A new perspective of learning in organisations: eight strategies to develop skills and core competencies

This study investigates the development of achievement goals and learning strategies by analyzing their relationships with achievement, age, gender, and the interplay between deep- and surface-learning strategies across instructional environments. Conducted in schools integrating self-directed learning (SDL) intervals, it explores how these changes affect students' achievement goals and cognition. SDL fosters autonomy, positions teachers as facilitators, and addresses challenges like weak SDL skills and declining motivation in teacher-directed instruction (TDI). Longitudinal data from 754 students (M age = 13.56 years, SD = 1.2; 49.7% female) were analyzed using latent change score models. Findings show SDL enhances mastery goals and deep-learning strategies while reducing performance-avoidance goals and surface-learning. This study underscores the importance of structured SDL and TDI alternations in optimizing motivation and learning .

This study aims to investigate the level of organizational learning within urban Chinese Community Health Centres and reveal its potential association with primary care nurses' work performance and well-being. Globally, there is a push to establish learning healthcare systems for complex health reform challenges. Existing studies on organizational learning mainly focus on North American and European hospital settings, offering limited insights into primary care environments, particularly in developing countries. Cross-sectional study. We recruited 175 nurses from 38 community health centres in four Chinese cities (Shanghai, Shenzhen, Tianjin, and Jinan) using convenience sampling. Trained research assistants conducted face-to-face surveys, measuring organizational learning with the Learning Orientation Scale. Nurse-level outcomes included self-directed learning, quality of care, organizational commitment, and work stress. Data analysis employed multilevel linear modelling. The 38 community health centres displayed a relatively high level of organizational learning, and there was a positive and significant association between organizational learning within community health centres and nurses' self-directed learning as well as the quality of care. However, there was no significant association between organizational learning and nurses' organizational commitment or work stress. This study demonstrates a high-level organizational learning capacity in urban community health centres in China. It provides a new perspective on the potential relationship between CHCs' organizational learning and primary care nurses' well-being and work performance. Further research is needed to clarify unexpected findings and identify factors promoting organizational learning in primary care settings. Implications for Nursing Management. In China's evolving primary care system, nurses play a vital role amidst physician shortages. Policy should prioritize internal management reform alongside structural changes. This study highlights the importance of fostering organizational learning in primary care settings. Strategic interventions should promote a learning culture in CHCs, which may enhance nurses' self-directed learning and improve the quality of care.

"Teaching Practice is a critical phase of teacher education that provides opportunities for student teachers to reflect on the development of their teaching philosophies and put them into action. Self-directed learning pertains to a process where these students take responsibility for their own learning by setting outcomes, choosing material or human resources, selecting appropriate learning strategies, and evaluating their learning. E-portfolios as learning tools can be utilized to facilitate the development of skills for self-directed learning. Good quality mentoring in schools contributes to the development of critical professional skills of student teachers and ensures the best quality learning experiences for pupils. This paper is arranged as an ideas paper that seeks to explore the intersections between mentoring, self-directed professional learning of student teachers and the use of e-portfolios during teaching practice. The most common trends on these topics will be described and intersections identified, thereby exploring how self-directed learning could be supported by the use of e-portfolios and good quality mentoring. Findings showed that e-portfolios are practical tools for self-directed, reflective and collaborative professional learning. Further findings show that formal mentoring programs are essential to meet student teachers professional learning needs. These findings will encourage mentor teachers to optimally use e-portfolios to enhance student teachers self-directed professional learning."

An increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build theory and self-determination theory as a theoretical framework to determine whether students in self-directed and teacher-directed learning environments differ in the interplay of positive emotions and learning strategies of students in secondary education. The study also compares the mediating role of autonomy support on the relationship between positive emotions and learning strategies. Questionnaire data from 787 German secondary school students in the sixth and seventh grades were analyzed. The results of the latent mean comparison indicated that students in the self-directed learning environment demonstrated more adaptive learning behaviors. Further, a multigroup structural equation model identified strong differences in the interplay of the variables between students in the self-directed and teacher-directed learning environments. In the teacher-directed learning environment, autonomy support was not found to mediate the relationship between positive emotions and learning strategies.

