Components Of Self-directed Learning Research Articles

Planning and implementation of participant-centric group activity on research methodology: perceptions of postgraduate medical students in physiology.

Knowledge about the key steps in "research methodology" is necessary for all postgraduate students who are enrolled in the medical profession. The objective of the present study was to plan, design, and implement a participant-centric postgraduate skill development activity to inculcate the key principles and components of research methodology. It included 3 goal-oriented component group exercises, namely, 1) framing a research question, 2) critiquing a research article, and 3) writing a research protocol. Out of 25 eligible postgraduate students of our department, 20 participated in all three component group exercises, and they were included in the study. Feedback was obtained from them on a five-point Likert scale after the group exercises. In addition, students were also asked to provide open-ended comments for further improvement of the session. Data from participants' feedback suggested that the majority of the participants expressed satisfaction regarding the plan, conduct, and learning experience of the postgraduate activity. Therefore, participant-centric group activity could be an innovative approach in postgraduate medical education to inculcate the basics of research methodology. It can provide additional emphasis on the components of self-directed learning through individual exercises and unsupervised group dynamics. Supervised group dynamics can inculcate skills in critical thinking, acceptance, communication skills, and teamwork.NEW & NOTEWORTHY Postgraduate medical education is underpinned by supervised and unsupervised learning processes. The current study incorporates an innovative approach to inculcate the basic skills of "research methodology" through three goal-oriented participant-centric group exercises, namely, 1) framing a research question, 2) critiquing a research article, and 3) writing a research protocol. The activities encompass components of self-directed learning through unsupervised group dynamics. They focus on critical thinking, acceptance, communication skills, and teamwork during supervised group dynamics.

Self-Directed Learning Attitudes: A Study on English Department Students

This research aims to describe the first-year students’ self-directed learning attitudes by employing a descriptive quantitative approach. This study’s population was the second-semester students of the English education department, n=(95), while the sample was selected through a cluster random sampling technique that consists of 55 students. A questionnaire was used to collect the data and distributed online through Google form. The questionnaire adopted from Williamson (2007) comprises five components of self-directed learning; awareness, learning strategies, learning activities, evaluation, and inter-personal skills. The techniques of data analysis involved collecting the data, presenting the data, and interpreting the data. The results showed that 80% of the students are aware of their responsibility in learning. As for learning strategies and activities, 70.91 – 80% of students considered modern educational interactive technology enhance their learning process effectively. There are 60 – 69.09% of the students who applied the self-assess method and are said to monitor their learning progress in terms of evaluation. Regarding their inter-personal skills, most of the students, with a percentage of 83 – 87.27%, are interested in learning about something they frequently exposed to and feel the need to maintain a good interpersonal relationship with others. In conclusion, most of the students, with a percentage of 72.72%, are high self-directed learners with a positive attitude. The attitudes shown by the students are responsible, initiative, independent, curious, and friendly.Keywords: Self-directed learning, Language learning, attitude

Exploration of a Collaborative Self-Directed Learning Model in Medical Education.

PurposeOne of the aims of medical education is to generate lifelong learners, leading to the identification of self-directed learning (SDL) as an essential component of medical education. While SDL is focused on an individual learner, collaboration is critically important in medicine. We developed an online course using the collaborative SDL (CSDL) framework. A goal for the course was for students to gain a better appreciation for the SDL process by exploring the COVID-19 pandemic.MethodsWe utilized CSDL to implement a 2-week elective attended by fifteen M3 and M4 medical students. Students submitted short videos reflecting on their course experience and the relevance of the material to their future training. Qualitative analysis of reflections was conducted to determine the effectiveness of the CSDL framework, and an assessment of the course evaluations was performed to explore student perceptions of the course and its effectiveness at preparing them for practice. A survey regarding student perceptions of SDL was offered to M3 and M4 students in order to explore their experiences with SDL and perceptions of its importance in the context of the school curriculum.ResultsThe CSDL framework was effective in making students aware of the importance of SDL in medical practice. Students gained basic and clinical knowledge about the subject, experienced increased confidence, and appreciated collaborating with their peers. The survey offered to the general student body reflected that all students perceived that they employed SDL in their time as medical students. However, many students indicated that they had not utilized components of SDL beyond synthesizing and assessing their learning needs.ConclusionCSDL is an effective method for promoting self-directed learning. Undergraduate medical course constructs utilizing CSDL will benefit students as they continue their career development.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-021-01493-7.

