Implementation Of Self-directed Learning Research Articles

Formalųjį švietimą papildančio muzikinio ugdymo proceso kokybės tobulinimas taikant savivaldų mokymąsi: atvejo analizė

Music education, which complements formal education, is, in the essence of the realization of its educational process, close to the essence of the self-directed learning process, therefore there are theoretical and practical possibilities for the realization of self-directed learning in a music school. The application of self-directed learning redistributes the power and responsibilities of the participants of the educational process, therefore opportune preconditions are created for the change of the interaction between the pupil and the educator and for the transition from teaching to learning. Therefore, the provision is observed that the implementation of self-directed learning in educational practice changes the quality of the educational process. The article analyzes how the self-directed learning, established in the educational process of a specific music education institution (music school) that complements formal education changes the interaction between the pupil and the educator, what circumstances are significant, what are the links with the quality of the educational process. The analysis of the results of the empirical research allows us to state that teachers understand self-directed learning and its importance theoretically, but teaching itself has not become a natural strategy for organizing the educational process; fragmentary features of pupils’ self-direction are seen, positions of learning power are more characteristic of teachers than pupils.

Students' Perception on Self-Directed Learning (SDL) in Learning English by Using Youtube Video

The dependency of the teachers' role in the teaching learning process carried out by the students is one of the crucial problems in Indonesia. On the other hand, in this digital age, independence is needed for students. Students who only depend on the teacher in the class will be left behind and make slower progress in their learning achievement. Classroom time is limited, so learners are encouraged to take responsibility for their own learning and to learn independently beyond the classroom. This is called self-directed learning (SDL). This study aims at describing the students’ perception on Self- Directed Learning (SDL) in learning English by using Youtube Video. The method used in this study is descriptive qualitative research. The participant of this study is third- semester students of the Informatics Management Program in Stekom University Semarang. The data were collected by using a questionnaire. The findings showed that most of the students enjoy in implementation of SDL in learning English but they still need tutor in their learning process.

Implementation of Self-Directed Learning in Physiology for Phase 1 Undergraduate Medical Students.

One of the primary roles played by Indian medical graduates is that of a lifelong learner. To this end, students must acquire the habit of self-directed learning (SDL). Lack of SDL skills among undergraduate medical students is a concern; hence, this study was designed to introduce SDL in physiology to phase 1 undergraduate medical students and assess its effectiveness through student and faculty perceptions. The project commenced after obtaining clearance from the institutional ethics committee. The faculty members and students were sensitized on SDL. A feedback questionnaire was framed and the topics for SDL were selected. SDL was implemented for six topics. The effectiveness of the sessions was evaluated by administering the feedback questionnaire to the students and recording perceptions of the students and faculty on SDL. The data were subjected to quantitative and qualitative analysis. A total of 96 phase 1 students participated in the study. A majority of the students felt that after SDL sessions, they were more prepared and aware of their learning strengths and had started taking ownership of their learning. However, some students felt that the activity was not useful in improving their analytical skills. Both the students and the faculty were fairly satisfied with this teaching learning innovation. SDL was successfully implemented for phase 1 medical students. Both the students and faculty were satisfied with the SDL strategy. SDL has been shown to make students independent learners who are aware of their learning goals and capable of evaluating their 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.

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.

Undergraduate Students' Perspective on Self-Directed Learning in Speaking Skill

This study aims to describe undergraduate students' perspectives on the implementation of self-directed learning in improving speaking skills. The participants of this research are 8th semester students at Universitas Singaperbangsa Karawang with the amount of 30 students. This study employed descriptive method, where the data gained through semi-structured interview and questionnaires. The findings indicated that all participants agreed that self-directed learning is an effective method that is used outside the classroom. They also agreed that self-directed learning can help them achieve their learning goals and get used to being more active and responsible in their learning process. In addition, in carrying out self-directed learning activities, most of the participants prefer to use audio-visual media. Furthermore, this study suggests teachers to provide a foothold to students about the importance of self-management in the learning process towards self-directed learning so that students are more independent and can achieve the learning objectives.

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.