The purpose of the study is to investigate the impact of a learning organization on innovative behavior through the mediating effect of self-directed learning. The sample is comprised of 763 employees in global companies located in Korea and China. Results revealed that a learning organization has a significant positive impact on self-directed learning. Moreover, a learning organization has a significant positive impact on innovative behavior and self-directed learning has a significant positive impact on innovative behavior. In addition, self-directed learning partially mediated the relationship between a learning organization and innovative behavior. The result corresponded with the assumption of the past studies that learning organization positively impacts on innovative behavior. More importantly, this study found that learning organization indirectly impacts on innovative behavior through an increased level of self-directed learning. Therefore, this study implies that self-directed learning of employees should be leveled up to increase innovative behavior of employees in addition to improving the learning organization.

The emerging interest in self-directed learning (SDL) in the context of language learning has focused less on specific learning strategies selected by language learners based on their discoveries. Anchored on Boyatzis' Theory of Selfdirected Learning (2001) and Classifications of Language Learning Strategies by O'Mally and Chamot (1990), and guided by Clarke's and Braun (2017) procedure of Thematic Analysis, the study aims to assess self-directed English language learning strategies of YouTube content creators. The observational method was used to assess 55 videos which met the predetermined criterion. The results have shown that the YouTube content creators utilized primarily cognitive strategies, followed by socio-affective strategies, then metacognitive strategies. Further investigation has drawn out the advantages and disadvantages of the learning strategies used. The research also determined how the learning strategies used by the content creators could be useful in English classrooms. Despite the successful experiences of the YouTube content creators in self-directed language learning, there are several factors to consider when determining how these can be effective for students learning English.

Introduction: The Competency-Based Medical Education (CBME) curriculum was introduced by the National Medical Commission (NMC) of India in 2019, aiming to bridge the gap between theoretical knowledge and practical skills among medical graduates. This study explores students' perspectives on the CBME curriculum, with a focus on foundational skills, self-directed learning, integration, ethics, and assessment strategies, as experienced by multiple cohorts at the Andaman and Nicobar Islands Institute of Medical Sciences (ANIIMS), Port Blair. Materials and Methods: A cross-sectional survey was conducted from April to May 2023 among MBBS students at ANIIMS, covering the 2019-2022 batches. A structured questionnaire was used to gather students' feedback on various CBME components, including foundational courses, learning strategies, integration, ethics, and assessment methods. Descriptive and inferential statistical analyses were performed, with Chi-square tests and ANOVA to examine the association between student responses and their year of joining. Results: Out of 144 participants, a high agreement was observed on the importance of foundational components such as Basic Life Support (100%) and Professionalism and Ethics (99%). CBME learning strategies, including Small Group Teaching and Self-Directed Learning, were positively endorsed, though batch based variations were noted. Significant differences were found in components like Small Group Teaching (p = 0.048) and assessment understanding (p = 0.015), with newer cohorts showing higher levels of comprehension and appreciation. Integration and ethics were consistently well-regarded across all batches, while challenges were highlighted in areas such as logbook management. Conclusion: The CBME curriculum has been positively received by medical students, with newer cohorts demonstrating a greater appreciation for self-directed and integrated learning approaches. However, logistical and educational barriers remain in areas like logbook management and assessment structure comprehension, indicating a need for continued curriculum refinement. This study provides valuable insights into how CBME is perceived by medical students and highlights areas for further enhancement to ensure competency-based training meets the needs of future healthcare professionals.

