Concept Of Self-directed Learning Research Articles

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Mathematics is important subject in our daily life. It is taught in school level all over the world. Nowadays students are indifferent towards learning mathematics. Those indifferences are related to learning strategy in mathematics teaching. The main purpose of this study is introduce Self-Directed Learning (SDL) pedagogy in the context of mathematics education. The research employed a qualitative document analysis methodology, synthesizing information from diverse sources to explore a self-directed learning pedagogy through the development of conceptual and theoretical categories. We have prepared different theme related to self-directed learning such as concept of self-directed learning, nature of self-directed learning, mathematics and self-directed learning, role of SDL learners and teacher, philosophical underpinning of SDL, SDL models in practice, self-directed learning and its strategy. From those themes, we concluded that SDL is a teaching and learning pedagogy that encourages students to utilize their imaginative and intuitive abilities, fostering mindfulness, constructiveness, critical thinking, independence, cooperativeness, confidentiality, and autonomy, and promoting self-motivation, self-management, and self-monitoring. Moreover, Self-Directed Learning (SDL) is a self-directed pedagogy that encourages students to take charge of their education, focusing on engaging, creative, and independent learning methods. Under those themes self-directed emphasizes in fostering autonomy, creativity, and active engagement, while acknowledging the need for more specific models and stages for effective implementation in school mathematics education.

Readiness for Self-directed Learning amongst First-year Medical Undergraduates in the Northern Part of Kerala, India: A Quasi-experimental Study

Introduction: The ability for independent learning is considered a critical component for university graduates to engage in continuous learning. Self-directed Learning (SDL) is necessary for learners to transition from passive to active learners. With the implementation of competency-based education, the concept of SDL is becoming increasingly important in undergraduate teaching. However, many students find the concept of self-learning unfamiliar, causing them undue anxiety. The improvement of lifelong learning thus depends critically on having an effective understanding of SDL skills. Aim: To assess the readiness for SDL and emphasise the need for assessing students’ readiness towards SDL. Materials and Methods: This quasi-experimental study involved 100 first-year medical students who provided informed consent. Readiness for SDL was determined using the Fisher SDL Readiness Scale (SDLRS). An SDLRS score of >150 is considered an acceptable level of SDL readiness. Six SDL sessions were conducted, and participants were assessed based on their performance in SDL. The study participants were grouped as high, mid, and low achievers, and their SDLRS scores were correlated. The data obtained were statistically analysed using descriptive and inferential statistics. Results: The median SDLRS score was 149, with 54 (54%) of students scoring below the acceptable level of 150. The median scores for the subscale of self-management were statistically high (p-value<0.001) among the high achievers. The SDLRS scores and SDL session test scores of the three groups of students showed a significant moderate positive correlation (r-value=0.356, p-value<0.001). Conclusion: The present study concluded that 54% of medical students scored below the acceptable level on the SDLRS, and there was a moderate positive correlation between SDLRS scores and SDL session test performance.

Multiliteracies and self-directed language learning in an academic setting

Multiliteracies pedagogy, which focuses on the development of linguistic, visual and digital literacies, is closely tied to the concept of self-directed learning. This paper proposes that higher education institutions should provide students with opportunities to practise multiliteracies through self-directed learning projects. The University of Fribourg serves as a case study, with the analysis delving into the pedagogical framework and student acceptance. Evaluation data, including questionnaires and student reflections, are used to gauge the programme’s effectiveness. The study finds that providing students with resources, support and training on effective resource utilisation is essential for successful integration of self-directed language learning projects. Furthermore, the paper discusses strategies for implementing such programmes in university settings and offers recommendations for enhancement. It emphasises the importance of language policies that advocate for the benefits of self-directed learning and individual support while encouraging its integration into group classes. This approach can help address potential resource constraints and foster a more comprehensive, learner-centred educational experience.

ЭКСПЕРИМЕНТАЛЬНОЕ ИССЛЕДОВАНИЕ ОТНОШЕНИЯ ПЕДАГОГА ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ К САМООБРАЗОВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ

The article touches upon the problem of self-directed learning of the teacher of additional education. The results of the questionnaire of teachers of additional education institutions regarding the importance of self-directed learning for their personal and professional growth, their perception of key concepts of self-directed learning, preferences in terms of forms of self-directed learning are analyzed. Conclusions are drawn regarding the need for organizational and methodological support for self-directed learning.

