The influence of hybrid problem-based learning on Senior Phase preservice Technology teachers’ self-directed learning abilities

Objectives This study aimed to examine the structural relationships among self-directed learning, self-directed English learning ability, learning satisfaction and academic achievement, and to analyze the differences in learning performance according to academic self-efficacy in online college English classes. Methods A web-based survey was conducted on 172 students who took English classes in the first and second semesters of 2021 at N University. The data were analyzed with SPSS 23.0 and AMOS 21.0. For the moderating effect of students' academic self-efficacy, a multi-group analysis of structural equations was used. Results The results were as follows: First, self-directed learning had a positive effect on the self-directed English learning ability. Second, the two factors, self-directed learning ability and self-directed English learning ability, had a positive effect on learning satisfaction, but only self-directed English learning ability had a significant effect on academic achievement. Third, a multi-group analysis for the moderating effect verified that students with high academic efficacy showed a significant effect on academic achievement. Conclusions It is meaningful that the effect of autonomous learning of college students on self-directed learning ability of English subjects was statistically verified. Based on the results of the study, it is suggested that the method to improve the self-directedness and academic self-efficacy of learners should be sought properly.

BackgroundPrevious research has demonstrated that nursing students’ professional commitment is less than ideal. However, a clear theoretical model to explain or mediate the factors influencing their professional commitment is currently lacking. Building on Social Cognitive Theory (SCT), this study aimed to describe the current situation regarding the professional commitment of undergraduate nursing students and examine its relationships with psychological resilience, medical education environment, innovation ability, and self-directed learning ability.MethodsA total of 813 undergraduate nursing students were recruited through convenience sampling for a cross-sectional study at a medical university in Anhui province. Participants completed the General Information Questionnaire, Professional Commitment Scale, Innovation Ability Scale, Self-Directed Learning Ability Scale, Psychological Resilience Scale, and Dundee Ready Educational Environment Measure (DREEM). Structural equation modeling was used to analyze the hypothesized relationships.ResultsNursing students’ total professional commitment score averaged 93.36 ± 13.63. Medical education environment, self-directed learning ability, and innovation ability all significantly and directly associated with professional commitment (β = 0.294, β = 0.167, β = 0.358, respectively). Self-directed learning and innovation ability mediated the effects of psychological resilience (β = 0.114, 0.054, respectively) and the medical education environment (β = 0.089, 0.063, respectively) on professional commitment. Additionally, self-directed learning and innovation ability exhibited a significant chain mediating effect between psychological resilience and the influence of medical education environment on professional commitment (β = 0.114, 0.054, respectively).ConclusionsOur study reveals that self-directed learning and innovation ability mediate the effects of psychological resilience and educational environment on nursing students’ professional commitment.These findings suggest nursing educators could focus on fostering students’ self-directed learning abilities in teaching and enhancing students’ professional commitment by optimizing the educational environment and strengthening mental toughness training.

The main purpose of this research was to examine the relationship between adult students' self-directed learning (SDL) ability and instructional technology (IT) competency in an online course. The study also investigated motivation and learning strategies that the students used to learn IT. The research involved surveying 198 continuing education professionals who took online courses at a large Midwest state university. The results indicate a statistically significant positive correlation between SDL ability and IT competency in students with above average SDL ability. The results also indicate that motivation is an important factor for learning technology in an online course regardless of the students' SDL ability. Additionally, the results show that students with higher level of SDL ability are likely to exhibit higher level of self-efficacy for learning and performance, and higher level of effort regulation.

ObjectivesThis study explores the relationship between the perception of the learning environment and self-directed learning (SDL) ability among nursing undergraduates.Design, setting and participantsA cross-sectional study was conducted in December 2020...

Self-directed learning (SDL) ability, its usefulness in higher education and life-long learning have been highlighted in previous literature. However, there has been much less understanding of the effects of SDL ability in the school settings, specifically the effects on learners’ SDL behaviors and processes. To address this limitation, this study investigated the relations between SDL ability, SDL behaviors, and reading outcomes and further explored the process of planning behaviors in SDL. This study examined the context of SDL for extensive reading using a goal-oriented active learning system, GOAL. The results showed that the high SDL ability students demonstrated significantly more reading outcomes in terms of books completed and the number of days read than those with low SDL ability. The high SDL ability students engaged significantly more in planning behaviors, that were found to be significantly correlated with reading outcomes, than the low SDL ability students. Cluster analysis and transition analysis also differentiate groups of learners with different planning behaviors. These findings suggested that the learning behaviors and outcomes facilitated by the environment were affected to varying degrees by the levels of students’ SDL ability, and personalized feedback can be created using the SDL behavioral variables and patterns in the environment.