The self-directed learning readiness of access to HE students at City College Plymouth, United Kingdom

This study examines the levels of self-directed learning skills for students on the Access to HE course at City College and how these skills relate to their academic achievement. In this study, 101 students participated in a survey and their self-directed learning readiness was measured using the Self-Directed Learning Readiness Scale (SRSSDL). Achievement was determined using the Universities and Colleges Admissions Service (UCAS) tariff point system. The findings showed that 38% of students on the course had moderate levels of self-directed learning and 62% had high levels of self-directedness. The mean SRSSDL score for all students who took part in the study indicated just an above moderate level of self-directed learning. These findings suggest that areas for improvement should be identified and evaluated and strategies adopted with the help of the teacher to help improve students’ self-directed learning skills. Results from further analysis revealed that self-directed learning is strongly correlated with students’ academic achievement and that SRSSDL total score significantly predicted UCAS points ( p = .049). Based on these findings, including components of self-directed learning in teaching for students on the Access to HE course might be beneficial in improving their overall achievement.

Teacher’s Perception of Self-Directed Learning and EFL Students’ Learning Autonomy during COVID-19 Pandemic

The COVID-19 pandemic has forced academic institutions in Indonesia to implement online learning. As a result, teachers must prepare online learning strategies that can build students’ independent learning. This study aims to analyze teacher perceptions of independent learning, assigned activities in online learning, and independent learning components in activities. This study uses an embedded mixed-method approach. The methods used to collect data are observation, interviews, and questionnaires. The instruments used to collect data are self-rated questionnaires, observation tables, and classification tables. The technique used in analyzing the data is descriptive qualitative and quantitative statistics. The results of this study indicate that teachers feel they have knowledge about and in implementing Independent Learning. The teacher carries out the learning process in three parts: pre-activity, initial activity, and post-activity. However, there are only three components of Self-Directed Learning that are included in the action. In its activities, self-directed learning is when the teacher provides material, individual assignments, and assistance when needed. However, independent learning is no longer a reflection on post-activity because there is no feedback. Therefore, more effective and exciting learning activities are required.

Investigating Possibilities of Developing Self-Directed Learning in Architecture Students Using Design Thinking

Education systems are struggling to effectively integrate in their study programs the Sustainable Development Goals (SDGs) which define the challenges we need to overcome as a society in the 21st century. This study revealed the special agency that architecture and built environment have in shaping our social, economic, and natural environment using system and design thinking. Despite the several studies on the metacognitive design process, several cognitive traps still exist when developing design thinking in architecture education. This study investigated design thinking and self-directed learning in undergraduate architecture students. Responses collected from a sample of 117 undergraduates were subjected to bootstrapping in structural equation modelling to find significant relationships of reversed action when design thinking is used for developing self-directed learning. The findings suggest that design thinking is strongly connected with self-directed learning, and as shown in the resulting model, all components of self-directed learning are strongly explained by design thinking variables. This can provide insights for curriculum designers and educators on how to shape effective design thinking processes in architecture education to overcome existing shortcomings while improving interpersonal skills, creativity and digital skills, make pedagogical changes, and enhance redesign of learning outcomes towards sustainable architecture.

Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.

THE MODEL OF FORMATION OF SELF-DIRECTED LANGUAGE LEARNING OF UNIVERSITY STUDENTS IN A UNIFIED HIGHER EDUCATION AREA

Purpose of the study: The article aims to analyze the problem of modeling self-directed language learning of university students in a Unified Higher Education Area. Methodology: Our study is based on the theoretical research method – the analysis of foreign and national philosophical, pedagogical literature on a problem; analysis and generalization of modern pedagogical experience; theoretical modeling; empirical – research and analysis of pedagogical experience; observation, interviews with teachers and students. Results: Modeling of self-directed language learning of university students is considered by the author in terms of systemic, student-centered and competence-based approaches. The model of self-directed language learning is represented as an integrative construct, which includes the target, content, technological and productive blocks. The main components of the model are the goal, tasks, components of self-directed learning, modern technologies, methods, forms, criteria, and indicators. Applications of this study: The materials of this research can be used by teachers to develop special courses of lectures and seminars on the organization of self-directed language learning of university students. Novelty/Originality of this study: In this research, the model of Formation of Self-Directed Language Learning of University Students in a Unified Higher Education Area is presented in a comprehensive and complete manner.