Institutionalised autonomisation of language learning in a French language centre

Abstract The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic reflection and expertise, which convinced the University board to set up a structure dedicated to foreign language teaching. After several evolutions, the newly-created structure positioned itself as a policy maker in language teaching. Finally, the university board asked the UFR to set up a language training model that could be implemented throughout the institution. This training model involves blended-learning systems that emphasise the concepts of self-directed learning and autonomy and gives a central role to the EDOlang platform and the self-access centres since “part of the research and practice on learner autonomy is situated in self-access language learning settings” (Chateau and Tassinari 2021: 53). After a brief history of the creation of the UFR, the article focuses on this model, inspired by research carried out within the CRAPEL team (Guèly et al. 2021; Holec 2000). It also describes how the model is the result of the dissemination of innovative training courses implemented through action research over the last ten years (Chateau and Zumbihl 2010, 2012; Chateau and Bailly 2021). Furthermore, the paper explains how the institutional recognition of the training framework illustrates the need to promote a strong link between research and training.

COVID ENHANCED TEETHING PROBLEMS IN CBME IMPLEMENTATION-OUR EXPERIENCE RELATED TO SDL

Background: Self-directed learning or more precisely SDL is an important part of UG curriculum that can be used at all levels. In this form of education, the student or the learner plays an active role in knowledge, skill, and attitude acquisition. It is a lifelong learning process and requires a student to be familiar with the concepts of self-directed learning. Since it is a newly introduced concept, various challenges were faced while designing and implementing the SDL session. The online teaching due to the coronavirus disease 2019 pandemic also added to the teething problems in CBME implementation. Aim & Objectives: To identify the challenges faced and their possible redressal for proper designing of a SDL session and to understand the precise principles of SDL and share it with the faculty members of the department. Methodology: In the personal experience with the MBBS batch while conducting a SDL session it was observed that SDL is confused with self learning as initially the students were given a topic and then asked to prepare it. The personal experience and experience of other medical teachers as well as of the students was taken into consideration. Then several publications on SDL were reviewed to understand the concept, and theories related to SDL were also studied. Results: An exhaustive online search along with discussion with other medical teachers in this regard was very helpful as various doubts got clarified and some facts came into light indicating that concept of SDL is based on experiential and student-centred learning and with stress on higher order cognition. Therefore, the SDL conduct can be designed for two contact sessions and a gap period of few days. The first contact session can focus on introduction and instructions. The intersession period can be designated as the actual learning period for the students. The second contact session can involve debriefing and assessment. Conclusion: The research helped to impart confidence in designing of the SDL session properly and helped to clarify various doubts and we got an in depth understanding of SDL. Hence, we were able to disseminate this knowledge to other faculty members also. Now we can plan the SDL session accordingly.

Radical Solutions for Education in Africa: Open Education and Self-directed Learning in the Continent.

The discourse of educational philosophy has gradually shifted over years from pedagogy to andragogy to heutagogy. In pedagogy, what is learnt, and how, is both determined and directed by the teacher; in andragogy, it is determined by the teacher and directed by the learner; in heutagogy, both determination and direction shift to the learner (Blashke,Kenyon & Hase, 2014)[1]. This write up is a review of the publication entitled: Radical Solutions for Education in Africa: Open Education and Self-directed Learning in the Continent. The book under review explores the concept of self-directed learning (SDL) within the context of open education. It foregrounds open education as the preferred approach to addressing educational challenges in Africa, using technology and open education resources (OER). It also explores possibilities of enhancing SDL from different angles, like through online learning environments, through use of Open Education Resources (OER), and through professional and vocational education. The book makes a sound argument about developments that need to happen to leverage education and what needs to preoccupy the minds of educationists, policy makers and researchers in Africa. In this regard, the book only scratches the surface regarding approaches and tools that work to transform education in the content. This review strongly recommends that research that is more targeted at specific aspects dealt with in the book should be conducted in order to establish their efficacy in bringing about educational transformation in the different contexts in Africa.
 [1]Blashke, L.M., Kenyon, C. & Hase, S. (2014). Experiences in self-determined learning. New York: Amazon.

Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learne.

The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fast-growing medical field. The present Competency-Based Medical Curriculum for medical undergraduates in India emphasizes acquisition of a set of competencies for self-directed learning (SDL) through an explicit approach and dedicated teaching hours in the disciplines which gives the opportunity to develop skills for developing lifelong learners. Self-directed learning cuts across all domains of learning and has a significant potential in shaping transformational learning experiences. The concepts of SDL are based on adult learning principles and experiential learning fostering skills for lifelong learning. In view of the paradigm changes in the new curriculum, it is imperative to understand the basic concepts and the methods for effective practice of SDL in the new curriculum. Faculty development for SDL, ensuring the availability of resources, harnessing the power of information technology, and integrating cognitive and affective assessment strategies enhance the effectiveness of SDL. We revisited the literature, and critically summarize our views on the theory-to-practice concepts of self-directed learning. The article discusses the basic concept of SDL, implementation strategies, and evaluation of self-directed learning.

