Role Of Self-directed Learning Research Articles

Self-directed Learning Behavior among Communication Arts Students in a HyFlex Learning Environment at a Government University in Thailand

Abstract Purpose As the HyFlex learning environment becomes increasingly popular, the role of self-directed learning (SDL) cannot be ignored. Therefore, this study aimed to find the levels of SDL behavior among communication arts undergraduate students learning in a HyFlex learning environment, to compare the levels of SDL behavior between gender and year of study at a government university in Thailand, and to confirm the dimensions of SDL among communication arts students. Design/methodology/approach Through a stratified random sampling, a total of 560 participants from the communication arts program at a government university were selected. SPSS was used for the descriptive statistics, t-test and one-way analysis of variance were used to compare gender and year of study, and Amos was used to report the constructs of the SDL. Findings Although the levels of SDL were at a medium level among the respondents, the creativity (M = 3.91) dimension was higher than the other dimensions in SDL. Among the constructs of SDL, love of learning was higher among female respondents (M = 3.54) compared to that among male students (M = 3.40). When compared among the different years of study, SDL showed no significant differences. The confirmatory factor analysis showed that the dimensions of SDL had a second-order factor loading score of 0.42–0.57. Implications The results of the study would be beneficial for educational administrators and lecturers in enhancing students’ SDL behavior in a HyFlex learning environment.

The Role of Self-directed Learning in Promoting Deep Learning Processes: A Systematic Literature Review

In current educational research, deep learning is widely considered a key approach to fostering the development of students’ comprehensive abilities. However, effectively promoting deep learning, especially across various educational settings, remains a challenge. Especially in the context of Self-Directed Learning (SDL) environments, current research does not specifically detail how SDL facilitates the deep learning process or how students experience and achieve deep learning within SDL environments. Addressing this research gap, this study explores the promotional effect of SDL on deep learning through a systematic literature review and analyzes how self-directed learning strategies and environments support the deep learning process of students. This article, based on Self-Determination Theory (SDT) and meta-cognitive theory, delves into the intrinsic factors and external conditions under SDL environments that promote deep learning. The research found that self-directed learning significantly promotes deep learning by fostering students’ active participation, self-management, and the development of metacognitive skills. Students’ interests and intrinsic motivation, along with reflective and evaluative activities, play a crucial role in deepening the understanding of knowledge. The effective use of technology provides the necessary support for self-directed learning, further facilitating students’ deep learning. Despite the close relationship between SDL and deep learning, effectively integrating these two modes of learning within today’s educational environment remains a challenge. The future requires educators to continue exploring innovative teaching methods and learning environments to promote the effective integration of SDL and deep learning, thereby improving the quality of education to meet future challenges.

Role of Self-Directed Learning in Pedagogy – Current Scenario of Competency-Based Medical Education

Abstract Self-directed learning (SDL) is a learning procedure among participants where they understand their learning goals, formulate them, and identify resources for learning. There are four key steps of SDL. SDL allows learners to be more effective learners and social beings through peer group discussions. Hence, it helps develop innovative ideas and valuable insights. The COVID-19 pandemic has caused a significant paradigm shift in teaching–learning methods. The self-paced online courses are appeared to be a crucial part in learning during the pandemic. Those courses are somehow interlinked with the principles of SDL, thus SDL can be a boon in the current scenario with the COVID-19 pandemic. However, lack of independence and self-motivation forms a major barrier to SDL learning. The lack of a healthy relationship between the teachers/instructors and students and adequate technology might also affect the adoption of SDL. SDL will attain a massive success with the availability of adequate resources and technology and their effective utilization.

Role of self-directed learning in health professions education: Essential role of medical graduates of India

To cope with the challenges in the present day’s healthcare, developing self-directed learning (SDL) skills for medical graduates is of immense importance and facilitators of learning have an important role in this aspect and sensitization of faculty is necessary. One-month Mentor-learner web sessions on SDL were arranged and thirty-one learners and five faculty members participated in the month-long sessions. The sessions were divided into five parts with different objectives. Three learners and five faculty members conducted the sessions and were allotted specific roles to smoothly conduct the process. Thread 1 made learners visit their experiences and use the views of peers in understanding SDL. Thread 2 was based on principles and types of SDL and methods of guiding students for SDL sessions. Thread 3 was a group activity to design SDL sessions and review other groups’ SDL models. Thread 4 focused on the motivation of students and the factors affecting them. Thread 5 was on reflection and incorporated a self-assessment link as well. Participants were satisfied with the way SDL dealt with details. The design of the module made the learning diverse and interesting. Through the learning, participants felt more confident about designing and implementing an SDL session when needed. Through the group activity, they gained respect for the thinking and abilities of co-learners.

