Self-directed Learning Opportunities Research Articles

Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice.

Quality STEM teacher education is predicated on teacher educators who are well-equipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin & Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.

Facilitators, Barriers and Motivators of Paramedic Continuing Professional Development

Introduction As registered health professionals, Australian paramedics are required to abide by professional registration standards including the maintenance of continuing professional development (CPD). The broader health literature identifies facilitators, barriers and motivators for engaging in CPD, however the body of knowledge specific to paramedicine is weak. This research seeks to address this gap in the paramedicine body of knowledge. Methods This study adopts a constructivist grounded theory methodology. Data were collected through semi-structured interviews, and analysed using first and second cycle coding techniques. Paramedics from various state-based Australasian ambulance services and private industry (N=10) discussed their experiences specific to their attitudes, perceptions and engagement about CPD. Results Paramedic CPD goes beyond the traditional approach to mandatory training. Paramedics are motivated by factors such as modality of delivery, professional expectations, clinical/professional improvement and, sometimes, fear. Facilitators included organisational support, improved clinical knowledge, practitioner confidence, self-directed learning opportunities and perceived relevance of content. Barriers include cost, workload/fatigue, location, rostering, lack of incentive to engage, lack of employer support and technological problems. Conclusion By understanding what facilitates or motivates engagement in CPD activities, paramedics can navigate their CPD in conjunction with regulatory requirements. Although paramedics report some similar experiences to other health professionals, there are nuances that appear specific to the discipline of paramedicine. Of interest, a unique finding related to fear influencing paramedic CPD engagement. The results of this study informs paramedic employers and paramedic CPD providers with insights to assist in the development of positive CPD experiences and interactions.

Student-led peer review of an online teaching file: perspectives after 2 years

ABSTRACT Problem Opportunities for self-directed learning were missing from our medical school curriculum in general and on our radiology electives specifically. Our objective was to explore the feasibility and benefits of using medical students in the development of our student-created teaching files. Approach In 2018, a website was developed at our institution to support medical student radiology education and create a repository for the online publication of student-developed teaching cases. Students participating in radiology clerkships at our institution had an opportunity to submit case presentations for publication to our online teaching file following peer review. The medical students participated in the peer review process facilitated by the faculty director of radiology undergraduate medical education. The faculty member oversaw the training of new student editors and the development of a peer review guide. Outcomes The peer review guide included goals of the teaching file project and direction regarding the peer review process. Student editors were trained using the peer review guide in conjunction with individual meetings with the faculty mentor. At twenty-four months, 82 student-developed cases had been published to the online teaching file following medical student peer review. The teaching file had garnered 3884 page views. Next Steps The medical student-led peer review process meets core competencies in self-directed learning. The authors plan to explore the application of peer-assisted learning theories to the editing and peer-review process.

Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.FindingsFindings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.Originality/valueThe existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.

Plastic Surgery Lockdown Learning during Coronavirus Disease 2019: Are Adaptations in Education Here to Stay?

Summary: The novel coronavirus disease 2019 has had a major impact on human life and livelihood. The unprecedented challenges have expanded beyond just social and work life, and have grown to impact resident education. In this article, we review the structure of plastic surgery education before the pandemic, the different online learning opportunities for self-directed learning. A summary of the range of platforms and approaches of online remote access delivery of conferences and education that emerged or expanded as a result of the crisis has been reported. This article highlighted the rapid initiatives and efforts of programs and national and international societies to support continuing medical education in conjunction with the guidelines to “shelter at home” and maintain social distancing, and possible future for expanding the reach of online academic initiatives, in addition to the role of developing virtual technologies. The coronavirus disease 2019 crisis has created an opportunity to analyze and advance online learning options to overcome the associated challenges and continue as a reliable platform even following the resolution of the social distancing requirements.