CLINICAL STAGE STUDENTS’ READINESS AND PERCEPTION TOWARDS SELF-DIRECTED LEARNING

Background: Self-directed learning (SDL) as part of student-centered learning, has been applied in medical education curriculum in Indonesia since the Competency-Based Curriculum was introduced. Students’ perception towards SDL concept in relation to clinical stage and how it is applied are important to identify problems from students’ point of view. This study aimed to see SDL readiness and its correlation to academic achievement; and to obtain student perceptions towards SDL.Methods: A cross-sectional quantitative study was conducted in the Faculty of Medicine Universitas Indonesia (FMUI) from April to June 2013, involving 209 of year 4 students to see SDL readiness and its correlation to academic achievement. Qualitative methods with phenomenological approaches were used to obtain student perceptions of SDL.Results: 71.3% of students were in the category of ready for SDL with a mean score of 57.03 (SD 7.416). Among students’ characteristics, significant mean difference was found in type of education program. The international class group had a higher mean score than the regular group (p 0.014). SDLRS scores did not correlate with student academic grades. Students’ perceptions towards SDL were in accordance with known concepts, and students preferred SDL rather than teacher-centered learning in the clinical stage with suggestions of improvement in some areas.Conclusion: Clinical stage students were ready to conduct SDL. International class students seemed more ready for SDL. Students at year 4 clinical stage had good perception of SDL. This positive perception would provide sufficient readiness for the implementation of SDL in medical education.

Self-directed learning readiness among nurses in Malaysia

<p class="Abstractandkeywords"><span lang="EN-US">Self-directed learning is one of the important skills for nurses. The readiness to be self-directed in learning enhances nursing professional development and life-long learning. This study aims to determine the level of self-directed learning readiness among nurses at a selected hospital in Malaysia. The conceptual framework for the study is based on the concepts of self-directed learning readiness. This is a cross-sectional quantitative study using descriptive and correlational method for data analysis. A simple random sampling technique was employed to recruit 145 nurses. The Self-Directed Learning Readiness Scale (SDLRS) was adopted to measure the variables of the study. The findings of the study revealed a high level of self-directed learning readiness among nurses (M = 161.71, SD = 12.60). The highest subscale of SDLR was self-control (M=58.22, SD= 4.78) followed by self-management (M=53.99, SD= 4.92) and desire for learning (M=49.51, SD= 4.63). There is a statistically significant difference between age, academic qualification, and self-directed learning readiness (p< 0.05). This study highlights the important concepts of self-directed learning for nurses. The role of educators and administrators is essential to support nurses for self-direction in higher education. Future studies to explore barriers from self-directed learning are recommended.</span></p>

Skolotāja pedagoģiskā darbība pašvadīta mācību procesa īstenošanā pamatskolas 1.–3. klasē

In the context of educational values of the 21st century, Latvian education system is changing, and transversal skills are named as an essential component of the education process. One of the most essential transversal skills, which describes not only the learning process but also essential aims of education, is self-directed learning. For implementation of self-directed learning, the student’s activity is crucial, but the teacher still plays a significant role as well. A survey was conducted to analyse the teachers’ understanding of self-directed learning process and its implementation possibilities. The results show that the teachers rate the understanding of self-directed learning concept quite high and they feel competent in methods and techniques required for development of self-directed learning skills. They also see a purposeful application of such learning process in their own pedagogical frameworks. However, the collected data shows that this year the achieved results in learning skills’ development are rated mediocre. The responses also highlight the necessity to continue research regarding this matter because some contradictions are observed between teachers’ understanding of self-directed learning concept and the very essence of this concept.

The Concept of Self-Directed Learning: Implications for Practice in the Undergraduate Curriculum

Self-directed learning (SDL) is a modality where learners are expected to take responsibility for their own learning, diagnose gaps in their learning, frame their own goals and resources for learning, implement appropriate learning strategies and evaluate learning outcomes. Flexibility and creativity in designing assignments for students to work individually or collaboratively are the keys to promoting SDL. The recent competency-based curriculum document from the National Medical Commission does not elaborate the concept or implementation of SDL, leaving it open to individual interpretation. We, herein, discuss the concept of SDL, address common misconceptions surrounding SDL, and elucidate strategies by which SDL skills can be inculcated in medical students using pre-existing opportunities in the curriculum. Flipped classrooms, reciprocal teaching, technology-enhanced methods, problem-based learning, and group projects are excellent ways of promoting SDL. SDL requires efforts and policies both at the teachers' level and at the institutional level; and is an important input to achieve the goal of being a lifelong learner by the Indian medical graduate.