Objectives This study aimed to investigate the structural relationships among instructor-student interaction, self-directed English learning ability, task value influencing learning satisfaction and to analyze the mediating effects among them in online college English class. Methods To achieve this goal, the structural equation modeling was conducted and the mediating effect was verified by using bootstrapping method based on the web-survey questionnaire data of 203 members of online English class. Results The results were as follows: the structural relationship among the variables was established except learning satisfaction. Second, self-directed English learning ability and task value had a direct effect on learning satisfaction. Third, instructor-student interaction had an indirect effect on learning satisfaction through learners' self-directed learning ability and task value respectively. Conclusions The result suggests that instructor-student interaction, self-directed English learning ability, task value should be improved to increase L2 learners' learning satisfaction in the online English class environment.

This is one in a series of articles that reported on geography teachers’ self-directed learning (SDL) abilities, participation in self-directed professional development (SDPD) activities and the use of learner-centred instructional strategies in their classrooms. Geography teachers must act as self-directed learners through participating in SDPD activities to improve instructional practices. This study investigates the relationships between geography teachers’ SDL abilities, their participation in SDPD activities and the use of learner-centred instruction in geography classrooms. A non-experimental survey design was employed. FET phase geography teachers (n = 130) from two districts in the North West province completed three instruments, namely the SDL abilities instrument, the ‘Self-directed professional development activities in geography education’ (SDPDGE), and the ‘Instructional strategies in geography education’ (ISGE) questionnaires developed by the researcher. The researcher conducted Spearman rho tests to calculate Spearman correlation coefficients to determine the relationships between geography teachers’ SDL abilities, their participation in SDPD and their implementation of learner-centred instructional strategies. The analysis of the results reported strong positive relationships between geography teachers’ SDL abilities and their involvement in SDPD activities, as well as between their involvement in SDPD activities and the implementation of learner-centred instructional strategies in their geography classrooms.

Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading

BackgroundIn a rapidly changing healthcare environment, Self-directed learning (SDL) ability is recognized as a crucial condition for nursing students and nurse to deal with severe challenges positively. Developing SDL ability is becoming more and more important among nursing students. SDL is related to nursing students enhancing their own knowledge, skills and maintaining lifelong learning. This study is aim at translating the Self-directed Learning Instrument (SDLI) into Chinese and verify its reliability and validity among nursing students.MethodsThe study adopted a cross-sectional design and the multistage sampling design. The SDLI was translated into Chinese, and the reliability and validity of the scale were tested among 975 nursing students.ResultsThe Cronbach’s α value of the Chinese version of SDLI was 0.916. The split-half reliability coefficient was 0.829, and the retest coefficient was 0.884. The content validity index of the scale was 0.95. Furthermore, the four-factors model was obtained by using exploratory factor analysis, explaining 55.418% variance, and the communalities of the items ranged from 0.401 to 0.664. With modified confirmatory factor analysis, the fit indices were chi-square/degree of freedom (CMIN/DF) = 2.285, the comparative fit index (CFI) = 0.947, and the tucker lewis index (TLI) was 0.938. And, the model fitting indexes were all in the acceptable range and confirmatory factor analysis indicated that the model fit the SDLI well.ConclusionThe Chinese version of SDLI has good validity and reliability among nursing students. It can be used to measure the SDL ability of nursing students in China.

Purpose : This study seeks to examine the effects of using flipped learning in fundamentals of nursing classes on self-directed learning ability, problem-solving ability, and class satisfaction among nursing students. Methods : A one-group pretest-posttest design was utilized with the participants, involving 62 nursing students. The data were analyzed using descriptive statistics and paired t-test using SPSS/WIN 24.0. Results : The scores on self-directed learning and problem-solving abilities significantly increased after flipped learning classes (t＝6.93, p＜.001; t＝ 16.49, p＜.001, respectively). Students’ class satisfaction was lower than 3.5 at 3.38 points. Conclusion : The findings indicate that flipped learning is an effective intervention for improving self-directed learning and problem-solving abilities in nursing education. It is imperative to enhance the faculty s competency to apply various teaching methods to increase students’ class satisfaction.

BackgroundModern healthcare institutions are continuously changing, and Self-Directed Learning (SDL) abilities are considered a prerequisite for both nursing students and nurses in order to be proactive about these demanding challenges. To date, no systematic reviews of existing instruments aimed at detecting and critically evaluating SDL abilities have been published. Therefore, the aims of this review are: 1) identify the instruments for assessment of SDL abilities among nursing students and nurses; 2) critically evaluate the methodological studies quality; and 3) compare the psychometric properties of the available instruments.MethodsA psychometric-systematic-review was performed. CDSR, CINAHL, ERIC, MEDLINE, PROSPERO, SCOPUS databases were searched without restrictions in time and setting. All primary studies involving nursing students or nurses, written in English and aimed at validating SDL assessment tools, were included. Studies retrieved were evaluated according to the COnsensus-based-Standards for the selection of health Measurement-INstruments (COSMIN) panel. Study inclusion, data extraction and quality assessment were performed by researchers independently.ResultsEleven studies were included and four tools based on Knowles’s theory have emerged: 1) the Self-Directed Learning Readiness Scale; 2) the Self-Directed Learning Readiness Scale for Nursing Education; 3) the Self-Rating Scale of Self-Directed Learning, and 4) the Self-Directed Learning Instrument. A few psychometric properties have been considered in each study, from two to four out of the ten required. The quality of the methodologies used was in general, from fair to poor with the exception of one instrument (the Self-Directed-Learning-Instrument). The psychometric proprieties that emerged across the tools were good in general: the Cronbach α was from 0.73 to 0.91; structural validities have also reported good indexes both in the explorative and in the confirmative factor analyses.ConclusionsOn the basis of the findings, the Self-Directed-Learning-Instrument can be recommended for the assessment of SDL abilities among nursing students and nurses, given the excellent methodology quality adopted in estimating the psychometric properties. However, rigorous study designs aimed at estimating psychometric properties of tools in wide samples of nursing students and nurses across different stages of professional life, from undergraduate education to professional maturity, in different cultural, educational, and work settings, are strongly recommended.