The role of self-directed learning while supporting NEET-youth: theoretical model based on systematic literature review

ABSTRACT Self-directed learning as a key component of lifelong learning has become increasingly important in a rapidly changing society. SDL competencies support continuous personal development and coping with change. At the same time, there is a significant number of young people in society who do not participate in working life, education or training (NEET-youth) and are characterized by low levels of motivation and skills. Therefore, the question arises how to operationalize the concept of SDL for NEET-youth, and how to measure their SDL competencies. This literature review is based on the analysis of 28 articles. The concept, dimensions, and assessment methods of SDL were analysed. The results were synthesized considering the characteristics of NEET-youth. As a result, a theoretical model was developed that describes the content of SDL considering the characteristics and needs of NEET-youth. Such theoretical modelling is important for developing appropriate assessment and intervention tools for the target group.

SUCCESS OF MICROENTERPRISES IN NORTH CENTRAL NIGERIA, THE ROLE OF RESILIENCE, AND SELF-DIRECTED LEARNING

Microenterprises continue to hold the promise of economic success for many countries, but many of these businesses are thought to be the most vulnerable to failure following the economic shock caused by COVID-19. This study looked into how resilience helped microenterprise owner-managers succeed after an economic shock. The study specifically looked at the role of self-directed learning as a mediator in the link between resilience and success of microenterprises in North Central Nigeria. Our research discovered a strong and significant link between success, self-directed learning, and resilience. It should be emphasised that while resilient owner-managers can have a positive and significant impact on the success of microenterprises, the impact of self-directed learning further supports and enriches their businesses in times of challenging business circumstances.

The role of self-directed learning in the effectiveness of e-learning during the COVID-19 pandemic

The role of self-directed learning in the effectiveness of e-learning during the COVID-19 pandemic

Towards a Sustainable Adoption of E-Learning Systems: The Role of Self-Directed Learning

Aim/Purpose: This study seeks to investigate the factors that influence online students’ continued usage intention toward e-learning systems by presenting an extended model that is based on the Delone and McLean (2003) IS success model (D&M ISS model). Background: The use of e-learning systems in this era has become a vital element of delivering higher education. Learning via e-learning systems has significant benefits that support conventional learning. Thus, it is crucial to measure the success of e-learning systems’ implementation. Methodology: This study was conducted with 590 undergraduate and postgraduate students from three private universities in Jordan, and data was gathered via an online self-report questionnaire. Contribution: Theoretically, this study advances the literature and empirically examines a modified version of the D&M ISS model by including context-specific factors that are drivers of successful implementations of e-learning systems. Findings: The path analysis with structural equation modelling confirms that students’ satisfaction and their continued usage intention regarding the e-learning system are positively related to service quality, system quality, and information quality. Self-directed learning, however, has a negative effect on satisfaction and continued usage intention. Furthermore, the findings reveal that both satisfaction and continued usage intention positively influence students’ perceptions of perceived academic performance. Recommendations for Practitioners: The quality of learning content format and design are recognized as fundamental factors for e-learning success. Thus, both instructors and e-learning developers should provide reliable, accurate, and up-to-date learning materials. This directs e-learning developers toward designing systems with simple and useful functionalities that embrace the essential features that enable students to perform the required tasks effectively and to access and share learning materials flexibly. Furthermore, the current study reveals that self-directed learning (SDL) is a key barrier to successful e-learning system employment. It has a negative impact on satisfaction (SAT) and continued usage intention (CUI). Thus, developing students’ skills related to SDL is deemed a necessity. This could be attained by designing contemporary pedagogical curricula that are based on student-centered learning. This approach to learning encourages students to acquire self-regulatory skills and be accountable for their learning. This environment has to be supported by pedagogical tools (e.g., synchronous/asynchronous communication channels and multimedia tools) to enable effective interaction between instructors and students. Recommendation for Researchers: The current study does not investigate the role of potential moderators that might influence the research model’s relationships. Future studies might tackle such limitation by examining the moderating effect of computer self-efficacy and culture. Impact on Society: This study reveals that the success of e-learning systems depends not only on the quality of the information, system, and service but also on student self-directed learning. Future Research: The sample employed for this study was selected from three private universities in Jordan; consequently, the results cannot be generalized to the entire student population of Jordan. Further research, therefore, should focus on targeting a larger scope by including public universities, which in turn would enhance the generalizability of the findings. In addition, this cross-sectional study was conducted using a quantitative method based on the use of self-reported online survey to gather data. Thus, future research should consider longitudinal study that employs a mixed methods approach to reveal additional constructs and insights regarding e-learning system adoption by students.