Implementation of Self-Directed Learning in Enhancing Skills Dedicated to The Community College Teaching Staff

Self-directed learning is a type used in the teaching force that requires high knowledge during the teaching and learning process. Self-learning requires educators to constantly improve their skills to prepare before teaching and learning. The purpose of this study is to learn self-study in Community College students. This study utilized a survey method which employed 169 Community College lecturers in Johor using questionnaire form. Overall, the results show a high percentage of strategies for drunkenness and self-directed learning. Therefore, this study found that there are several strategies for self-directed learning implemented by Johor Community College. These strategies have the advantage and potential in enhancing the existing skills of the teaching staff. Next, the highest implementation is carried out in open discussion. Open discussion can generate new ideas in the teaching force. Therefore, this information can assist lecturers in learning self-directed learning for their students.

Self-directed learning: assessment of students' abilities and their perspective.

The introduction of Competency-Based Medical Education Curriculum in India has endorsed many new concepts, like foundation course, self-directed learning (SDL), early clinical exposure, etc. Emphasis is being given to active teaching-learning approaches. One such approach is SDL. SDL is an active learning approach in which the students are responsible for their own learning outcome, with teacher acting as a facilitator of learning. A medical graduate, being a lifelong learner, should inculcate the habit of SDL. In the present study, the SDL abilities of first year Bachelor of Medicine, Bachelor of Surgery students were assessed using a questionnaire. Based on their experience, students were also asked about the prerequisites of SDL, how it can be promoted, and their expectations from the teachers. Students scored high in most of the SDL skills. However, they felt they need improvement in time management. Furthermore, the students are required to develop their interpersonal communication skills, and they also find it difficult to express messages effectively in oral presentations. Most of the students felt they need help in finding the correct learning resources. According to them, the students should be focused, motivated and stress-free, have time management skills, and be able to search learning resources for successful implementation of SDL. They felt that events that encourage active participation by students, if organized at regular intervals, could promote SDL. Some felt that evaluation of SDL would motivate them to take it seriously. According to the students, teacher should act as a facilitator, a mentor, as well as an evaluator.

HUBUNGAN MOTIVASI INTRINSIK TERHADAP PELAKSANAAN PEMBELAJARAN LANGSUNG DI FAKULTAS KEDOKTERAN HALU OLEO UNIVERSITAS KENDARI

Self-Directed Learning (SDL) is a student-centered learning in which the process and experience of learning are individually regulated and controlled by the student. The implementation of SDL is an interaction of several aspects, including self-motivation, self-control, and self-monitoring skills. Students with strong motivation in the learning process will have more consistency in implementing the SDL. Inner self-motivation will give better impacts than that obtained from the outside. This study aimed to analyze the correlation of intrinsic motivation to SDL implementation in the Faculty of Medicine of Halu Oleo University. The study was quantitative research using a cross-sectional design. Subjects were 91 sophomores of the Faculty of Medicine of Halu Oleo University (UHO). Data were collected using a total sampling method. SDL implementation and intrinsic motivation were measured using Self-Directed Learning Readiness Scale (SDLRS) and Intrinsic Motivation Inventory (IMI) questionnaires, respectively. Data were statistically analyzed using Pearson’s correlation. Second-year of medical students of UHO showed a high intrinsic motivation and SDL implementation. Students with high intrinsic motivation were found to apply high implementation of SDL. Moreover, students with moderate intrinsic motivation also showed high implementation of SDL. There is a significant correlation between intrinsic motivation to SDL implementation among medical students of UHO. Further research is required to investigate other factors that affect the SDL implementation of medical students.