BackgroundMedical students face a heavy burden as they are tasked with acquiring a vast amount of medical knowledge within a limited time frame. Self-directed learning (SDL) has become crucial for efficient and ongoing learning among medical students. However, effective ways to foster SDL ability among Chinese medical students are lacking, and limited studies have identified factors that impact the SDL ability of medical students. This makes it challenging for educators to develop targeted strategies to improve students’ SDL ability. This study aims to assess SDL ability among Chinese medical students and examine the effects of career calling and teaching competencies on SDL ability, as well as the possible mechanisms linking them.MethodsData were collected from 3614 respondents (effective response rate = 60.11%) using cross-sectional online questionnaires and analyzed using IBM SPSS Statistics 22.0. The questionnaire comprised a Demographic Characteristics Questionnaire, Self-directed Learning Ability Scale (Cronbach’s alpha = 0.962), Teaching Competencies Scale, and Career Calling Scale.ResultsThe average SDL ability score of Chinese medical students was 3.68 ± 0.56, indicating a moderate level of SDL ability. The six factors of the Self-directed Learning Ability Scale—self-reflection, ability to use learning methods, ability to set study plans, ability to set studying objectives, ability to adjust psychological state, and willpower in studying—accounted for 12.90%, 12.89%, 12.39%, 11.94%, 11.34%, and 8.67% of the variance, respectively. Furthermore, career calling was positively associated with SDL learning ability (β = 0.295, p < 0.001), and SDL learning ability was positively associated with teaching competencies (β = 0.191, p < 0.01). Simple slope analysis showed that when the level of teaching competencies was higher, the influence of career calling on SDL ability was stronger.ConclusionsChinese medical students’ SDL ability has room for improvement. Medical students could strengthen their willpower in studying by setting milestones goals with rewards, which could inspire their motivation for the next goals. Teachers should guide students to learn experience to improve students’ reflective ability. Educators play a crucial role in bridging the gap between career calling education and SDL ability enhancement, highlighting the significance of optimal teaching competencies. Colleges should focus on strengthening teachers’ sense of career calling and teaching competencies.

The impact of unfolding case studies combined with think-aloud strategies on the clinical reasoning and self-directed learning abilities of postgraduate students: A mixed methods study

To validate a tool measuring self-directed learning (SDL) abilities and to determine these abilities among older individuals attending the University of the Third Age. Health literacy (HL) and SDL abilities have been documented as being closely linked to each other and as prerequisites in enhancing self-management competences required by older people to protect their health and to manage health issues. Furthermore, individuals with SDL abilities have been documented to have a full understanding of their health treatment prescriptions, to be able to demonstrate increased compliance and to further develop self-care competences. A validation and a cross-sectional study design. A consecutive sample of 313 older people (68.7% female) who attended lessons in two Italian Universities of the Third Age and who were willing to participate in the study were enrolled. The Self-Rating Scale of Self-Directed Learning (SRSSDL) validated previously in the healthcare context, was used. At the exploratory and confirmatory factor analysis, the SRSSDL in Older people (SRSSDLO) has demonstrated good psychometric properties: the tool is composed by four factors ("Awareness," "Attitudes," "Availability" and "Motivation") and 13 items. According to the findings, the average SDL score was 54.27±6.69 out of 65, and women achieved significantly higher scores compared with men (54.81±6.69 vs. 53.08±6.54, p=.033), while participants with a university degree (55.95±6.56) or secondary education (54.75±6.13) had higher scores than those with lower secondary education (50.37±7.34, p=.002). Participants were responsible for their learning processes and were capable of identifying learning needs and goals. They were also internally motivated to develop learning methods and to organise learning activities. However, they were less able to keep up to date with the learning resources available. The SRSSDLO can help nurses identify healthy older people that lack SDL abilities and design tailored educational interventions to prevent health conditions and/or promote self-care management in chronic conditions.

ObjectivesThis study aimed to evaluate the level of medical students’ self-directed learning (SDL) ability in mainland China and to identify its modifiable influencing factors for medical educators to take measures...