Mapping the leadership development of UK (full) professors in terms of cognitive, experiential, humanist and social learning

ABSTRACT This article applies Walker’s Global Leadership Development Ecosystem to the leadership development offered to and/or valued by (full) professors at UK universities. It draws on 1,282 survey responses and 42 one-hour interviews. The survey data indicate that approximately 39% of respondents felt adequately prepared for the role, on appointment, whereas 29% did not, with a further 28% feeling it ‘to some extent’. Male (full) professors were statistically more likely than their female counterparts to say they felt adequately prepared. The qualitative data reveal a small amount of cognitive/formal learning (whose value was sometimes disputed), some experiential learning, very little humanist learning (which may reflect distinctive features of the academy) and widespread social learning (which was universally praised). Most participants thought preparation was important and that informal, self-initiated, self-directed and personalised learning opportunities (particularly coaching and mentoring) were more valuable than formal training courses. The article concludes by arguing that focusing on leadership development (as opposed to leader development) may help the professoriate avoid burn-out and achieve greater organisational development.

Employee opportunities for self-directed learning at technology organisations: features and frames of self-directed learning projects

ABSTRACT The importance of self-directed learning (SDL) in a business environment has been highlighted as a way to increase an organisation’s competitiveness and innovativeness. While organisations increasingly require SDL from employees, less attention is paid to the situations and frames enabling it. This study examines self-directed learning projects (SDLPs), situations in which SDL is realised as an individual or collective phenomenon. Based on ethnographic research, this study’s data consisted of field notes, field records and interviews. I used analysis of key incidents and ethnographic content analysis as an analytical tools. Four types of SDLPs was identified in the organisations studied: organisation-oriented, work community–oriented, work task–oriented and employee-oriented. The projects differed in terms of their learning goals and in the level of autonomy the employees exhibited. In addition, the study revealed that employee opportunities for SDL depend strongly on the cultural and structural frames of the organisations.

A Nationwide Italian Cross-sectional Study on Nursing Students' Perceived Workplace Safety During Clinical Practice.

Nursing students' perception of a safe clinical working environment may impact the development of professional skills and progression in the profession. The aims of this study were to describe to what extent nursing students perceive the working environments as safe during their most recent clinical rotation and to explore factors associated with their perception of a safe workplace environment. A nationwide Italian cross-sectional study involving 9607 students in 27 universities across 95 three-year nursing programs was performed in 2015-2016, and secondary analyses were run in 2019. The workplace environment was perceived by students as only a little (n = 2598 [27.0%]), to some extent (n = 4048 [42.1%]), and always (n = 2555 [26.0%]) safe; 406 (4.2%) students reported to have never felt that the workplace as safe. At the multivariate level, factors promoting students' perception of a safe clinical environment were a setting offering higher (a) learning opportunities, (b) safety and nursing care quality, (c) quality of tutorial strategies, and (d) self-directed learning opportunities. Nursing faculty should assess the quality of clinical settings before deciding on environments for students' learning experience.

문제중심학습(Problem-Based Learning)을 활용한 예비 생물교사 대상의 식물분류학 수업 사례 연구

This study was aimed to investigate the effects of problem-based learning (PBL) applications in plant systematics classes for pre-service biology teachers through two problems about the vegetative and reproductive organs of plants during 8 weeks. The study was conducted with 26 pre-service biology teachers from one college of education. This study reported the first PBL class case in plant systematics classes as a part of botanical education for pre-service biology teachers, and thus, the students’ solutions to the problems were presented. The data for the students’ views about the PBL classes was collected from a questionnaire on the plant teaching efficacy, students’ reflective journals and semi-structured interviews. The students produced diverse solutions through active participation to PBL activities. Plant teaching outcome expectancy was shown to be higher than personal teaching efficacy. Pre-service biology teachers expressed satisfaction with the PBL activities for creating plant teaching materials. They were found to have enjoyed the process of communicating with their members, forming good relationship and solving problems with collaborative learning in PBL classes. Although expressing lack of time, they also had opportunity for self-directed learning and indirect experience in teaching. In conclusion, PBL needs to be applied to other biological subjects for educating pre-service teachers.

A national study of nursing homes as learning environments according to undergraduate nursing student's perspective.