The spectrum of Self-directed learning perceptions among faculty members and students of Bolan University of Medical and Health Sciences.

Objectives:To analyze the perception of students and faculty regarding self-directed learning (SDL).Methods:This mixed method study design (pragmatic) with both positivist and interpretive approaches was conducted on faculty members and students of Bolan Medical College Quetta from 1st April 2021 to 31st Aug 2021 on 246 medical and dental students and 12 faculty members. The research question was about the role of SDL in undergraduate medical students and faculty members. The inclusion criteria were any registered student and permanent faculty member, while exclusion criteria were any selected student and faculty member who not consented to participate in study. Data on self-directed learning instruments from medical students on 5 points Likert scale was collected by regular interval method and faculty members on an open narrative questionnaire by purposive sampling. The data were analyzed by the SPSS version 26, framework method of content analysis, and constant comparison technique.Results:The mean age of students was 21.45 + 2.01 years. There were 114 males and 132 females (ratio 1: 1.15). The maximum mean score (4.35) is 91.1% followed by (4.32) 84.0% of students’ percept that SDL constantly improves & excels in learning and successes and failures inspire SDL. The minimum mean score (3.32) 49.2% revealed that students felt difficulty in arranging and controlling their learning time. The faculty perception that SDL leads to professional identity (confidence & self-identity), improved technical skill (better expression & enhanced cognition), professionalism (focused learning, effective reflection, time management & self-satisfaction), collaboration, communicator, and leadership qualities.Conclusion:The students strongly believed that SDL will improve and excel but they need time management. Faculty members concluded that leadership, communication, collaboration, and professionalism are related to SDL.

The unsung role of assessment and feedback in self-directed learning (SDL)

ABSTRACT Assessment and feedback have been intensively studied to promote effective learning. However, less attention is given on its role in self-directed learning (SDL) context. Despite being recognised as a powerful educational tool, critical examination of SDL and assessment and feedback literature reveals that these bodies of literature rarely intersect with one another. This study, which aims to investigate teacher educators’ practices of assessment and feedback in the context of SDL, begins to address the gap. Twenty Malaysian teacher educators were interviewed, and the interview data were analysed using a hybrid thematic analysis approach. Findings suggest the importance of (i) reducing anxiety in assessment and feedback, (ii) practicing sustainable formative assessment, (iii) ensuring timely feedback, and (iv) responding to cultural norms. These findings address key features of assessment and feedback in promoting SDL, however greater emphasis is needed in developing a framework of assessment and feedback that supports SDL.

The role of self-directed learning in studying 3D design and modeling

ABSTRACT 3D design and modeling is an important part of design education. Self-directed learning (SDL) has been considered in order to effectively learn and teach 3D design and modeling. Exploring the relationship between students’ SDL ability and their behavior in learning 3D design will not only promote the 3D design learning process and outcomes, but also enhance their SDL ability. This study explored the relationship among students’ SDL ability, their learning behavior, and 3D works in a self-directed 3D design class. Twenty-two masters students participated in the study. Results showed that students had a relatively high SDL ability. Their SDL ability slightly increased with no statistical significance after the class. There were significant differences in 3D design and modeling learning behaviors between high-level SDL students and low-level SDL students. Students’ SDL ability positively correlated with the quality of 3D works in terms of the feasibility, functionality, and creativity. Students had positive perceptions on the self-directed 3D design class in terms of both SDL experience and 3D design experience.

Graduate students’ attitudes & self-directed for lifelong learning in foreign language environment

The student’s attitude is needed to be self-directed learners to maintain lifelong learning in the ever-changing world. Thus, this study aimed to reveal whether graduate students’ self-directed skills and attitudes vary based on university type and gender. Also, this study explored the relationship between graduate students’ attitudes and self-directed lifelong learning skills then, further identified the lowest attitudes predictors for SDL, and analyzed how the students perceive the lecturer’s role in self-directed learning. In a mixed-method study, 92 students from two selected public universities took questionnaires to measure their attitudes and self-directed learning and four students involved in the semi-structured interview. The obtained results showed that SDL and attitudes were found not to vary based on the university type. However, gender made a significant difference in SDL in favour of female students. Then, attitudes variable statistically significantly predicted students’ SDL and perceptions of confidence and ability that emerged as the attitude dimension, seemed to be the lowest associated with the students’ SDL. The majority of the students are still unaware of the SDL behaviour and see the lecturer as a factor that decisively affects them in developing greater independence. Further theoretical and practical implications are discussed.

