Self-determined Learning Research Articles

Nurturing Learning Agility: Investigating Self-Determined Learning and Skill Enhancement During COVID-19

In the modern era, the acquisition of learning skills has become crucial for personal and professional success due to technological advancements and changes in the nature of work. The rise of automation and artificial intelligence has displaced traditional jobs, necessitating continuous skill development to remain employable. The COVID-19 pandemic accelerated the need for digital skills in the transition to remote work. Learning skills are vital for personal growth, expanding perspectives, and enhancing critical thinking and problem-solving abilities. They also promote innovation, collaboration, and interpersonal interaction, essential for success in personal and professional situations. This study aimed to explore the importance of learning skills in the modern era and its impact on employability and career success. It investigated individuals’ involvement in skill acquisition through self-determination or heutagogy, a learner-centered approach emphasizing autonomy and capacity development. The study employed an exploratory research design and a survey method to attain the objectives. The tool used was a researcher-administered questionnaire shared through online digital platforms. The sample included more than 700 counts consisting of individuals belonging to each age group and employment status. The research found that 84.24% of individuals learned new skills during the COVID period, indicating a positive response to the opportunity for self-improvement. The majority of participants focused on Personality Development Skills (PDS) and Communication Skills (CMS) for personal growth and career advancement. Leadership and Management Skills (LS), Analytical Skills (AS), and Technical Skills (TS) were also highly valued for career progression. Overall, the study highlights the importance of continuous skill development and the role of self-determined learning in enhancing employability. It suggests that individuals who took advantage of the COVID-19 period to acquire new skills have increased their career prospects and contributed to a growing pool of skilled workers in India. The research underscores the significance of lifelong learning and the potential of online digital education to foster innovative teaching and learning strategies, especially in resource-constrained settings

Development of a self-determined learning-based digital guide in the practicum subject of psychological assessment testing techniques

This study aims to develop a practicum guide in the form of a digital guide based on self-determined learning in the practical subject of psychological assessment of testing techniques for Guidance and Counseling department students. This study used the research and development method with the planning, production, and evaluation (PPE) module. The planning stage is the stage of conducting a needs analysis for making digital guides. The production stage is the stage of determining the material content of the module, making flowcharts, and storyboards, and making digital modules based on self-determined learning. Making the module starts with compiling the module material in Microsoft Word software, then the file is designed in the form of a digital guide. The digital module was completed and then carried out in the evaluation stage, thus, assessing the feasibility of the digital module by material experts and media experts. Digital modules are declared very feasible and can be used in practical lectures by material experts and media experts. It was concluded that the digital guide based on self-determined learning in the psychological assessment practicum course of testing techniques is declared very feasible to use. Keywords: Digital guide; psychological assessment; self-determined learning

Implementing the Self-Determined Learning Model of Instruction in Culturally Responsive Ways

Being self-determined can improve in- and post-school outcomes for all students, including racially and ethnically marginalized students with disabilities. The Self-Determined Learning Model of Instruction (SDLMI) is a flexible model of instruction educators can use to promote self-directed goal setting and attainment based on each student’s strengths, assets, family values, cultural knowledge, and learning needs to enhance self-determination. This article describes how educators can implement the SDLMI using culturally responsive teaching practices, building on the assets of all students to enhance self-determination and related goal attainment outcomes by focusing on setting and working toward goals that are culturally responsive in general education classrooms.

A Systematic Review of the Research: The Self-Determined Learning Model of Instruction Within MTSS

Self-determination is a predictor of postschool success. The importance of self-determination instruction for students with and without disabilities is increasingly being recognized. The Self-Determined Learning Model of Instruction (SDLMI) has been implemented in various settings and at various intensities with all students. Researchers have suggested a multi-tiered system of support (MTSS) framework could be used to organize self-determination instruction for all students. However, a systematic literature review to inform SDLMI implementation within MTSS has not been conducted. This systematic review examined intervention research, synthesizing key features that could inform ongoing research and practice applying an MTSS framework to self-determination instruction. Limitation and implications for research and practice are described.

