Level Of Self-directed Learning Readiness Research Articles

Level of Self-Directed Learning Readiness (SDLR) in Online Learning among Pharmacy Students in Indonesia

Background: Health science development is currently rapidly changing due to the Covid-19. Changes have taken place not only in terms of scientific development but also in terms of learning methods. Almost all learning methods have shifted into online learning, requiring students to be more active.Objectives: This study aims to determine the level of SDLR among pharmacy students in Indonesia, especially during the pandemic.Methods: The sampling was conducted using an proportional sampling technique based on the distribution of Pharmacy Schools (PTF) in all the provinces in Indonesia. The level of readiness of these pharmacy students was measured using a questionnaire that consisted of four domains. The questions were scored according to the characteristics of the questions (negative or positive).Results: The results of this study showed that 1884 respondents participated in this study. The basic characteristics showed that 89.1% participants were private pharmacy schools and 84.4% of them were female respondents. The mean of each domains of SDLR for self-management, the desire to learn, the emotional competency, and the responsible decision-making was 3.24 ± 2.65, 3.37 ± 2.09, 3.04 ± 1 87, 3.16 ± 2.16, respectively. Based on gender, the difference of mean in sub domain was p=0.000 (need for learning), p=0.002 (hope for outcome), and p=0.000 (identifying problem).Conclusion: In conclusion, the Self-Directed Learning Readiness (SDLR) among pharmacy students in Indonesia is quite high during the pandemic with a score above 3 (scale 1-4).

Institutional Factors Influencing Self-Directed Learning Readiness among Nursing Students in Medical Training Colleges in Siaya County, Kenya

Context: Self-directed learning (SDL) is a prominent pedagogical approach in nursing education. The success of self-directed learning hinges upon an individual's readiness, which is influenced by the complexity of factors. Self-directed learning readiness represents an individual's capacity and willingness to take charge of their learning journey. Evaluating factors influencing self-directed learning readiness is pivotal for educational planning, aiding in selecting appropriate instructional methods tailored to students' academic strengths and weaknesses.
 Aim: The study aimed to investigate institutional factors influencing self-directed learning readiness among nursing students in Medical Training Colleges in Siaya County
 Methods: A cross-sectional analytical study design was adopted. The study was conducted among 404 nursing students in the Bondo and Siaya campuses of Kenya Medical Training College. Data on socio-demographics and institutional factors were collected using a self-administered questionnaire, and individuals' readiness was measured using Fisher's self-directed learning readiness scale.
 Results: The majority of the students were female (67.1% n=271) compared to males (32.9% n=133), and overall, the self-directed learning readiness level among both of them was high among 73.5% of the studied students, with a mean score of 157.2. Notably, institutional factors that significantly influenced self-directed learning readiness were access to the institution's internet connectivity (OR=0.635; 95% CI=0.407-0.991; p=0.046) and self-directed learning mentorship (OR=0.402; 95% CI=0.213-0.76; p=0.005).
 Conclusion: Access to internet connectivity and self-directed learning mentorship are crucial institutional factors significantly influencing self-directed learning readiness among nursing students. This study recommends strengthening mentorship strategies for self-directed learning and providing reliable internet connectivity to students at all times to enhance their readiness to learn.

The Assessment of Self-Directed Learning Readiness Among Generation Z Kurdish EFL Undergraduates

The aim of this study is to determine the level of self-directed learning readiness among undergraduate students belonging to Generation Z in the Kurdistan Region of Iraq. The study sample was 225 undergraduate students in the English language and literature departments across three universities located in Erbil, Halabja, and Sulaymaniyah. The study used a quantitative approach using a questionnaire. The results showed that there was no significant difference between male and female students in terms of self-control and self-management. However, a slight difference emerged in terms of their desire for learning. A considerable variation was found between first- and fourth-year students in terms of their level of self-control. Furthermore, the results revealed a significant difference between the cities, with students from Erbil demonstrating a higher readiness level for self-directed learning compared to their peers in the other two cities. These findings provide valuable insights into the self-directed learning preparedness of undergraduate students in Kurdistan. They suggest the need for targeted efforts to promote self-directed learning, particularly in areas where readiness level is lower.

