Self-directed Approach Research Articles

A visually-induced optogenetically-engineered system enables autonomous glucose homeostasis in mice.

With the global population increasing and the demographic shifting toward an aging society, the number of patients diagnosed with conditions such as peripheral neuropathies resulting from diabetes is expected to rise significantly. This growing health burden has emphasized the need for innovative solutions, such as brain-computer interfaces. brain-computer interfaces, a multidisciplinary field that integrates neuroscience, engineering, and computer science, enable direct communication between the human brain and external devices. In this study, we developed an autonomous diabetes therapeutic system that employs visually-induced electroencephalography devices to capture and decode event-related potentials using machine learning techniques. We present the visually-induced optogenetically-engineered system for therapeutic expression regulation (VISITER), which generates diverse output commands to control illumination durations. This system regulates insulin expression through optogenetically-engineered cells, achieving blood glucose homeostasis in mice. Our results demonstrate that VISITER effectively and precisely modulates therapeutic protein expression in mammalian cells, facilitating the rapid restoration of blood glucose homeostasis in diabetic mice. These findings underscore the potential for diabetic patients to manage insulin levels autonomously by focusing on target images, paving the way for a more self-directed approach to blood glucose control.

The Effect of Clinical Teammate Nurse Approach on the ICU Nurses’ Knowledge of Electrocardiogram (ECG) Interpretation of Cardiac Arrhythmia: A Pilot Study

Background: Using an effective method to enhance nurses’ knowledge of ECG interpretation is one of the most essential requirements for nursing managers. Self-directed learning approaches can help to introduce lifelong learning in learners, especially in clinical settings. This study purposed to detect the effect of the implementation of the clinical teammate nurse program on the critical care nurses’ knowledge of ECG interpretation on cardiac arrhythmia. Methods: A pilot study was performed by a quasi-experimental design with a nonequivalent control group. The participants were 32 critical care nurses divided into two groups: the clinical teammate nurse program and control groups. The data were collected by a knowledge assessment questionnaire that measured nurses’ knowledge of ECG interpretation of cardiac arrhythmia. The nurses’ knowledge was measured three times: initial study, one month, and six months later. Results: The mean and standard deviation of age of participants was 32.38±7.03 years. There was a significant difference between three scores of repeated measurement of nurses’ knowledge (p<0.001), as the nurses’ knowledge one month after the study was significantly higher than in the initial test six months later. Also, pairwise comparisons showed that nurses in the clinical teammate program had higher knowledge scores than the control group (p<0.001). Conclusion: The clinical teammate nurse program can be used as an easy and economical way to improve nurses’ knowledge in interpreting ECG. This method can also be an excellent alternative to formal and traditional methods such as lecturing programs in continuing education programs.

Exploring the experience of participants in a pilot scheme to recognise teaching excellence in healthcare: A mixed methods approach

BackgroundWithin healthcare settings, practice-based healthcare professionals are expected to teach, supervise, assess and/or support learners in their respective disciplines. Ongoing development opportunities focusing specifically on teaching skills and support of students are varied and there are no mandatory requirements for practice-based healthcare professionals to develop formal teaching qualifications, despite their direct involvement with learners. ObjectiveTo explore the experience of participants in a pilot scheme to recognise teaching excellence in healthcare. DesignA mixed methods approach was used. Setting(s)One inner-city integrated health care system in the UK. ParticipantsThis study involved eleven participants in total: seven applicants who successfully completed the award and four mentors who supported them throughout the application process. Mentors were all Advance HE Fellowship holders employed within one National Health Service (NHS) organisation and one Higher Education Institution situated within the Northwest of England. MethodsData collection methods included an online anonymised survey followed by individual semi- structured interviews. Quantitative data were analysed descriptively, and qualitative data were analysed using framework analysis principles. ResultsThe findings indicated that participants (applicants and mentors) found the overall experience positive and rewarding. The main positive aspects of taking part were:I. Increased confidence and sharing of teaching experience.II. Increased reflection and use of pedagogy.III. Formation of a teaching community of practice.IV. Perceived teaching career progression opportunities.The application process appeared to act as a catalyst towards re-engagement with underpinning pedagogy when considering the suitability and utility of effective teaching approaches for learners in practice. It also helped to promote a teaching community of practice where mentors were able to ‘pay forward’ and support practice colleagues to be recognised for their teaching roles.The main challenges were the competing demands on applicants’ time and the self-directed approach required to complete the award application. ConclusionGaining recognition of teaching excellence through an award scheme such as Advance HE Fellowship can foster a sense of empowerment, recognition and reward for educators who work with learners undertaking Higher Education Programmes, irrespective of the setting where teaching and learning takes place. However, without wider organisation support and resources, the benefits of such schemes can be diminished. RegistrationN/A Tweetable abstractWith institutional support, Advance HE Fellowships offer accessible recognition for healthcare educator's commitment to teaching excellence @AdvanceHE @NHSE_WTE

Empowering Principals for Lifelong Learning: Self-directed Approaches in Digitalized Information Systems

The study delves into the dynamic interplay between digitalized information systems, competencies, self-directed learning, and lifelong learning in the context of the contemporary educational landscape. With the integration of Artificial Intelligence (AI) and evolving competencies becoming integral to education, understanding their combined impact on individuals' attitudes toward lifelong learning is paramount. Past research has explored these elements individually, but a comprehensive examination of their interconnected relationships remains scarce. The primary purpose is to investigate how AI integration, competencies, and self-directed learning collectively influence lifelong learning attitudes. The study aims to uncover the intricate dynamics by exploring the impact of digitalized information systems on competencies, the mediating role of self-directed learning, and the overall implications for lifelong learning behaviors. Utilizing a quantitative approach, the study focuses on teachers in China, distributing 500 questionnaires and receiving 340 responses. The research design incorporates a cross-sectional survey methodology, employing a structured questionnaire to gather data on AI integration, competencies, self-directed learning, and lifelong learning attitudes. Preliminary findings reveal significant correlations between AI integration, competencies, self-directed learning, and lifelong learning attitudes. The study observes the mediating role of self-directed learning, highlighting its importance in shaping the relationship between digitalized information systems, competencies, and the inclination toward lifelong learning. This research contributes to the theoretical understanding of the complex relationships in contemporary education. Its originality lies in integrating AI integration, competencies, and self-directed learning into a comprehensive framework.