SELF-DIRECTED LEARNING CURRICULUM: STUDENTS’ PERSPECTIVES OF UNIVERSITY LEARNING EXPERIENCES

Purpose - Self-directed learning (SDL) requires students to be active throughout their learning process by deciding and finding their own learning objectives, learning strategies and various learning opportunities as well as learning resources. This study, which investigates the university students’ perspectives of university learning experiences, aims to shed light on the extent university ecosystem’s support and ensure the effectiveness of SDL implementation. Methodology - Twenty Malaysian public university students were interviewed to obtain their views on SDL, and to explore their SDL experiences. A constructivist grounded theory approach was used to inform the methodological and analytical framework of this study. A ‘backward-and-forward’ approach was used to analyse the interview data. Findings - The findings suggest that abundant university curriculum could potentially inhibit SDL, yet majority of university students acknowledge that SDL can support their lifelong learning journey, and prepare them to be skilful workers. Most research participants suggest that SDL moves beyond educator-designed learning strategies to a type of learning where freedom in learning becomes priority. Significance - As the mastery of SDL skills is very important to ensure that the students are competent in facing real world challenges, this study suggests that for effective implementation of SDL, both students and educators should acknowledge their roles as equal learning partners.

Comparison of Medical Student Learning Styles and Exam Performance in an Integrated Curriculum.

There has been an emphasis on the implementation of self-directed learning in medical education. Kolb's experiential learning theory could be a useful framework in curriculum development. During the 2016-2017 academic year, participants completed the learning styles inventory. Percent time dedicated to lecture, laboratory, small groups, modules, simulations, and exams was collected along with participant academic performance. Findings showed that the curriculum delivery accommodated Assimilators and Convergers, with Convergers primarily outscoring the other categories. Although efforts emphasized self-directed learning, the curriculum is still delivered by lectures. Based on Kolb's theory, lecturing benefits Converger and Assimilator learning styles.

Effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice: a quasi-experimental research design

BackgroundNew educational approaches may be necessary to enhance competency in the new generation of students. Self-directed learning and blended coaching have been effective strategies to meet this challenge. However, there has been little research on self-directed learning programs using blended coaching (SDL_BC) in clinical practice. This study aimed to evaluate the effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice.MethodsA non-equivalent control group pretest-posttest non-synchronized intervention design was used. The participants were 91 students, comprising an experimental group (n = 44) and a control group (n = 47). The experimental group was trained using a self-directed learning program with blended coaching. The Self-Directed Learning Competency Questionnaire, Clinical Competency Questionnaire, and Numeric Rating Score for clinical practice satisfaction via a self-report were all used in the assessment. Descriptive statistics, independent t-tests and ANCOVA were used to evaluate self-directed learning competency, clinical competency, and clinical practice satisfaction.ResultsStudents in the experimental group showed a significantly higher improvement in competency in the implementation of self-directed learning (F (1,89) = 4.27, p = 0.039) and higher satisfaction with clinical practice (t (89) = 3.10, p = 0.003) compared with those in the control group.ConclusionsThese results provide evidence that a self-directed learning program using blended coaching is an effective educational approach to improve the implementation part of self-directed learning competency and clinical practice satisfaction among nursing students in clinical practice. Further research is required to investigate whether other variables are associated with clinical competency, competency in planning and evaluation of self-directed learning, or their long-term effects.

Barriers and Facilitators to Self-Directed Learning in Continuing Professional Development for Physicians in Canada: A Scoping Review.

This scoping review explored the barriers and facilitators that influence engagement in and implementation of self-directed learning (SDL) in continuing professional development (CPD) for physicians in Canada. This review followed the six-stage scoping review framework of Arksey and O'Malley and of Daudt et al. In 2015, the authors searched eight online databases for English-language Canadian articles published January 2005-December 2015. To chart and analyze data from the 17 included studies, they employed a two-step analysis process composed of conventional content analysis followed by directed coding applying the Theoretical Domains Framework (TDF). Conventional content analysis generated five categories of barriers and facilitators: individual, program, technological, environmental, and workplace/organizational. Directed coding guided by the TDF allowed analysis of barriers and facilitators to behavior change according to two key groups: physicians engaging in SDL, and SDL developers designing and implementing SDL programs. Of the 318 total barriers and facilitators coded, 290 (91.2%) were coded for physicians and 28 (8.8%) for SDL developers. The majority (209; 65.7%) were coded in four key TDF domains: environmental context and resources, social influences, beliefs about consequences, and behavioral regulation. This scoping review identified five categories of barriers and facilitators in the literature and four key TDF domains where most factors related to behavior change of physicians and SDL developers regarding SDL programs in CPD were coded. There was a significant gap in the literature about factors that may contribute to SDL developers' capacity to design and implement SDL programs in CPD.