May student-centered principles affect active learning and its counterpart? An empirical study of Indonesian curriculum implementation

Education 4.0 emphasizes the use of hybrid approaches in the learning process. The use of peeragogy, heutagogy, and cybergogy may engage students in the learning processes in which active learning plays a key role. This study aimed to examine the effect of the implementation of the Merdeka Curriculum on active learning practices and their relationships with hybrid activities based on hybrid learning approaches, and active learning counterparts of (1) self-regulated learning: (2) self-directed learning, and (3) self-determined learning. These relationships will be examined in Indonesian curriculum implementation in which student-centered principles are emphasized. A cross-sectional survey was conducted by collecting responses of vocational high school students on survey. The digital questionnaire was sent to 600 Indonesian students, of whom 555 completed it. The relationships among the constructs were examined using a structural equation modeling. The results showed that a curriculum emphasizing student-centered principles was fully mediated by active learning and hybrid activities to promote student self-regulated learning (SRL), self-determined learning (SDET), and self-directed learning (SDL). Active learning and hybrid activities directly affect students’ SRL, SDET, and SDL, Three counterparts of active learning that form important parts of long-life learning. This model indicates that Indonesian curriculum implementation may encourage active learning and indirectly increase learner engagement, autonomy, and metacognitive development.

Pendekatan Konseptual Heutagogi Dalam Pembelajaran Vokasional

The heutagogy approach is a learning approach with the concept of self-determined learning that is oriented towards student-centered learning. This study aims to identify the conceptual approach of heutagogy in vocational learning. In vocational learning, the heutagogic approach is important in the employability of graduates from vocational colleges. The heutagogic approach has six elements which is explore, collaborate, create, connect, share and reflect. The objective of this study is to identify the elements of heutagogy in vocational learning that is job-oriented and to identify the differences between the elements of heutagogy and the field of study. The research design is a survey and quantitative approach with questionnaires as research instruments. A stratified random sampling method was used and a total of 281 respondents were involved in this study who were Malaysian Vocational Diploma year 2 semester 2 vocational college students in Sarawak. Data analysis used is mean, standard deviation and MANOVA. The findings of the study show that elements of heutagogy show high mean score values. The study found that there was no significant difference between the elements of heutagogy and the field of study. Therefore, this study concludes that the element of heutagogy is very important in all types of vocational skills in order to increase the marketability of vocational students in the industry.

비교과 프로그램이 학습역량 향상에 미치는 영향

In this study, we tried to check the changes in the learning capabilities of students who participated in the program provided based on the comparative department system of University A, and to see whether there is a difference in the impact of the comparative department. To this end, a MANOVA analysis was conducted on 501 people who participated in the Comparative Division of University A using a learning competency measurement tool(DIA-LC). As a result, it was confirmed that study group learning tutoring learning consulting contributed to the improvement of linked learning capabilities, affecting 42% learning commitment, 34% practical learning, and 24% self-determination learning motivation. Based on this study, it is hoped that the non-subject, which positively affects students' learning capabilities, will be established as an axis of the curriculum closely linked to major and liberal arts, and the administrative and institutional foundation at the university level will be reorganized.

Revitalizing Communal Piety Through Heutagogy: Local Wisdom and Leadership Development among New Muhammadiyah Members with CBPR

This article focused on a participatory action research that aimed to develop leadership characteristics among middle-ranged members of the Muhammadiyah organization in Kota Langsa. The study utilized the heutagogy paradigm, which emphasized self-determined learning and a holistic framework for nurturing leadership attitudes, engagement, and power. This approach was rooted in humanistic and constructivist principles that sought to cultivate the potential traits of the members. Throughout the research treatment, the members’ mindsets and lives were influenced, aligning them with the challenges confronted by the community and education in the 21st century. The study employed a design based on community-based participatory research (CBPR) of the participatory action research (PAR) design to engage the members in interactive processes and enhance their leadership capabilities. The findings underscored the significance of CBPR and the paradigmatic approach in validating members’ experiences in leading, managing, and organizing, thereby benefiting themselves, their families, and the community as a whole.