The purpose of this research is to examine the relationship between self-directed learning, motivation to learn, and learning organization at one public university in Malaysia. Ninety two academic staff were selected through stratified random sampling by post of Professor, Associate Professor, Senior Lecturer, and Lecturer. Three research objectives frame the research: (1) to determine the level of learning organization, self-directed learning, and motivation to learn among lecturers; (2) to determine the relationship between self-directed learning, motivation to learn, and learning organization among lecturers; and (3) to determine the contribution of self-directed learning and motivation to learn on learning organization among lecturers. Descriptive analysis was used to determine the level of self-directed learning, motivation to learn, and learning organization. Pearson Product Moment Correlation’s test was used to determine the relationship between self-directed learning, motivation to learn, and learning organization. Regression analysis was used to determine the contribution of elements of self-directed learning and motivation to learn on organizational learning. Based on the findings of the study, recommendations and policy implications are discussed and directions for future research are provided.

The aim of this study was to identify the relationship between the level of digital literacy and self-directed learning among students of Sharif University of Technology. Digital literacy refers to the set of capabilities required for the effective use of information and communication technologies in a knowledge society. Self-directed learning is a process in which people identify their learning needs and implement appropriate learning strategies. Its dimensions are self-management, self-control and desire to learn. Self-management is related to work control issues focuses on the behavioral and social aspects of learning tendencies. Outdoor activities, in this sense, are related to the learning process. Self-management is related to setting learning goals and managing learning resources. Questions about management goal, learning methods, support, and outcomes are discussed collaboratively and continuously. Self-control considers cognitive and metacognitive processes, including the monitoring of learning strategies, as well as the ability to think about the way of thinking (planning and modifying thinking according to the purpose of learning). Self-control is the process by which the learner becomes responsible for his or her own mental construction. The basic concept of the desire to learn dimension is that motivation plays an important role in taking action and maintaining the effort to learn and complete cognitive goals. Despite our limited understanding of the relationship between motivation and cognition, there is ample evidence that motivational factors have many practical effects on a variety of cognitive activities. In his regard, there are five questions as below: Question 1: What is the relationship between the level of digital literacy and students' self-directed learning and its various dimensions? Question 2: What is the relationship between students' gender and digital literacy and their self-directed learning? Question 3: What is the relationship between education and digital literacy and students' self-directed learning? Question 4: What is the relationship between college and digital literacy and students' self-directed learning? Question 5: What is the relationship between students' participation in IT courses and their level of digital literacy? This research is applied in terms of purpose and is a descriptive-survey in terms of data collection method. Is. In this study, Sharif University of Technology students in undergraduate and graduate studies were selected as the statistical population. 8709 students are studying in 13 faculties of this university. The number of male and female students in bachelor's and master's degrees is almost equal. Stratified sampling method was used and 30 students (15 male and 15 female) from each faculty were randomly selected. A total of 390 people were randomly selected of which 195 were female and 195 were male. In order to assess the level of digital literacy of students and their self-directed learning, researcher-made and standard questionnaires were used, respectively. a standard questionnaire was used to assess the self-directed learning of the respondents. This questionnaire is the Fisher standard questionnaire with 40 items that was introduced in 2001. The response scale is the Likert five-choice range (too low = 1 to too high = 5). Score of the self-directed learning variable of each respondent was equal to the median score of items. Since there was not any updated and appropriate questionnaire to measure the level of digital literacy, the researcher decided to design a researcher-made questionnaire with the following steps: 1- Digital literacy reference sources such as Microsoft and North Star companies were used to design the questionnaire. The questions on these websites cover various areas of digital literacy, from beginner to advanced. 2- The questions were modified and localized. The final questionnaire consisted of 25 items that items 1 to 18 measured the digital literacy level of the respondent as a practical test and items 19 to 25 measured the respondents' mental perceptions of their digital literacy level. 3- The questionnaire was revised by 14 experts and professors to ensure its validity 4- Cronbach's alpha test was used to assess the reliability of the questionnaire. The results showed the high reliability of the questionnaire. The results showed that there is a positive and significant relationship between the level of digital literacy and students' self-directed learning and all its dimensions. It can be concluded that the digital literacy of Sharif University of Technology students is not at a very good level. In order to improve its students 'academic achievement indicators, the university can hold various courses to increase students' digital literacy skills.