Nursing students report care of the older people as an undesirable career pathway. Positive clinical placement experiences influence students' attitudes and career intentions with respect to nursing home (NH) setting. The clinical environment's quality depends on meaningful learning opportunities, the relationship with the preceptors, and the pedagogical atmosphere as influenced by the staff-student interactions. The aim of this study was to explore nursing students' perceptions on their clinical learning experience and competence learned in the NH setting as compared to other clinical areas. A secondary analysis was performed of an Italian national cross-sectional study involving 9,607 nursing students attending 95 different three-year bachelor laureate nursing programmes in 27 universities. A questionnaire exploring individual and nursing programme variables was devised. Moreover, students self-reported the perceived quality of the clinical learning experience using the Clinical Learning Quality Evaluation Index tool and the degree of competence learned using a four-point Likert-type scale. Students in the NH setting scored the overall quality of the learning environment significantly higher (p=0.046) compared to those experiencing other clinical settings, and they scored higher learning occasions (p=0.002) and self-directed learning opportunities (p=0.018). No difference emerged in the perceived mean degree of competences learned at the end of the clinical rotation (p=0.271). Nursing students perceive the NH setting to be a good quality learning environment with valuable learning opportunities and self-directed learning opportunities compared to other settings. The nursing home setting provides opportunities to acquire clinical competences comparable to the ones in other clinical settings such as hospital units. Nursing home settings should be considered by all nursing programmes as a learning environment particularly worthy for students at different levels of their education.

Beauty and Limitations of Museums as Tools for Social and Cultural Reawakening in Nigeria

Museum has been described as a powerful cultural centre for the community, a powerful institution which has a lot to add to the development of any nation. It is man-made feature that exists to converse historic collections and commemorate past events for tourists consumption (youell, 1998). Examples of these are louvre Museum in paris, France; Esie national Museum and Ife National Museum (both in Nigeria). As a tourist attraction, it has a lot to do in promoting and ensuring sustainable tourism. It is a common feature in developed countries where several of them may be found in one town no matter the size of the town (Aremu, 2001). Museum offer much benefits to their visitors, their communities and the society as a whole. Museum as educational and institutional establishment, offers unparalleled opportunities for self-directed learning and exploration by people of diverse ages, interest, background and abilities. They arepublic gathering places where visitors can be entertained, inspired and introduced to new ideas.

Assessment of factors that impact performance in a year-long Top 200 Drug course

Background and PurposeKnowledge of commonly used medications (“Top 200”) is a common component of pharmacy curricula. This study assessed the impact of pre-pharmacy grade point average (GPA), timing of students' community introductory pharmacy practice experience (C-IPPE), C-IPPE practice location, completion of practice quizzes (PQs), and campus attended on Top 200 performance. Educational activity and settingTop 200 Drugs is a two-part series offered during the first professional (P1) year of the program. Students concurrently complete their C-IPPE during either the fall or spring semester. A retrospective review was completed to assess factors associated with student performance during the 2016–2017 academic year. FindingsHigher fall course grades were associated with higher pre-pharmacy GPA, active C-IPPE enrollment, and completion of >80% of PQs. Higher spring course grades were associated with higher pre-pharmacy GPAs, completion of >80% of PQs, satellite campus attendance, C-IPPE completion at a grocery store/mass merchant, and higher fall semester performance. SummaryA retrospective review of factors associated with student performance allowed the course coordinator to create further learning opportunities based on the findings. Since practice quizzes were associated with higher performance, these self-directed learning opportunities were expanded in the subsequent course offering. Student completion of the C-IPPE in the fall improved performance in the fall, and C-IPPE location may have impacted performance as well. Further investigations are warranted to better understand the impact of C-IPPE semester and C-IPPE location on Top 200 performance so these can be maximized to support student performance.

Student perspectives of independent and collaborative learning in a flipped foundational engineering course

Flipped teaching and learning approaches are being increasingly used in higher education. Some advantages associated with the approach include providing opportunity for self-directed learning and enhanced collaboration between students. In this study, an implementation of a flipped approach in a first year foundational engineering dynamics course was researched to investigate student views on independent and collaborative learning inherent in flipped learning. Eighteen undergraduate students (11 male and 7 female) participated in this qualitative study. The flipped part of the course was designed to include self-paced independent learning and in-class learning, with opportunities to collaborate, ask questions, and work on examples. Data were collected using semi-structured interviews. The results of the study indicated that students universally enjoyed learning independently and appreciated the increased collaboration induced by the flipped approach. The flexibility of the approach enabled a range of approaches to independent learning and collaboration, and students were able to find learning styles that suited them. This article concludes with a range of recommendations for practice to further support independent and collaborative learning with the use of flipped approaches.