Self-Directed Learning Readiness Level and Personality Traits Among Nursing Students

Self-Directed Learning Readiness Level and Personality Traits Among Nursing Students

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>

Self-directed learning readiness of automotive body repair student to face 4.0 learning system

This study aims to reveal: 1.) Readiness of independent learning of vocational students in the department of automotive body repair to face 4.0 learning systems; and 2.) Supporting and inhibiting factors of students in implementing a 4.0 learning system. This study uses a descriptive-analytical method with a case study approach. The subject consisted of students and teachers of vocational high school majoring in automotive body repair. Data collection techniques in this study were observation, interviews, and questionnaires. The research was conducted at SMK N 2 Depok Sleman, automotive body repair engineering department. 30 respondents filled out the questionnaire to assess the level of self-directed learning readiness of respondents according to SDLR. The readiness level of self-directed learning is divided into three categories: low, medium, and high. The results of this study are (1) Readiness of students majoring in automotive body repair techniques in the face of learning systems 4.0 is included in the medium category, and (2) The supporting and inhibiting factors found in dealing with learning systems 4.0 come from internal and external of the student learning environment.

The Relationship between Motivational Persistence, Self-Directed Learning Readiness and Achievement Goal Orientations of Medical Students

Aim: Nowadays educators are expected to be learners' companions and to guide directing learning successfully. Moreover, learners are expected to be individuals who can direct their own learning, be a stakeholder in their education, have a say in their own education, and understand their learning needs realistically. In this context, the features of learners such as orientation to academic success, motivation, and self-directed learning come to the fore. The driving force and starting point of this research is to determine students' motivational persistence levels, self-directed learning readiness levels and success orientations, and to examine the relationships between them.Methods This research is designed with descriptive method along with relational method. 780 students from Çanakkale Onsekiz Mart University Faculty of Medicine, from Term I to Term VI joined the study. The data were obtained with the "Motivational Determination", "2X2 Achievement Orientations" and "Readiness for Self-directed Learning" scales. In the analysis of the data, correlation analysis was used in addition to descriptive statistics.Results: Medical students were mostly goal-oriented while their performance orientation was relatively low. Medical students’ motivational stability level is moderate. Medical students’ self-directed learning readiness level is relatively high. Medical students’ success orientation, motivational stability and self-directed learning readiness are positively and significantly related to each other. Medical students’ approach learning, avoidance learning, performance avoidance, revision of the goals which have not been achieved, willingness to learn, and self-control differ according to the period they study. Medical students’ performance approach, pursuing long-term goals, pursuing current goals and self-direction did not differ according to the period they study.Conclusion: The results of the study showed that medical school students have a learning-oriented goal orientation rather than a performance goal orientation. In period VI, the level of motivational stability is lower than in other periods. Similarly, the highest self-directed learning readiness of students is in Term III and the lowest in Term VI. The characteristics that show a high level of positive correlation with the learning approach are willingness to learn and self-control. Performance approach is the trait that is highly positively correlated with learning avoidance achievement orientation. Performance avoidance achievement orientation and performance approach orientation show a high correlation. Characteristics that are highly positively associated with pursuing long-term goals are pursuing current goals, repeating unachieved goals, self-management, and a willingness to learn. Characteristics that are highly positively associated with pursuing current goals are repetition of unattained goals, self-management, willingness to learn, and self-control. Self-management and willingness to learn and self-control have a high positive relationship. The desire to learn and self-control are in a highly positive relationship. Research findings showed similarities with the literature as well as different aspects.

SELF-DIRECTED LEARNING READINESS IN UNDERGRADUATE MEDICAL STUDENTS – A CROSS-SECTIONAL STUDY

Background: Self-Directed Learning (SDL) is a way of learning. A learner takes responsibility for his/her learning by formulating learning goals and identifying resources to achieve the same. Objectives: The current study was conducted to know the level of SDL readiness in undergraduate medical students in a tertiary teaching hospital and to see the correlation between SDLRS score and demographic parameters across different years of study so that appropriate recommendations may be provided for teaching delivery. Methods: SDLRS Likert scale questionnaire was administered to 302 medical undergraduates across the rst to the ninth semester in paper form during August-October 2018. It consists of 40 questions categorized under three domains, namely Selfmanagement (9 items), Desire for learning (13 items), Self-Control (18 items). Results: The present study included 302 participants. The average SDL score is 149.8.47 % of the students included in the current study have scores <150. The current study shows that there is no signicant association between Gender (P=0.30), Current Age (P=0.07), age at admission into the medical course (P=0.75), and level of SDL readiness. Students who had English and Hindi as a medium of instruction before admission to medical school have better SDL scores than those whose medium of instruction was in either one of the languages(P=0.005). In addition, students from the third semester have signicantly higher SDL scores than students from other semesters (P=0.04). Conclusions: Since the SDL scores are low in these students, they require more teacher-led discussions, demonstrations, and lectures in the initial period rather than independent projects, case studies, and private tutorials.