TRAINING TUTORS TO PROMOTE SELF-DIRECTED LEARNING AMONG UNIVERSITY-BOUND ENGLISH LANGUAGE STUDENTS

Instructors who teach in English as Second Language (ESL) programs must balance time allotted to teach academic English with the numerous study skills needed by university-bound English learners. However, for these language learners to close language-learning gaps independently and achieve higher levels of communicative competence, they must assume increasingly greater degrees of autonomy in their own language learning process. Although a high level of self-direction is needed, it is not a characteristic that is common to all students. Through explicit instruction, teachers can scaffold language learners as they implement feasible, concrete actions towards language-learning autonomy. In an ESL program at a southeastern U.S. university, the current qualitative study explored the effects of explicit instruction on self-directed learning (SDL) strategies. Study participants were ESL tutors. After being trained in SDL strategies, these tutors recommended SDL strategies to their tutees in individual tutoring sessions. Findings revealed 4 main categories of SDL assignments recommended by these tutors to their tutees across one semester. Implications from this study suggest that language programs should train teachers and tutors in SDL principles, in the role of SDL in language development, and in strategies for promoting SDL among language learners.

How to use Socratic questioning in order to promote adults’ self-directed learning

This article discusses the teachers’ role in self-directed learning (SDL) – a central concept in adult education. We explore the use of Socratic questioning to develop critical thinking, which is the outcome of SDL in problem-based learning (PBL). In particular, we analyse 11 adult learners’ reflective journals in relation to a Socratic seminar. Findings showed that adult learners value the mutual relationship between the learner and the teacher in managing the learning process. In addition, we suggest a teaching approach where Socratic questioning can facilitate students’ SDL. We conclude with implications on its use as a means to initiate the learning goals of a PBL tutorial.

学习倦怠与学校气氛的关系：自我导向学习倾向性的中介作用—以广州市某初中为例

学习倦怠与学校气氛的关系：自我导向学习倾向性的中介作用—以广州市某初中为例

The Role of Self-directed Learning on Predicting Academic Buoyancy in Students of Lorestan University of Medical Sciences

The Role of Self-directed Learning on Predicting Academic Buoyancy in Students of Lorestan University of Medical Sciences

The role of self-directed learning in problem-based learning: Health professions education

The role of self-directed learning in problem-based learning: Health professions education

Lernen und Instruktion: Ein Überblick über wesentliche Forschungslinien der vergangenen Jahrzehnte

Research on learning and instruction focuses on structural and procedural characteristics of guided human learning as well as its internal and external constraints including the embeddedness of human learning into social systems. Instruction (which is in this context just as a synonym for teaching) needs to be aligned with these characteristics of human learning in order to be successful. The following article provides an overview of main research lines on learning and instruction during the recent decades with a special focus on educational psychology and empirical pedagogy. In a first step, the article will outline basic theoretical approaches to teaching and learning. Second, it will analyze the role of learning environments and students’ learning activities within these environments and, third, the role of self-directed learning in such environments. Fourth, the paper will consider the role of media in learning and instruction with a special focus on possibilities to enhance students’ cognitive flexibility. In a fifth step, the article will specify cognitive and developmental constraints of learning and its instructional consequences. Finally, the article will suggest perspectives for further interdisciplinary research in this area.

Role of Self-Directed Learning in Communication Competence and Self-Efficacy.

Although effective self-directed learning (SDL) has been shown to improve clinical performance, little is known about its role between communication competence and communication self-efficacy in nursing students. This study aimed to identify whether SDL mediates the relationship between communication competence and communication self-efficacy. A cross-sectional survey was conducted with a sample of 213 nursing students taking a basic fundamentals of nursing course. A path diagram, using structural equation modeling, was used to estimate the direct and indirect effects of communication competence on communication self-efficacy, controlling for SDL as a mediator. A structural equation model confirmed direct and indirect effects of communication competence on communication self-efficacy when SDL was controlled as a mediator. An appropriate fit to the data was identified in this mediation model of SDL. For enhancing self-efficacy regarding communication skill, the specified SDL program based on the level of communication competence will yield more effective results.

Students Perceptions Of Success In The Online Graduate-Level Classes: A Self-Directed Learning Perspective

The purpose of this study is to examine the phenomenon of successful online learning, defined as a higher academic performance (A or 90) and to find if there is the evidence to confirm the role of self-directed learning in the online graduate-level courses. A qualitative method was used to analyze learners perceptions of online learning experiences. Six graduate students from an American public university participated in this study. The qualitative analysis yielded six major themes, which confirm the relationship between self-directed learning and academic performance.