal and intellectual skills valuable to a nursing student's lifelong learning process.
International journal of nursing education scholarship
Modi Owied Al Moteri
201397141
Self Directed and Lifelong Learning: the 5th "S" for TBL(tm) Application Exercises?
This paper describes a pilot of an innovation to TBL(tm) as a means to add a fifth "S" self directed learning (SDL) and life long learning (LLL) to the 4S application exercise framework. It is important for TBL(tm) to explicitly address SDL and LLL to enhance student learning and meet accreditation standards.
Medical science educator
Stephen D Schneid Amy Y Lin Abbas Hyderi
229565275
Rethinking Self directed Learning for Information Managers
Self directed learning is an essential basis for lifelong learning and requires constantly changing, target groupspecific and personalized prerequisites in order to motivate people to deal with modern learning content, not to overburden them and yet to adequately convey complex contexts. Current challenges in dealing with digital resources such as information overload, reduction of complexity and focus, motivation to learn, self control or psychological wellbeing are taken up in the conception of learning settings within our QpLuS IM project for the study program Information Management and Information Management extra occupational (IM) at the University of Applied Sciences and Arts Hannover. We present an interactive video on the functionality of search engines as a practical example of a medially high quality and focused self learning format that has been methodically produced in line with our agile, media didactic process and stage model of complexity
Gerrit Wucherpfennig Monika Steinberg Anke Wittich
150315038
The Empowerment Dynamic Approach to Transformational Self Directed Lifelong Learning
Sharon E Norris