The mediating effect of literacy of LMS between self-evaluation online teaching effectiveness and self-directed learning readiness.

The aim of this study was to analyze whether the self-evaluation online teaching effectiveness (SEOTE) and literacy of learning manage system (LLMS) did significantly have effect on the level of self-directed learning readiness (SDLR). Furthermore, it was another purpose to examine whether the LLMS was a significant mediating effect between SEOTE and SDLR. Pearson correlation, multiple linear regression, and mediated regression analysis were conducted for this study. This study included 210 online college students in Korea who responded to three web-survey questionnaires (SEOTE, LLMS, and SDLR). The bivariate (Pearson) correlation analysis showed that SEOTE significantly influenced on SDLR (r=524, p<.01) and LLMS was positively associated with SDLR (r=487, p<.01). The multiple linear regression revealed that SEOTE and LLMS significantly predicted SDLR and explained 31.4% of variance in SDLR. The results of mediated regression analysis revealed that LLMS did have a significant indirect or mediating effect with SEOTE in predicting SDLR.

A Study to Assess the Self-Directed Learning Readiness Among First Year B. Sc Nursing Students at Mother Teresa College of Nursing, Pudukkottai

A descriptive research design was conducted among b.sc nursing students of Mother Teresa College of nursing, Pudukkottai. It aims to assess the level of self-directed learning readiness among nursing students. 50 students were selected using simple random sampling technique. Level of self-directed learning readiness was assessed using Guglielmino’s self-directed learning readiness assessment scale. Data was used by using descriptive and inferential statistics. Chi square test which was found significant with the table value of 3.34 shows the effectiveness Self-directed learning readiness among first year BSc nursing students in mother Teresa College of nursing. The frequency and percentage distribution of the levels of self-directed learning readiness among first year BSc nursing students depicts that majority 34 (68%) of the students have above average levels of self-directed learning readiness, 13% (26%) have average level of self-directed learning and 3(6%) have below average level of self-directed learning readiness

Role of Self-Directed Learning Readiness in Developing Entrepreneurial Behaviors

Aims: The purpose of this paper is to investigate the role of self-directed learning readiness on developing entrepreneurial behaviors through social learning in the context of entrepreneurship education programs offered by state sector universities of Sri Lanka.&#x0D; Study Design: Correlational research design.&#x0D; Place and Duration of the Study: University of Colombo, University of Sri Jayewardenepura and University of Moratuwa during August 2018 to March 2019.&#x0D; Methodology: Collected primary data from the participants of entrepreneurship education programs conducted by three major state sector universities in Sri Lanka to reveal their level of self-directed learning readiness, availability of social learning opportunities in the programs and consequent development in their entrepreneurial behaviors after enrolling the programs. Stratified random sampling is used in selecting respondents for the sample of this quantitative study and self-administered questionnaires are used as the method of data collection. SPSS is used to carry out different kinds of statistical analysis such as Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and Bartlett’s test of sphericity, factor analysis, descriptive statistics, correlation and hierarchical regression analysis.&#x0D; Results: The results show that self-directed learning readiness moderates the positive association of the development in entrepreneurial behaviors and social learning in the context of entrepreneurship education. Further, the paper provides an important analysis of the state of entrepreneurship education in Sri Lanka to enable further research to be taken in the area of entrepreneurship education. The findings provide valuable insight on sustaining the unique pedagogy of entrepreneurship education by restructuring the selection process to assess the level of self-directed learning readiness of applicants.&#x0D; Conclusion: The paper affirms the framework of Bandura to provide a basis to improve the effectiveness of entrepreneurship education in Sri Lanka. However, the paper only concerns students’ perceptions towards the tripartite relationship between self-directed learning readiness, social learning and development of entrepreneurial behaviors

Prospective Science Teachers’ Learning Independency Level on Blended Learning

This study aims to measure the level of self-directed learning readiness of prospective science teacher students studying with blended learning. This study also investigates the relationship of self-directed learning readiness with students’ perceptions of blended learning. This research uses a quantitative method involving 28 students of prospective science teachers in the mathematics faculty and natural sciences at Medan State University. Data were collected using a learning independence questionnaire, which was first validated by two learning experts. Measurement of learning independence is done after students undergo one semester of blended learning. In general, student learning independence is at a moderate level. Analysis based on gender shows that there are no statistically significant differences between men and women in learning independence. This study also revealed that differences in learning outcomes are influenced by the level of learning independence, especially in the "selfcontrol" aspect.