Multi-level analysis of national nursing students' disclosure of patient safety concerns.

Error reporting is considered one of the most important mediating factors for patient safety (PS). However, reporting errors can be challenging for health care students. The aims of the study were: (i) to describe nursing students' opportunity to report errors, near misses or PS issues that emerged during their clinical learning experience; and (ii) to explore associated factors of the process of reporting itself. A national survey was conducted on 9607 (91.7%) undergraduate nursing students. The endpoint was to have reported PS issues in the last clinical learning experience (from 0 'never' to 3 'always'). Explanatory variables were set individual, nursing programme and regional levels. A total of 4004 (41.7%) nursing students reported PS issues from 'never/rarely' to 'sometimes'. In the multi-level analysis, factors increasing the likelihood of reporting events affecting PS have been mainly at the nursing programme level: specifically, higher learning opportunities (odds ratio [OR]=3.040; 95% confidence interval [CI], 2.667-3.466), self-directed learning opportunities (OR=1.491; 95% CI, 1.364-1.630), safety and nursing care quality (OR=1.411; 95% CI, 1.250-1.594) and quality of tutorial strategies OR=1.251; 95% CI, 1.113-1.406). By contrast, being supervised by a nurse teacher (OR=0.523; 95% CI, 0.359-0.761) prevented the disclosure of PS issues compared with being supervised by a clinical nurse. Studentsattending their nursing programmes in some Italian regions showed a higher likelihood (OR from 1.346 to 2.938) of reporting PS issues compared with those undertaking their education in other regions. Nursing students continue to be reticent to report PS issues. Given that they represent the largest generation of future health care workers, their education regarding PS should be continuously monitored and improved; moreover, strategies aimed at developing a non-blaming culture should be designed and implemented both at the clinical learning setting and regional levels.

Multilevel National Analysis of Nursing Students’ Perceived Opportunity to Access Evidence‐Based Tools During Their Clinical Learning Experience

Easy-to-access tools have been demonstrated to improve evidence-based practice (EBP) competences among nursing students. However, students' perception of access to EBP tools (e.g., clinical practice guidelines [CPGs], protocols) is unknown. To explore: (1) nursing students' opportunity to access EBP tools during their education, and (2) associated factors. A national cross-sectional study including all Italian nursing programs. Nursing students were deemed eligible according to the following inclusion criteria: Those who (1) were attending or just ended their practical rotation lasting at least 2weeks at the time of the survey, and (2) expressed through written informed consent their willingness to take part in the study. Participants were asked about their perceived opportunity to access EBP tools during their most recent clinical learning experience (from 0 - not at all to 3 - always). A set of explanatory variables was collected at the individual, nursing program, and regional levels by using a questionnaire. Nine thousand six hundred and seven (91.6%) out of 10,480 nursing students took part in the study. Overall, 4,376 (45.6%) students perceived not at all or only a small opportunity to access EBP tools during their most recent clinical rotation. In the multilevel analysis, factors promoting access were mainly set at the clinical learning environment level (high safety and nursing care quality, high self-directed learning opportunities, high quality of the learning environment, and being supervised by a clinical nurse). In contrast, male gender and lower academic class were associated with a lower perception of accessibility to EBP tools. A consistent variability in the perceived opportunity to access EBP tools emerged across regions. Evidence-based decision-making is increasingly expected from nurses. Therefore, nursing faculties should safeguard and continuously improve students' competence regarding EBP, by implementing strategies mainly at the nursing program and regional levels.

An online catalog of muscle variants: Student perceptions of a new opportunity for self-directed learning.

