self directed learner
196129035
Building Self directed Learner Through Authentic Assessment
This research investigates how authentic assessment that is set in the beginning of the lecture in the learning contract can build self directed learner. This research uses a descriptive qualitative analysis by analyzing seven students' tasks using authentic assessment, including the reflection of their experience, feeling and expression after one semester learning. The data are taken from the compilation of tasks that is submitted at the end of the semester. The results show that in each of the seven tasks build a self directed learner. Though it was difficult at first, along the semester they are habituated to do the tasks and made them to be a self directed learner. Based on these findings it is suggested that the task using authentic assessment set in the beginning of the lecture in order to make the students to be aware of learning in different ways.
Sri Endah Indriwati
30126192
How implementing state level policies can assist schools in their efforts to become centers of high achievement and incubators for self directed learners DEFINING THE SELF DIRECTED LEARNER
students is one of the key directives of the No Child Left Behind Act (NCLB) As schools, districts, and state education agencies wrestle with NCLB requirements as well as state accountability systems and tight fiscal resources the strategy of helping K 12 students become self directed learners may seem particularly attractive as a means for reaching achievement goals. According to the Northwest Regional Educational Laboratory's most recent regional needs assessment (www.nwrel.org/planning/rna2000.html) "helping students become self directed learners who take responsibility for their own academic performance" was ranked near the top of identified priorities by 75 percent of teachers, 83 percent of principals, and 83 percent of superintendents in the region. This was especially important for teachers at schools that have been identified as "low performing" under the accountability requirements of NCLB. This Topical Summary looks at current research on several aspects of developing self directed learners: Defining who is a self directed learner Teaching or helping students to become self directed learners NORTHWEST REGIONAL EDUCATIONAL LABORATORY Office of Planning and Service Coordination
217188656
Promoting Learner Autonomy and Self Directed Learning: The Evolution of a SALC Curriculum
If key aims of a SALC are to support learners and promote language learner autonomy, then the curriculum is an important tool in order to ensure that this is being systematically addressed. After explaining the context of the Self Access Learning Center (SALC) at Kanda University of International Studies in Japan, the authors will briefly describe the self directed learning curriculum, its evolution, and approaches to its evaluation. The development, implementation, and evaluation of a SALC curriculum is not straightforward as there may be political, financial, and technical challenges. However, with planning, persistence, and a gradual approach, a SALC curriculum can eventually become an integral part of a university program. Although the journey of this particular SALC is far from complete, charting its development so far could provide encouragement for SALC managers elsewhere, whose SALC curriculum may be at different stages of development.
Jo Mynard Robert M Stevenson
149799566
The Antecedents toward Self Directed Learning among Distance Learner in Malaysian Public Universities
This paper reviews the underpinning theories and past literature on self directed learning in relation to self efficacy by distance learner in higher learning institutions. There is little research available that systematically traces the extent to which individual and external factors play a role in level of self directed learning ability. Subsequently, a number of hypotheses and a framework of self directed learning are proposed. There are four hypotheses proposes which are there is a positive significant effect of motivation of self directed learning; there is a significant positive effect of life satisfaction with self directed learning; there is a mediate effect of self efficacy which is significant and positive between motivation with self directed learning; and there is a mediate effect of self efficacy which is a significant and positive between life satisfaction and self directed learning. The paper proposes that the students self directed learning is influenced by or have relationship with students motivation and life satisfaction.
Nursyamilah Annuar Roziana Binti Shaari
150744797
Learner autonomy, self directed learning and assessment lessons from Swedish experience
IATEFL Learner Autonomy Special Interest Group. A website to share news and resources related to learner autonomy. IATEFL stands for the International Association of Teachers of English as a Foreign Language
Jorgen Tholin
158629150
Self directed learning as related to learning strategies, self regulation, and autonomy in an English language program: A local application with global implications
English language tutoring and/or self access centers are services commonly offered as curricular support to English language program students in educational environments worldwide. This paper argues that the theory of self directed learning (SDL) from the field of adult education should be considered alongside the equally important areas of language learning strategies, learner autonomy, and self regulated learning in the setup of these types of tutoring/self access academic support centers. The proposition is examined by applying it to a particular case in an English language program of a major research university in the southeastern United States. The paper explicates the commonly known theory of SDL (Grow, 1991) and relates it to models by put forward by Nakata (2010) and Oxford (2011, 2107) Empirical evidence from studies on encouraging SDL for English language study is summarized from a range of research projects conducted worldwide, and the author concludes by offering implications for educators in any institution based, adult English language program.