Development of self-directed learning readiness with experiential learning model in analytical chemistry laboratory

This paper aims to analyse the effect of quantitative analysis practices in analytical chemistry laboratory designed according to the experiential learning model on the self-directed learning readiness of prospective teachers’. In the research, experiential learning model has four steps that are concrete experience, reflective observation, abstract conceptualisation and active participation. A single group, pre-test post-test experimental design was used. The study group consists of 14 prospective chemistry teachers’. The self-directed learning readiness scale and focus group interviews were used as a data collection tool. After the application increase, the level of self-directed learning readiness. Difference between pre-test and post-test scores of the study group was significant. When the sub-scales of the scale examined, there was a meaningful difference in the ‘willingness to learn and self-control’ sub- scales. In the focus group interviews, the prospective teachers’ emphasised that experiential learning provided an understanding of the purpose of quantitative applications of analytical chemistry.&#x0D; Keywords: Self-directed learning readiness, experiential learning model, analytical chemistry laboratory.

The validity of the self-directed learning readiness instrument with the academic achievement among the Saudi medical students

Background: Self-directed learning (SDL) is very crucial for continuous professional development for all health-care professionals. Objectives: This study aims to measure the SDL readiness of the first clinical year medical students and its relation with their academic achievement. In addition, to examine the reliability and validity of SDL rating scales. Materials and Methods: This is a quantitative cross-sectional study involving the 3rd year medical students at a Saudi medical school. The level of SDL readiness was measured by a validated Fisher’s scale which includes three subscales: Self-control (SC), self-management (SM), and desire for learning (DL), and student’s academic achievement by their grade point average (GPA). The data were collected through a self-administered questionnaire and were analyzed using the Statistical Package for the Social Sciences. Results: High SDL scores were found to have a positive relationship with students’ academic achievement. The overall mean score of Fisher’s scale was 156.73 ± 15.85. The mean score of SC was 61.2 ± 6.4 followed by the DL 48.4 ± 5.6 and SM skills 47.1 ± 6.6. Factor analysis revealed that all three-factor models and individual subscales have an average to poor fit. Conclusion: The study results showed that the high SDL readiness score is directly proportional to students’ academic achievement. The students were highly self-directed learners, but the study could not confirm that the current SDL model had a strong level of reliability and validity when tested with undergraduate level medical student’s achievement by the GPA. Although the study confirmed that our students are self-directed learners, their time management skills need to be improved.

The Self-Directed Learning Readiness Level of the Undergraduate Students of Midwife and Nurse in Terms of Sustainability in Nursing and Midwifery Education

Self-directed learning is a necessary skill for students and workers to remain lifelong learners. Being self-directed in learning allows nurses to stay elastic, open to change and sustain their, professional development. The aim of this study was to determine the level of self-directed learning readiness of undergraduate students of nursing and midwifery. This study also investigated whether there were associations between the level of self-directed learning readiness and selected demographic variables such as gender, department, academic level and monthly income in the undergraduate students. Quantitative research method was used in this research. A total of 398 students participated in this survey conducted at the Faculty of Health Sciences of University of Amasya. The Self-Directed Learning Readiness Scale (SDLRS) that was developed by Fisher et al., was used. In the data analysis, descriptive statistics, Kruskal Wallis H test and Mann Whitney U test were applied. In this study, it was revealed that nursing and midwifery students had relatively high self-directed learning readiness. However, students received the lowest score for the self-management dimension, which indicates that students need support in self-management skills. As a result of the Mann Whitney U test, it was put forward that there were statistically significant differences in level of self-directed learning readiness based on gender and department. As a result of the Kruskal Wallis H test, it was found that there was no difference in level of self-directed learning readiness based on monthly income variable.

External Factors, Internal Factors and Self-Directed Learning Readiness

There are many factors which affect the level of self-directed learning readiness. This study aims to investigate the relationship between external factors, internal factors and self-directed learning readiness. This study was carried out by using a census method for fourth year students of medical program of Tadulako University. Data were analyzed quantitatively using analysis tool of Structural Equation Modeling (SEM) with Partial Least Square (PLS) approach. Latent variables in this study consist of internal factors, external factors and self-directed learning readiness. The results of this study showed that as much as 24% of the variation in internal factors and 55.8% of the variation in self-directed learning readiness is could be explained by variations in the model. The external factors affected significantly on internal factors and self-directed learning readiness. The external factors have a direct positive affect to internal factors, while the external factors have indirect effect on self-directed learning readiness through internal factors mediation variable.

Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

ObjectivesTo identify the student’s readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. MethodsA combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. ResultsThe quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students’ life styles, students’ perceptions of the topics, and mood, were factors influencing their self-directed learning. ConclusionA hybrid problem based curriculum may not fully affect the students’ self-directed learning. The curriculum system, teacher’s experiences, student’s background and cultural factors might contribute to the difficulties for the student’s in conducting self-directed learning.

PERBEDAAN TINGKAT SELF DIRECTED LEARNING READINESS PADA MAHASISWA TAHUN PERTAMA, KEDUA DANKETIGA DI FAKULTAS KEDOKTERAN UNIVERSITAS MALAHAYATI

The higher level an ability of Self Directed Learning Readiness (SDLR) a student is directly proportional to the level of his performance, as a research of Chakravarthi shows the difference of score SDLR based a semester being undertaken by the subject, where is have an increased score of SDLR in every semester , Showed how longer students take the level of education than make it better the ability of SDLR's level.Objective in this research to determine whether there are differences of SDLR's level in the first year students, second and third in the Faculty of Medicine, Malahayati University. this study used quantitative research with cross sectional approach, the data is primary data, taken using a questionnaire on 444 students of medical school (148 students of the first year, 148 students of the second year, and 148 students of the third-year ) were conducted entirely in January till February 2016.The obtained, there is no comparison of SDLR's level in a first-year student and the third with a p-value is 0.012 (≤ 0.05), interpretation of the results that there are different levels of SDLR is significant in the first-year students and third year, there was no difference in the first-year students and second year with a p-value 0.094 and also on the second year students and third year students with a p-value 0.358 which both have a p-value ≥ 0.05. There are differences in the level of SDLR in the first-year students and the third year at the Faculty of Medicine, Malahayati University

The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of saudi nursing and medical emergency students

There has been some ground-breaking research on self-directed learning (SDL) in nursing education which reveals the superiority of SDL to traditional learning methods in terms of students' academic performance and the development of positive attitudes toward the learning process on the part of both students and teachers. The relationship between students' self-directed learning readiness (SDLR) and students' academic performance, and the mediating role of students' perceptions of the learning environment needs further investigation. In this study, it is proposed that students' perceptions of their learning environment could enhance their SDLR and thus boost their academic performance (in terms of their GPA). A descriptive design was used to examine the relationships between the domains of SDLR, which are self-management, desire to learn and self-control and students' perceptions of the learning environment (SPLE) and students' GPA. A survey involving 342 [Corrected] Saudi students from nursing and emergency medical services undergraduate programs in King Saud University was used for this research. The results showed that SDLR level positively influenced students' academic performance positively, and that students' perceptions of their learning environment played a significant role in determining their level of SDLR and academic performance. It is recommended that nursing and emergency medical services educators provide a supportive learning environment in terms of good teaching, clear goals and standards, appropriate assessment, appropriate workload, and emphasis on independence to encourage students to engage in the process of SDL which can, in turn, enhance their academic performance.

Assessing readiness for self-directed learning within a non-traditional nursing cohort

Increasing deregulation of the Australian tertiary system has led to changes in entry behaviours anticipated in non-traditional student cohorts. Many nursing students are returning to formal studies later in their lives seeking a career change. Accessibility and flexible study paths make external study increasingly attractive. However external studies require a level of commitment and willingness to develop self-direction and a capacity for resilience. This study sought to elicit the level of self-directed learning readiness (SDLR) among undergraduate nursing students currently enrolled at a bachelor level, and to elicit what differences existed in the levels of SDLR in relation to age, gender, academic year, and previous qualifications. An online survey questionnaire was utilised based on the Self-directed Learning Readiness Scale for Nursing Education. In contrast to earlier work, the participant profile in this study was predominantly non-traditional and captured participants from all three years of the nursing programme. Results found no significant age or gender differences. First year students demonstrated lower levels of self-directed learning readiness. However, unexpected results were demonstrated in the survey subscales in relation to previous qualifications. Participants who already held post-graduate qualifications showed lower scores for Self-Management than those who held diploma qualifications, while students who already held a bachelor's degree had the highest scores in Desire for Learning. The study findings suggest that universities should not assume that SDL capability is dependent on mature age or length of exposure to tertiary study.