Implementation of self-directed learning within clinical clerkships.

Background: The main aim of medical curricula is to prepare students for the first day at the work place. While teaching clinical competence is pivotal, clinical clerkships are often the last chance to close knowledge gaps with the help of clinical teachers. Self-directed learning is a dynamic field for research within medical education, though its curricular implementation is rare. This study focuses on the needs assessment of clinical clerkships using the concept of self-directed learning. Methods: The study comprised an educational experience at the Ludwig-Maximilians Universität (LMU) Munich. Medical students (n=1446, 59% female) in their second clinical year were instructed to specify learning objectives (LOs) by Doran`s SMART criteria and to gauge the probability of their fulfilment prior to the mandatory clerkship. In a second questionnaire one week later, the students rated the actual subjective fulfilment of the LOs. Data was coded with regards to the German National Catalogue of Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) and investigated qualitatively. Factors that determine goal achievement were collected and coded binary (barrier vs. enabler). Univariate analysis was used when appropriate. Results: The acquisition of “clinically practical abilities” (29%), “diagnostic methods” (21%) and “professional communication” (13%) were the LOs mentioned most. Throughout the week, subjective fulfilment diminished. Rich (vs. poor) availability to “practical exercise” (31%), “engagement of the physicians and other medical staff” (27%) and “personal initiative” (23%) resulted in higher subjective fulfilment. Conclusions: The self-chosen LOs reflect the needs of students for which the clinical teacher should be prepared. Considering these findings, it seems possible to close practical training gaps. We support the consideration of establishing curricular anchored self-directed learning in clinical clerkships. Further empirical studies would be beneficial in revealing its positive effects on the learning progress.

Self-Directed Learning: A Core Concept in Adult Education

In adult education, the concept of self-directed learning has great importance. This term arose in the field of adult education in the 1970s and is still a widely used term in the field. Annual symposiums have been held by the International Society for Self-Directed Learning since 1986, dedicated to the promotion of self-directed learning. The society also publishes an international journal of self-directed learning. A term of more recent origin is self-regulation, used by some authors sometimes interchangeably with self-direction. This review article focuses on the term self-directed learning, which is the term most frequently used in adult education. Many consider the tendency for self-direction to be a fundamental difference between children and adults in a learning situation. This article deals with some factors that affect the understanding of self-directed learning. At the beginning is given a short case story and an account for different perceptions of self-directed learning. This is followed by a clarification of different aspects of self-directed learning, such as why it is advisable, what affects the tendency to self-directed learning, and if self-direction is essentially innate or learned. The situational aspect is dealt with separately as a relatively self-contained aspect of self-directed learning. The presentation is based on a literature study.

Integrating Online Autodidacticism in Lifelong Learning for Adults in Sub-Saharan Africa

Education is a lifelong journey that should be continuous even in adulthood. Lifelong learning has the potential to spur innovation, creativity, and problem-solving in society for an improved life. To achieve this, there is a need to integrate the concept of self-directed learning into lifelong learning and adult education curriculum at all levels. Many researchers have proved the important place of autodidacticism in the realization of the objectives of adult education and lifelong learning. This concept has been variously spoken and practiced in most parts of the developed world, but unfortunately seldom talked about and applied in the adult education system of Sub-Saharan Africa. Adult education in this region is still heavily lean to conventional education and pedagogy systems. The main objective of this paper is to present a holistic view of autodidacticism and its relevance in lifelong learning and adult education in this global and knowledge economy. The exploratory study examined the influence of online autodidacticism on lifelong learning among adults in Sub-Saharan Africa. Interviews were conducted using WhatsApp to elicit answers from adult respondents. The paper provides insight into the possibility of applying online autodidacticism delivery for originating a new instructional paradigm that makes a shift possible from the traditional practice of teaching in adult education in Sub-Saharan Africa and success stories of interviewees who acquired new skills through autodidacticism.