An Analysis of the Self-Determined Learning Model of Instruction Coaching Model Principles in High School Classrooms

Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of coaching conversations between coaches and general and special education high school teachers implementing the SDLMI with autistic students to explore alignment with the guiding principles of the SDLMI coaching model. Findings highlighted the usefulness of the coaching principles in building trust between coaches and teachers, supporting teachers to set meaningful goals and build skills and competencies related to SDLMI implementation, promoting innovation and fidelity, and facilitating reflective dialogue. Implications for research and practice are discussed.

Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure

There is a need for a measure that examines teacher roles in implementing the Self-Determined Learning Model of Instruction (SDLMI) to advance equity in opportunities and experiences to build self-determination for all students, including students with disabilities and students of color with disabilities. In this study, the authors introduce a measure, the SDLMI teacher roles self-report measure, developed using the theoretical framework of the causal agency theory and knowledge of SDLMI implementation. This measure focuses on three roles defined in SDLMI implementation: advocate, facilitator, and instructor. Teachers are trained to take on each of these roles when implementing the SDLMI to provide inclusive and culturally responsive opportunities to promote self-determination. Preliminary findings from this study indicate that the advocate, facilitator, and instructor roles are positively correlated, but they are different constructs and demonstrate different patterns of relations with each other. Given these preliminary findings, more work is warranted to examine the relationship between the SDLMI teacher roles self-report measure and teacher implementation and student outcomes.

Öz-belirlenimli Öğrenme (Hetagoji) Becerileri Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

The objective of this research was to create a reliable and valid measurement tool for measuring self-determined learning skills among university students. The research was conducted with the participation of 574 university students. In line with expert opinions and suggestions, 30-item trial form of the scale was developed. The collected data were subjected to Exploratory Factor Analysis (EFA) and a structure that explained 42.17% of the total variance was obtained. It has been determined that the Self-Determined Learning Skills Scale (SDLSS) consists of 22 items and four dimensions. In addition, as a result of Confirmatory Factor Analysis (CFA), it was seen that the fit indices of the scale were between excellent and acceptable values, and the four-factor structure of the scale consisting of 22 items was confirmed. The Cronbach Alpha internal consistency coefficient of the scale is .86, and the reliability coefficient calculated by the split-half method is .80. To determine the distinctiveness of the items in the scale, the corrected item-total correlation was calculated, and 27% lower-upper group comparisons were made. Findings from item analysis showed that all the scale items were distinctive. As a result, it can be said that the “SDLSS” developed is a valid measurement tool and will provide reliable scores in determining self-determined learning skills.

The Requirements for Heutagogical Attunement within STEAM Education

As we launch into an era marked by rapid technological advancements, education is experiencing disruptive transformations. Central to this shift is the integration of Artificial Intelligence (AI), predictive hybrid cloud strategies, and large language models (LLMs) like ChatGPT. As technology, AI becomes increasingly central to education; this paper explores the evolution of pedagogy in response to these changes, with a focus on the horizon. This investigation delves into the challenges and opportunities arising from the integration of AI, predictive hybrid cloud strategies, and LLMs into education, especially in the context of self-determined learning or heutagogy. The research looks into the role of collaboration, innovation, and adaptability in shaping curricula that prepare students for the fast-paced and dynamic landscape of the future, supported by AI, autonomous systems, and high-performance computing. The significance of problem- or project-based learning and cross-disciplinary collaboration is addressed, as this paper underscores the potential for preparing someone capable of future careers across various sectors. By integrating technology into education, the vision is of a globally connected, skilled, and innovative workforce ready to navigate a rapidly evolving world. Future research in this area might illuminate the potential of collaboration networks to drive sustainable improvements in learning and well-being.

Facilitating collaborative professional development among instrumental and vocal teachers: A qualitative study with an Austrian Music School.