Relationship between Academic Motivation and Self-directed Learning in Nursing Students

Introduction: Rapid development of knowledge and information in various fields of medical sciences indicates the need to encourage self-directed learning in nursing students to provide quality and updated care. This study examined the relationship between self-directed learning and academic motivation in nursing students.
 Materials and Methods: Through a descriptive-correlational study, 305 nursing students studying at the Shahid Beheshti School of Nursing and Midwifery, Rasht were recruited by the census in Spring 2015. These students were asked to complete the Self-Rating Scale of Self-directed Learning (SRSSDL) and Academic Motivation Scale (AMS). Instrument reliability of these scales was confirmed in previous studies. Data were analysed by descriptive (mean and standard deviation) and analytic tests (Pearson coefficient of correlation and Chi-square).
 Results: There is a positive and significant relationship between self-directed learning and academic motivation (r=0.164; p=0.004). Among components of self-directed learning, the highest coefficient of correlation was related to interpersonal skills (r=0.125, p=0.025) and the lowest was related to evaluation (r=0.111, p=0.053).
 Conclusion: Findings showed a significant relationship between academic motivation and self-directed learning. Planners and decision-makers need to plan for increasing academic motivation of students, facilitating and developing self-directed learning to provide optimal care for patients.

Knowledge and practices regarding self-directed learning among undergraduates from a medical college in Kerala

Background: Medical education for undergraduates is a challenging area and medical professionals are life-long learners. Self-directed learning (SDL) is adult learning process. SDL describes a process where individuals take initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. This study assessed knowledge and practices regarding SDL among medical undergraduates and looked for association between gender and year of study with knowledge and practices of different components of SDL. Methods: A cross-sectional study was conducted among 192 students doing final year and internship at Dr. Somervell Memorial CSI Medical College, Kerala from April to July 2018 after obtaining clearance from Institutional ethics committee. Data was collected using a predesigned and pretested structured self-administered questionnaire on socio demographic profile, knowledge, practices, barriers and opportunities regarding SDL. Data was entered in excel sheet and analyzed using SPSS trial version 21.0. Results: Majority of the students had good knowledge regarding the components of SDL and practiced components like identifying their learning needs, objectives, commitment and implementation of the learning process. Only 57.3% students evaluated learning process and 31.8% alone had an educator as facilitator. Important barriers identified were self-motivation (88%) followed by time (81.8%). Conclusions: Interns had better knowledge and practice of SDL components compared to final year students. Though females had a better knowledge and practice of SDL components compared to males it was not statistically significant.

Letting Go of Mandatory Presence during Laboratory Classes: Student’s Behaviour and Opinions

To prepare the faculty of the Medical School of the Radboud university medical center in Nijmegen for the new curriculum based on components of self-directed learning that started in 2015, the behaviour in registration, presence and educational experiences of old curriculum students towards one of the components of self-directed learning: the letting go of mandatory classes was studied in 2014. Freedom to attend was introduced in human anatomy laboratories during a Year-1 and a Year-2 course. A web-based enrolment system was used, and student’s choices and changes were logged. Student’s opinions on the optional classes were probed with a questionnaire. Year-2 students liked the optional classes more than Year-1 students. Both groups disliked classes that were scheduled at the end of the day. Both groups perceived that the freedom to attend stimulated their responsibility and learning experience. In conclusion, the freedom to attend classes caused perceptions that are congruent with self-directed learning. The findings suggest that feelings of autonomy and being competent to the required task were stimulated by the freedom of choice. Implementing the freedom to attend classes in medical education is therefore recommended whereas one should also consider the feasibility with respect to organisation, efficient use of teachers and financial resources.

The impact on employees’ job performance of exercising self-directed learning within personal development plan practice

Today’s world of work is forcing companies to change their approach to learning. Their talent strategy needs to foster self-directed learning (SDL) as a process. SDL is an instructional process in which people take the primary responsibility in learning situations. To enhance job performance, their talent strategy must also include tools that support effective competence development, such as personal development plans (PDPs). In this study, we consider the effectiveness of talent strategy of this nature, by analysing longitudinal data on 3,661 employees working in 16 countries, extracted from an electronic talent management system. Two path analyses were conducted to study the relationships between SDL exercised within a PDP practice and job performance, and to test the research hypotheses. Results validate the hypotheses, confirming that SDL as a process within PDP practice positively impacts job performance. However, while the results confirm the importance of setting learning goals and including informal learning activities when exercising SDL process within the PDP practice, they do not confirm the need to integrate other components of SDL as a process. It can be concluded that learning strategy is key to job performance, and that informal learning is of particular importance. Value-added recommendations for practice are discussed.