Triple Cs of self-directed learning: Concept, conduct, and curriculum placement

Self-directed learning (SDL) is one of the teaching-learning methods that can be used in medical education at all levels. The use of SDL in undergraduate (UG) teaching is becoming common due to the implementation of competency-based education in many countries. The new competency-based UG medical curriculum in India includes lifelong learning skills as one of the major components. The SDL method is reported to increase the lifelong learning skills of students. The concept of SDL is based on experiential learning and its conduct needs proper understanding of the concept. The conduct can include two contact sessions and an intersession or gap period of few days. The contact sessions focus on introduction, facilitation, and debriefing. The intersession period is the real learning period for the students. SDL also includes the use of various assessment methods. All SDL sessions are followed by an evaluation of various stakeholders. Advancements in information technology (IT) and the advent of many innovations in teaching can be aptly used in SDL conduct and evaluation. The present coronavirus disease 2019 (COVID-19) pandemic has further provided opportunity to use IT in the new normal post-COVID-19 times. Curriculum placement must be done in alignment with other teaching-learning methods. Training of facilitators, availability of resources, and preplanning help in successful SDL conduct. If implemented appropriately, SDL can be a great method to help students in their postinstitute lives.

FORMATION OF THE CONCEPT OF SELF-EDUCATION IN THE HISTORY OF RUSSIAN AND FOREIGN PEDAGOGY

Purpose of the study: The problems of the self-education of the person, the organization of his/her self-directed activity have deep historical roots and considered to be one of those pedagogical problems that have remained relevant regardless of certain historical conditions, being the focus of researchers for almost a century and a half. The authors have analyzed the concept of self-directed learning in Russian and foreign pedagogy, introduced the formation of self-education in domestic and foreign pedagogical science and identified the essential characteristics of self-education in different historical periods.
 Methodology: Our study is based on the theoretical research method – the analysis of foreign and national philosophical, historical, pedagogical literature on a problem; analysis and generalization of modern pedagogical experience; the method of the unity of historical and logical consideration of pedagogical phenomena.
 Results: The historical retrospective of processes of formation of self-education presented in the context of social development shows that essential characteristics of self-education are caused by a set of historical, economic, political and social factors including the entire logic of development of education in general. The author defines the essence of self-education in the context of a new paradigm of development of education – Life-Long Learning.
 Applications of this study: This research can be used for the universities, teachers, and students.
 Novelty/Originality of this study: In this research, the model of the Formation of the Concept of Self-Education in the History of Russian and Foreign Pedagogy is presented in a comprehensive and complete manner.

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Changing technologies and competition in the field of information and communication technology (ICT) are challenging the learning of individual workers and teams alongside and through work. Organisations call for employees’ autonomy and self-directedness executed by agile operations and low hierarchies, where learning is also increasingly the responsibility of the individuals and teams themselves and occurs in practice without strong control of the organisation. Therefore, the multidimensional concept of self-directed learning becomes essential in the context of learning at work. In this study, we examine how employees in the ICT sector describe self-directed learning practices in the context of workplace learning. Our data consist of interviews with ICT employees in two organisations, which undergo an applied discourse analysis. The workers talked about self-directed learning as an obliged, creativity-enhanced as well as flexible and fast-paced practice. Self-directed learning was also described as a practice tied to work itself. The paper concludes with a discussion on how these partly conflicting discourses about self-directed learning practice in work could be considered in practices related to enhancing such learning in the ICT field. Suggestions for future investigations are also presented.

Self-directed learning: A fundamental competence in a rapidly changing world

Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed learning concept?; (2) who may benefit from self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show regarding outcomes of the self-directed learning process? The author takes into consideration humanistic philosophy, pragmatic philosophy and constructivist epistemology, which together concern a process of learning that is individual, purposeful and developmental. Potentially everyone can benefit from self-directed learning competence, but both societal and individual factors may influence whether self-directed learning is likely to be carried out. The author discusses a number of empirical studies that examine outcomes of the self-directed learning process in informal/non-formal online contexts and in formal educational settings. Research findings highlight the importance of realising the opportunity to foster learners’ self-directed learning competence in formal educational settings.

Twelve tips on how to provide self-regulated learning (SRL) enhanced feedback on clinical performance

The provision of self-regulated learning (SRL) enhanced feedback on performing clinical skills and making a clinical diagnosis recognizes the importance of feedback on the use of key SRL processes. In contrast to the broader concept of self-directed learning, SRL has a specific focus on the individual learner’s approach to achieve a task, including their planning, self-monitoring, and future adaptations. The key SRL processes can be identified using structured microanalysis during the clinical task and feedback to the learner using the tips outlined in this article. It is essential that SRL enhanced feedback is integrated with best practice on providing feedback to ensure that its potential is achieved.