Muscle variants are common findings in dissection laboratories. These anomalous structures can be relevant in the diagnosis and management of certain conditions and therefore could be incorporated into anatomy curricula at chiropractic colleges. We aimed to create an online resource of muscle variants to facilitate student self-directed learning within this area of study. At the time of their discovery during routine educational dissection, muscle variants included in the catalog were documented and subsequent case reports written. All content created for this resource, including photographs and videos, was hosted on the institution's learning management system. Students enrolled in our doctor of chiropractic program were invited to view the catalog and encouraged to leave feedback by completing an online survey. Student responses to Likert-style survey questions generally indicated high levels of satisfaction regarding the utility and features of the catalog. Open-ended and Likert-style survey questions were used to help guide the future directions of this developing resource. Concurrent anatomy students were not more likely to contribute to the catalog compared to students who had previously completed the university's anatomy course series ( p = .75, 2-tailed Fisher exact test). An online supplement to graduate-level gross anatomy courses can aid in the instruction of muscle variants by providing an opportunity for student self-directed learning. This resource will be updated continually and will be expanded on to include neurovascular and visceral variants. Student participation will be sought in developing future content to be included in this catalog.

Factors That Affect Self-directed Learning of Faculty Nursing Students at Minia University

This study aimed to detect the factors that affect nursing students' self-directed learning at faculty of nursing in Minia University. Setting: The present study was conducted at nursing faculty in Minia University. Research design: This study used descriptive comparative research design. Subjects: Subjects of the study included a total coverage sample of all four academic years nursing students during academic year (2013-2014). Total number of students were (n=777). Tools of data collection included two parts, part one: demographic characteristics of the sample, Part two comprised of scale for self-directed learning factors (three major factors subtitled by 60 statements) Results: female nursing students have the highest mean score for all major factors related to feeling successful and satisfied in studies and their characteristics which were 28.45, 44.19 and 145 respectively. The 1st year nursing students have the highest mean score for the same factors were (29.75 ±4.37), (44.91±5.42) and (1.51E2 ±19.04) respectively. Conclusions: the 1st year nursing students and female students have the highest mean score for all major factors. This study recommended providing self-directed learning opportunities for promoting SDLR of the nursing students by motivating them and providing training, and educational resources for carrying out teaching learning process.

Promoting Specific Habits of Mind in Medical Education

Clinical practice is complex, and accurate performance by newly qualified doctors requires presence of habits of inquiry, critical thinking, innovation and improvement along with relevant knowledge and skills. The techniques described in this article relating to undergraduate medical teaching are simple and pragmatic measures that can help medical educators to foster these valuable habits in students to advance the practice of medicine and patient care. Measures aimed at individual teachers like strategies to develop adaptive expertise through challenging learners with unfamiliar tasks, mindful pacing, reduction in content load and reflective questioning, if implemented, would result in better preparation of medical undergraduates for their clinical role. Evidence-based implications of curricular reforms like framing explicit learning outcomes, introducing specific self-directed learning and assessment opportunities, and engaging learners in improvement programmes have been discussed. The tips introduce a multidimensional approach to improve the quality of medical education and advancing health care.

The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting.

Background: The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction of nursing students. Methods: A total of 59 nursing students participated in this experimental study. They were divided into six 10-member groups. To control the communications among the groups, the first 3 groups were trained using conventional learning methods and the second 3 groups using learning contract method. In the first session, a pretest was performed based on educational objectives. At the end of the training, the students in each group completed the questionnaires of self-directed learning and satisfaction. The results of descriptive and inferential statistical methods (dependent and independent t tests) were presented using SPSS. Results: There were no significant differences between the 2 groups in gender, grade point average of previous years, and interest toward nursing. However, the results revealed a significant difference between the 2 groups in the total score of self-directed learning (p= 0.019). Although the mean satisfaction score was higher in the intervention group, the difference was not statistically significant. Conclusion: This study suggested that the use of learning contract method in clinical settings enhances self-directed learning among nursing students. Because this model focuses on individual differences, the researcher highly recommends the application of this new method to educators.

A Study of Video-Mediated Opportunities for Self-Directed Learning in Required Core Curriculum

<p style="text-align:justify">Improving a required course in our curriculum that has proven to be a challenge for our students was the focus of this study. Surveys of both students and instructors attempted to identify specific problem areas. Using the information from these surveys, the researchers developed a series of videos to explain vital course concepts and deployed these into the course sections. The purpose of the videos is to provide consistency across the multiple modalities in which we offer our courses (including online, classroom and via videoconferencing) and to improve overall student understanding. This project seeks to determine how supplemental content focusing on material identified as “difficult,” by students and instructors, can impact student performance. Challenges include the deployment of the videos across various modalities and obtaining sufficient student feedback.</p>