Innate and Adaptive Immune Response to a Virus: An Integrated Learning Module.

Medical schools must expand their teaching strategies to address a new generation of medical students and ensure their growth into lifelong, self-directed learners. Integration across basic science disciplines packaged together with clinical medicine produces learning materials that better enable medical students to achieve these goals. We created a narrated audiovisual learning module illustrating the foundational sciences and clinical presentation surrounding immune responses to viral infections. We integrated immunology, microbiology, histology, pathology, and clinical medicine and included a self-assessment quiz and clinical vignette with questions to test students' understanding of the material. We published the module on our school's learning management system and tracked student usage, which was followed by an in-class survey to assess student perceptions of the usefulness of the module. Sixty-four (59%) of the first-year medical students used the module. Thirty-seven students completed the in-class survey assessing their perceptions of the module. Over 95% of responders reported that the module helped them learn the new material, identify areas of weakness, understand the big picture for this immune response, and apply the material in a clinical context. This module illustrates an approach to integrating basic science disciplines in order to facilitate students' understanding of the mechanisms underlying patients' clinical presentations. Survey results indicated that students valued the module as a self-directed learning component that integrated essential clinical concepts. The module was a helpful tool for students to evaluate their comprehension of immunology in a clinical context and can be used as required or optional material.

The efficacy of self-directed learning versus problem-based learning for teaching and learning ophthalmology: a comparative study.

IntroductionSelf-directed learning (SDL) and problem-based learning (PBL) are fundamental tools to achieve lifelong learning in an integrated medical curriculum. However, the efficacy of SDL in some clinical courses is debated.AimThe aim of the study was to measure the effectiveness of SDL for an ophthalmology course in comparison with PBL.MethodsA cross-sectional study was conducted with fifth-year medical students enrolled in an ophthalmology course. SDL comprised four case-based scenarios guided by several questions. PBL comprised three sessions. An ear, nose, and throat (ENT) course was selected for comparison as a control. At the end of the course, 30 multiple-choice questions (MCQs) for both SDL and PBL were assessed and analyzed against their counterparts in the ENT course by an independent t-test.ResultsFor the SDL component of the ophthalmology course, the number and percentages of students attaining high (n = 6/60, 10%) and moderate (n = 15/60, 28.3%) scores on an MCQs written exam were evaluated. For the PBL component, high scores were seen for 23.3% (n = 14/60), and moderate scores for 33.3% (n = 20/60) of the participants. For the SDL component of the ENT course, the number and percentages of students attaining high (n = 14/60, 23.3%) and moderate (n = 17/60, 28.3%) scores were recorded. For the PBL component, high (16/60, 26.6%) and moderate (17/60, 28%) scores were recorded. Significant p-values were obtained between the results for SDL and PBL in the ophthalmology course (p = 0.009), as well as between SDL results for both courses (p = 0.0308). Moreover, differences between the SDL results of ophthalmology and the PBL results of ENT (p = 0.0372) were significant.ConclusionSDL appears to be less valuable for promotion of self-readiness. Periodic discussions in small groups or by panel discussion are strongly recommended for students to enhance readiness with SDL.

The Challenges of Developing a Project-Based Self-Directed Learning Component for Undergraduate Medical Education

The successful implementation of a separate and dedicated self-directed learning (SDL) component within undergraduate medical education (UGME) curricula, especially those programs that do not use problem-based learning (PBL), has been an ongoing challenge for most institutions [1]. Project-based components have been implemented sparingly in the UKwith some success, as these curricular approaches have been suggested to reduce student self-confidence but concomitantly provide students with a realistic vision for the challenges of lifelong learning [2]. At Western Michigan University Homer Stryker MD School of Medicine (WMed), we have implemented Explorations, a project-based SDL component of our UGME curriculum (please see Keator et al. [3]). This novel UGME approach is designed to help students think critically and use deductive reasoning, traits required for a lifetime of learning. There are limited models to follow when designing novel approaches for SDL, and as such, there was no template to follow when we launched the project-based Explorations. To our knowledge, we are the first medical school in the USA to use a project-based SDL approach for UGME. Due to the lack of widespread use, implementing this project-based learning approach into the first 2 years of our UGME curriculum has resulted in both anticipated and unanticipated consequences. Thus, to help other institutions consider the feasibility of adopting this relatively novel method of SDL, the sections below highlight a few of the major administrative challenges we experienced during the first 2 years of the Explorations program at WMed.