Melissa Williamson Hawkins
149101068
Adult MOOC Learners as Self Directed: Perceptions of Motivation, Success, and Completion.
Despite the increased attention given to MOOCs over the last four years, learners' voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors' and masters' degrees, enrolled in a four week MOOC on the topic of human trafficking. Through the lenses of self directed learning and self determination theories, we were interested in investigating learners' motivations for enrolling in the MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the MOOC. Reasons for enrollment varied from personal enjoyment to professional development, and differing definitions emerged regarding completion or success in a MOOC. Implications of this study include a proposed conceptual framework of adult learner MOOC motivations and goals, which may inform the intentional instructional design of MOOCs to better meet adults' self directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change.
Jamie L Loizzo Peggy A Ertmer William R Watson Sunnie Lee Watson
152276832
Motivations, Achievements, and Challenges of Self Directed Informal Learners in Open Educational Environments and MOOCs
This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40 item survey of which 159 MOOC respondents completed the close ended survey items and 49 completed the 15 open ended survey items. Across the data, it is clear that self directed online learners are internally motivated and appreciate the freedom to learn and choice that open educational resources provide. People were also motivated to learn informally from personal curiosity and interest as well as professional growth needs and goals for self improvement. Identity as a learner was positively impacted by informal online learning pursuits. Foreign language skills as well as global, cultural, historical, environmental, and health related information were among the most desired by the survey respondents. The main obstacles to informal online learning were time, costs associated with technology use, difficulty of use, and lack of quality. Qualitative results, embedded in the findings, indicate that self directed learners take great pleasure in knowing that they do not have to rely on others for their learning needs. Implications for instructional designers are offered.
Curtis J Bonk Mimi Miyoung Lee
146914868
Self Directed Learning in Economic Education
This study falls within economic oriented pedagogy and aims to make a classification of features specific for self directed learning in economics. The methods used are meta analytical, argumentative, logical, psychological, educational and economic. It can be concluded that self directed learning in economic education is a process in which initiative belongs to the individuals who are able to determine their own learning needs, identify both the skills available and the ones they should have and are required by situation, understand their own motivational and emotional mechanism and deliberate on strategies to support the aims pursued. Self directed learning is strictly oriented towards the learner: he makes it by own initiative; the time devoted to learning is flexible and timelines are variable; autonomy is very important in stabilizing self learning goals; thematic contents are usually freely chosen (decision belongs to the man who learns) learning outcomes are established by self assessment. So, the essential element is accountability.
Marian Siminica Aurelia Dumitru
28043801
Narrative Perspectives on Self Directed Foreign Language Learning in a Computer and Mobile Assisted Language Learning Context
Millions of learners around the world use self directed computer and mobile assisted language learning (CALL, MALL) programs to study foreign languages. One such program, Duolingo, currently attracts over 120 million users and is claimed (by the publisher) to be a highly effective method of language learning. While L2 researchers have shown limited engagement with similar large scale commercial programs, issues related to learner persistence, motivation, and program efficacy have been reported. This study investigates the experiences and efficacy of learning Turkish on Duolingo for 12 weeks, drawing on a methodological tradition of researcher narratives. Three graduate student researchers kept diaries and completed weekly reflections on their Turkish learning experiences, which served as source material for individual narrative analysis. The resulting narratives were discussed and analyzed collaboratively from an ecological perspective. Strategies used by the researcher participants were heavily influenced by ecological factors. Persistence in learning was found to be influenced by ecological factors and varied across timescales. Ultimately, the researcher participants had limited Turkish learning outcomes and felt demotivated to continue studying on Duolingo. Implications for CALL/MALL design include presenting materials in a meaningful context, capitalizing on social affordances, and providing meaningful feedback to learners in order to facilitate learning and goal setting.
Daniel R Isbell Hima Rawal Rachelle Oh Shawn Loewen