This case study provides an in-depth investigation in a professional development project about facilitating collaborative reflection. This was led by a research team from the university with 13 instrumental music teachers from one music school in Styria (Austria) during 2019-2021 (including the initial COVID-19 pandemic). Research questions considered (1) the participants' descriptions of the collaborative professional development, (2) participants' uses of reflection tools and indications of their identification with workshop interventions, as well as factors responsible for the outcomes from the reflection tools; and (3) ways participants' thinking and attitudes may have developed through the workshops, how they defined themselves as a group (if they did), and how they might have gained trust in one another. Inspired by the design-based research approach, practitioners and researchers worked closely together to enhance teaching and learning implementing interventions with collaborative reflections tools. While the first phase (11 workshops) was primarily led by the project-team, the second phase (7 workshops) was participant-led. Data included focus groups and discussion transcriptions from 18 workshops. The impetus of the study included the role of the director and the participants dealing with the interventions, and finally the participants' descriptions of their experiences in the professionalization process. Literature included collaborative professional development, community of practice, learning communities, self-determined learning, reflective practice, and ethical considerations. Data were analyzed based on thematic analysis and gave rise to five following themes: forming group cohesion, inspiring and appreciating collaboration, bridging theory and practice, identifying deeper thinking and teachers as learners, addressing challenges and potentials during the COVID-19 pandemic, and finally finding the music school's own identity and sense of importance. Findings highlight the importance of establishing meaningful collaborative reflection through appreciative communication and an atmosphere of trust and respect. To be able to make change in and with an institution, leadership members must be engaged as collaborative stakeholders on an eye-level; collaborative professional development can be used as a resource toward rethinking and reworking the identity of one's music school and of teaching and learning. Institutions should provide space and continuity for such development. Finally, the study highlights that a collaborative reflective approach can contribute to professional and social growth.

Student Management in Improving Arabic Communication Competence and its Implications for Students Self Determination

This article aims to describe the management of students carried out by teachers at the As-Sunniah Kencong Islamic Boarding School for all students to master Arabic materials to help improve their ability to communicate in Arabic and the implications for student self-determination learning. The research approach used is qualitative research. Data collection techniques utilize observation, interviews, and documentation studies. In this study, researchers used several stages of data analysis, namely the reduction stage, the data presentation stage, making temporary conclusions, and verification activities. The study results concluded that two hours of lessons are scheduled weekly with material according to the level. Meanwhile, the management of students outside the classroom includes Daily Arabic Conversation, Arabic Speech Practice, and Arabic Speech Contests. The management of students in learning Arabic at the As-Sunniah Kencong Islamic Boarding School is that the learning systems and methods are pretty good and effective, learning is in line with Arabic learning theories, the awareness and interest of the students to speak Arabic have grown, and language environment has been built.

Applying the Self-Determined Learning Model of Instruction to the Psychotherapeutic Context for People with Intellectual/Developmental Disabilities

Applying the Self-Determined Learning Model of Instruction to the Psychotherapeutic Context for People with Intellectual/Developmental Disabilities

Self-determined learning in a virtual makerspace: a pathway to improving spatial reasoning for upper primary students

This study examines the impact of a learning design focussed on providing guided autonomy within a virtual makerspace on the spatial thinking, anxiety and learning creativity of participating students. The learning design deployed within the virtual makerspace was consistent with the learning principles espoused by Self-Determination Theory in that it allowed students to develop autonomy and make many important decisions in their own learning, created diverse opportunities for the relatedness through authentic opportunities to work with others, and ensured a sense of competence through the provision of ‘just in time’ training and support. Through a within-subjects pre-/post-test design, the study showed a significant improvement in spatial reasoning across the cohort (n = 340). The most notable gains were for students with low but not very low pre-test scores before the intervention. Improvements in creativity and anxiety were also reported by students following the program. Given the research showing the importance of spatial reasoning to future success in STEM educational and career trajectories, these results suggest that well designed makerspace learning may be particularly useful in addressing an important learning gap for disadvantaged students.