자기주도학습의 명시적 수업과 암묵적 수업에 대한 과학영재중학생의 평가에서 관찰되는 자기주도학습 요소 비교

자기주도학습의 명시적 수업과 암묵적 수업에 대한 과학영재중학생의 평가에서 관찰되는 자기주도학습 요소 비교

New to facilitating self-directed learning: the changing perceptions of teachers

This paper reports on a study examining the attitudes and perceptions of a group of in-service teachers who are new or relatively new to facilitating self-directed learning (SDL) before and after they taught a course with an integrated SDL component. The study also investigates the impact on those teachers' attitudes of an orientation package designed to familiarise teachers with the concept of SDL and support them in promoting it to students of the course. The study took place in a university setting with teachers of English for Academic Purposes course with an integrated SDL component.

Learning portfolio models in health regulatory colleges of Ontario, Canada

Health regulatory colleges promote continued competence by requiring members to submit yearly portfolios that document learning. Previous studies conclude that portfolios can be valuable tools to promote continuous learning in health college members, but portfolios are time-consuming to complete and difficult to evaluate. This exploratory study compares the features of portfolio models in regulatory colleges, as a basis for future studies. Data were collected through a document review of the portfolio models described on the Web sites of 14 Canadian health regulatory colleges. All models contain 3 common components of self-directed learning: (1) self-diagnosis, (2) learning plan and activities, and (3) self-evaluation. Several include member profiles and peer feedback. A broad range of formal, nonformal, and informal activities are accepted as evidence of learning; a few colleges restrict learners' freedom in selecting these activities. There is a dual philosophy of learning in portfolio models that includes both humanist and technical paradigms. Low numbers of members are selected for audit of completed portfolios. The possibility of last-minute preparation and the lack of support to members who struggle with self-directed learning methods are issues to be resolved. Although portfolios are designed to enhance learning and reflection, quality cannot be ensured unless compliance is enforced, and learning outcomes are measured. Professionals should be guided regarding how to complete portfolios. More health regulatory colleges should announce the number of portfolios they audit. In general, the number of portfolios audited by each profession may need to be increased.

Self-directed Learning in Health Professions Education

Self-directed learning has been recommended as a promising methodology for lifelong learning in medicine. However, the concept of self-directed learning continues to be elusive, with students and educators finding difficulty in defining it and agreeing on its worth. In this paper we review the literature of self-directed learning in health professions education and present a framework based on Malcolm Knowles' key components of self-directed learning. The key components of self-directed learning are: the educator as a facilitator, identification of learning needs, development of learning objectives, identification of appropriate resources, implementation of the process, commitment to a learning contract and evaluation of learning. Several but not all of these components are often described in the published literature. Although the presented framework provides some consistency for educators interested in applying SDL methods, future studies are needed to standardise self-directed learning curricula and to determine the effectiveness of these components on educational outcomes.

Student-Directed Learning in a Community Geriatrics Advanced Pharmacy Practice Experience

To assess a community geriatrics advanced pharmacy practice experience (APPE) that aimed to improve students' attitudes towards older adults and provide a student-directed learning experience. Students provided blood pressure monitoring and medication counseling to older adults living in a low-income residential facility as part of a required 6-week ambulatory care service-learning APPE. Pre-experience and post-experience essays on students' perceptions of the elderly and their intended and actual learning were retrospectively reviewed using a qualitative process to determine whether the course objectives were met. Many students initially described older adults in factual terms or using negative descriptors. Most expressed a desire to increase their knowledge of diseases commonly occurring in and drugs commonly prescribed for the elderly or to improve specific skills. Many students initially had difficulty articulating clear and measurable learning objectives and appropriate assessment metrics, which are important components of self-directed learning. The final essays revealed many students learned more about the humanistic aspects of care than they had anticipated. This community-based geriatrics experience improved students' attitudes towards working with older adults and provided practice in developing and assessing their personal learning objectives.