The changing educational context and dynamic needs around increasing online learning at all education levels highlight the importance of self-directed learning. In this regard, self-directed learning, which involves both a process and student characteristic, relates to the students taking charge of their learning in terms of setting aims, choosing material or human resources, choosing appropriate learning strategies and evaluating their learning. This chapter involves a systematic literature review that explores research on self-directed learning at school and higher education within the African context. This concept, despite the origins of the scholarship of self-directed learning being from the Global North and the West, is more expansive and, this chapter specifically aims to give an overview of the current discourses around self-directed learning in Africa. This chapter critically examined key literature regarding self-directed learning in this milieu and inductively identified general trends. Despite self-directed learning’s focus on the individual, it seems to be a very appropriate learning process towards communal learning utilising cooperative learning strategies that support self-directed learning. Finally, the chapter provides a synthesis of the main trends around self-directed learning in Africa while identifying certain areas for future research.KeywordsAfricaSelf-directed learningUniversityHigher educationSchoolsSystematic literature review

This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts. This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard.

이 연구는 대학생의 자기성찰이 자기주도학습에 미치는 영향에서 멘토링, 학습전략의 매개효과를 연구하고자 하였다. 이를 위해 대학생 2000명을 대상으로 자기성찰, 멘토링, 학습전략, 자기주도학습 척도를 사용하여 설문을 실시하였다. 그 중 불성실하게 응답한 설문을 제외하고 1792명의 자료를 중다회귀분석을 통해 검증하였다. 연구결과 첫째, 자기성찰, 멘토링, 학습전략, 자기주도학습의 연구 변인들은 모두 유의한 정적 상관관계를 보였다. 둘째, 자기성찰과 자기주도학습 관계에서 멘토링의 매개효과를 검증한 결과 부분매개효과가 검증되었다. 셋째, 자기성찰과 자기주도학습 관계에서 학습전략의 매개효과를 검증한 결과 부분매개효과가 검증되었다. 이러한 연구 결과는 대학생의 자기성찰이 자기주도학습에 미치는 중요한 요인임을 확인하는 동시에 멘토링, 학습전략을 통해 자기주도학습을 가져 올 수 있음을 검증한 결과이다. 이러한 연구 결과를 기반으로 하여 연구의 시사점과 제한점, 추후 연구의 필요성을 제안하였다.The purpose of this study was to investigate the mediating effects of mentoring and learning strategies on the effects of self-reflection of college students using self-directed learning. For this purpose, a questionnaire was administered to 2000 college students using self-reflection, mentoring, learning strategy, and self-directed learning scales. Among them, data from 1792 students was verified through Multiple Regression Analysis. As a result, first, the research variables of self-reflection, mentoring, learning strategies, and self-directed learning all showed a significant positive correlation. Second, the mediating effect of mentoring on the relationship between self-reflection and self-directed learning was verified. Third, the partial mediating effect of learning strategies was verified in the relationship between self-reflection and self-directed learning. These results confirm that self-reflection of university students is an important factor for self-directed learning, and at the same time, verified that self-directed learning can be brought through mentoring and learning strategies. Based on these findings, implications and limitations of the study and the necessity of further study were also suggested.

Short-term effects of team-based learning on self-directed learning, cooperative learning, and critical thinking among nursing students studying medical-surgical nursing.

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

This chapter discusses Self-Directed Learning (SDL) and its current use in various types of organizations. A review of theories, literature, and current practices lead to the exploration of what deficits are limiting the use of SDL today, and what skill sets are needed to better support and expand the usage of SDL tomorrow in a multitude of environments. Suggestions for ways to increase SDL skills in the general population are also discussed. Major implications for adult educators, Human Resource Development (HRD) professionals, and other practitioners are examined, paying special attention to technology and organizational culture.