Assessing Research Trends in Spiritual Growth: The Case for Self-Determined Learning

A review of the contemporary Australian church reveals a spiritual malaise in which passive learning has become the main staple for many church members or attendees. This sense is heightened by demographic trends over the last fifty years that reflect a sustained decline in Australians identifying as religious. Although commitment to Christianity is seemingly softening, this sociodemographic picture is contraindicated by other research that reflects a growing hunger for spirituality among many Australians. Given this disparity, there is an opportunity to re-examine pertinent understandings of spiritual growth. In the literature, notions of spiritual growth are conceptualised by a variety of definitions and operationalised by a range of tools and practices. Analysis suggests that many models are limited by linearity, passivity, and reductionism and do not adequately resonate with the complexities inherent in spiritual growth. This literature review extends previous research by examining the state of the art in relation to spiritual growth. The paper converges around the synthesis that heutagogy and coaching are effective twin strategies that may direct self-determined learning towards enhanced spiritual growth. This paper conceptualises opportunities for future research and thereby lays the foundation for an important emergent research agenda. This article charts pertinent perspectives and prospects.

Examining Student Responses in Technology-Delivered Self-Determination Intervention Using the Goal-Setting Challenge App

The Goal-Setting Challenge App (GSC App) translates the Self-Determined Learning Model of Instruction (SDLMI) to a web-based format, shifting responsibility from teachers to technology to address challenges in scaling-up implementation. The present descriptive study examines transition-age students’ responses to GSC App lessons to explore the degree to which students’ responses reflected learning aligned with the SDLMI. Student responses suggest the GSC App successfully supported students in progressing through the SDLMI and setting goals, building action plans, and evaluating their progress. Implications related to the importance of setting standards for engagement in the GSC App, further exploration of teacher roles in supporting students to engage with the GSC App, and the ongoing provision of teacher implementation supports are highlighted.

Promoting Freedom Learning Implementation through Self-Determined Learning: A Study of Students' Perspectives

This study is aimed to describe the students' perspective towards self-determined learning to promote freedom learning implementation. The survey research design with clustered sampling technique was used to collect 380 senior high school students' responses. The questionnaire that was used in the survey have validated using Pearson Product Moment and reliably known by the Alpha-Cronbach score. Descriptive statistics used as the data analytical technique to describe the senior high students' perspective towards self-determined learning to promote the freedom learning implementation. The results showed that freedom learning fundamental points have similar points with self-determined learning principles consisting of heutagogy and autonomous learning skills. The main conclusion concludes that the students' perspective toward self-determined learning could promote freedom learning implementation. The study's recommendations are be expanded the cluster sampling and be emerged the survey in the case during and after the Covid-19 pandemic the that is indirectly fostering the students' heutagogy and autonomous skill by emphasizing self-determined learning.

The Promises and Pitfalls of Using Chat GPT for Self-Determined Learning in Higher Education: An Argumentative Review

The potential of artificial intelligence language models, such as Chat GPT, to support self-determined learning in higher education has garnered increasing attention from educators, researchers, and policymakers. However, the promises and pitfalls of using Chat GPT for self-determined learning remain subject to debate and warrant further exploration. In this argumentative review, we examine the central questions and statements of the problem related to the use of Chat GPT for self-determined learning in higher education. We synthesise and critically evaluate the existing literature on the potential of Chat GPT to support self-directed and self-determined learning and highlight the main challenges and concerns associated with its use. According to our analysis, Chat GPT promises to improve self-determined learning by offering individualised feedback, resources, and assistance to learners that can foster their acquisition of knowledge and skills. However, using Chat GPT in self-determined learning also raises ethical and pragmatic concerns. These include issues about privacy, data security, and algorithmic bias, which could compromise the effectiveness and reliability of Chat GPT-based interventions. We posit that while the potential benefits of Chat GPT for self-determined learning are significant, they must be weighed against its potential drawbacks. As such, the design, implementation, and assessment of Chat GPT-based higher education interventions must be carefully considered. Our results indicate that the advancement of Chat GPT-based interventions for self-determined learning in higher education necessitates a nuanced and multidisciplinary approach that considers the viewpoints of educators, researchers, learners, and other interested stakeholders.