FIRST YEAR LEARNER NURSES PERCEPTIONS ON LEARNING MOTIVATION IN SELF-DIRECTED LEARNING IN A SIMULATED SKILL LABORATORY AT A HIGHER EDUCATION INSTITUTION

Employing self-directed learning (SDL) methodologies, that are associated with improvement in the affective and psychomotor domains, could be advantageous to learner nurses. Despite the efforts to expose students to SDL in a school of nursing in the Western Cape, South Africa, the challenge remains the students’ lack of self-motivation to SDL during clinical activities in the simulated skills laboratory. This article focuses on first year learner nurses’ perceptions of learning motivation (as part of a larger study) in SDL activities in a skills laboratory. An exploratory descriptive quantitative design was used. A sample of 168 respondents was selected through simple random sampling. A self-administered 5-point Likert scale questionnaire was developed. The data was gathered and then analysed by using the Statistical Package for the Social Sciences (SPSS) Version 21 software. Descriptive statistics were used to present the findings. It was found that learner nurses were self-motivated to learn with some challenges during the implementation of SDL.

Self-directed Learning and Its Impact on Menopausal Symptoms.

Background:One of the main criteria to verify the effectiveness of a health training program is to measure quality of life in menopausal women.Objectives:Hence the aim of this review was to evaluate the effects of self-directed learning (SDL) on MENQOl.Patients and Methods:The present single blind field study was conducted in Saadatmandi Health Center of Robat Karim (Iran, Southwest of Tehran Province) from August to December 2010. One handred and ten menopausal women were selected using convenience sampling method and then divided into two experimental (Self-directed Learning) and control groups of 55 each. Four manuals were developed to guide the women in the experimental group containing practical ways to treat menopausal symptoms. They were distributed among the participants for four weeks on a specific day. Menopausal Specific Quality of Life Questionnaire (MENQOL) was used to determine and compare quality of life scores of these women (before and three months after intervention sessions). The control group did not receive any intervention. Statistical analysis was performed by SPSS/16 software using Kolmogorov-Sminov, ANOVA, independent paired t test and Chi-square test.Results:There were significant statistical differences between two groups regarding the age of subjects; age of menopause; economic, educational and employment status; number of dead and living children; BMI and vasomotor, physical, sexual and psycho-social postmenopausal symptoms. The implementation of Self-directed Learning (SDL) model leads to a significant statistical difference in scores of vasomotor symptoms (16.32 ± 5.92 to 13.26 ± 5.31), psychosocial symptoms (34.8 ± 11 to 27.18 ± 10.83), physical symptoms (75.02 ± 18.07 to 61.42 ± 15.49), sexual symptoms (15.36 ± 6.10 to 12.00 ± 4.97) and the overall score for quality of life (141.5 ± 41.09 to 113.86 ± 36.6) (P < 0.001). No significant changes were found in the QOL scores of the control group.Conclusions:Implementation of self-directed learning provides a useful strategy that should be included in health intervention and national surveillance programs in order to improve health and therapeutic compliance in postmenopausal women.

Teaching Translators through Self-Directed Learning

This article discusses the rationale, design, process and findings of a research project on the implementation of self-directed learning (SDL) in the teaching of translation and on the perceptions of the pedagogy as experienced by the sampled self-directed learners. In contrast to pedagogies that treat learners as identical and teach them the same repertoire of knowledge and skills, SDL sees learners as unique and different from one another and aspires to enable each of them to learn what he or she needs to learn and in a manner and pace suitable to him or her. While it is not uncommon in many other disciplines of teaching, the pedagogy is rarely heard of in the teaching of translation and interpreting, which as a discipline tends to stress authority, conformity and commonality. The project reported on here engaged four students for continuous observation, documented their participation in SDL, studied their perceptions about SDL and also investigated whether SDL could facilitate individualized learning of translation. It also examined possible correlations between the personal profiles of the four learners and their achievements through self-directed learning.