Psycho-social drivers influencing the adoption of asynchronous EdTech tools: a gendered perspective

PurposeThe purpose of this study is to explore a gendered perspective on how learners' intrinsic psychological motivators: valence, technology-innovativeness, self-development and self-efficacy as well as extrinsic social and institutional motivators, such as social norms and management commitment, collectively influence learners' behavioral intention to adopt asynchronous EdTech tools such as MOOCs.Design/methodology/approachA theoretical model was developed by integrating insights from social cognitive theory (SCT) and the technology acceptance model (TAM). Data were collected from 622 Indian college students across different academic levels who had enrolled in at least one MOOC. Data analysis was performed using covariance-based structural equation modeling (CB-SEM). The bootstrapping method using IBM AMOS 23.0 software was adopted further for moderation analysis.FindingsThe study found that while intrinsic drivers were positively associated with behavioral intention, extrinsic drivers had a limited influence. The results of the moderation analysis showed that gender significantly influenced the relationship between self-development and perceived usefulness as well as the relationship between valence and perceived usefulness. Our study’s findings represent a significant contribution to theoretical advancements, indicating a notable shift in students' learning emphasis from social interactions to self-directed approaches. These results align closely with the principles of connectivism within the heutagogy theory framework, underscoring learners' responsibility in shaping their learning journey.Practical implicationsOur study findings hold significant practical implications for future applications. Based on our study’s findings on the positive impact of self-development and self-efficacy, it is crucial to offer structured and interactive learning options for guided experiences. Integrating digital skills training into MOOC curricula can enhance engagement across diverse learner levels, given the significant predictive power of technology innovativeness. Furthermore, emphasizing the benefits of MOOC certifications, such as career advancement or academic recognition, can increase their appeal and perceived value, considering the significance of “valence” as an influential factor.Originality/valueAsynchronous EdTech tools, notably MOOCs, have emerged as potent catalysts for social change, providing unparalleled accessibility, flexibility and avenues for lifelong learning. Our study pioneers an investigation into the impact of valence and technology innovativeness on learners' perceptions, significantly influencing their willingness to adopt MOOCs positively. By exploring nuanced sociological dynamics across diverse societies, our research underscores the necessity of customizing EdTech solutions to encompass diverse gender perspectives.

Exploring Vietnamese student experiences of transitioning from high school into a transnational university

ABSTRACT Transnational education (TNE) – a form of education where learners study in a different country to the awarding institution has been increasingly prevalent globally. Vietnam is not an exception. This article explores university transition experiences of TNE students in Vietnam. Thematic analysis of 20 in-depth interviews with TNE students identified eight inter-related transition challenges associated with new learning environments and academic requirements, including English oral communication, freedom, career uncertainty, peer relationships, technology, self-directed learning, time as well as study workload management, and writing skills. Findings also revealed that students used different strategies to cope with transition challenges. Specifically, they applied a self-directed approach to adapt to the new environment and sought support from peers, lecturers, advisors, and the library to overcome transition difficulties. Employing a TNE student transition theoretical framework, this article discusses the role of students’ relationship capital, resilience, and confidence in coping with the transition to university, and proposes transition support across three stages of the student journey: commencement, middle years, and senior years. The paper carries theoretical, policy, and practical implications for enhancing student transition experiences critical to TNE higher education.

The Impact of Situational Achievement Goals on Online Learning Behavior: Results from Field Experiments

Given the widespread adoption of online learning, it is crucial to examine how these platforms can effectively maintain learners’ motivation and engagement. This study suggests that the prevalent hands-off, self-directed design approach, which relies heavily on learners’ intrinsic motivation, can potentially neglect crucial aspects like achievement emotions and lead to disengagement. Our findings show that online learning providers can address this issue through motivational interventions based on situational achievement goals. Specifically, our results indicate that among three achievement goals, learning, performance-prove and performance-avoidance, the performance-prove goal is the most effective one in enhancing learner engagement and performance. Additionally, we discuss that a one-size-fits-all course design may not be the most effective strategy for maintaining high engagement. Customizing interventions based on learners’ motivational behavior, prior performance, and social activity can significantly improve engagement. Learners with stronger prior performance benefit more from the performance-prove goal, whereas those with moderate performance levels gain from the performance-avoidance goal, and those with lower prior performance are positively influenced by the learning goal. Socially isolated learners respond best to performance goals.

SELF-DIRECTED Learning Aptitude and Engagement of Students on Virtual REALITY TECHNOLOGY in A UNIVERSITY IN Jiangxi Province, China

This study aims to explore the relationship between Nanchang Institute of Technology students' self-directed learning ability and virtual reality technology participation. Research results show that students' self-directed learning abilities (including self-management, motivation, and self-monitoring) are significantly related to behavioral, cognitive, and emotional engagement with virtual reality technology. The age factor has a significant impact on students' self-directed learning ability evaluation, while the gender and grade factors have no significant impact. The self-directed learning approach in virtual reality technology enhances student engagement and provides a more autonomous and immersive learning experience. The study recommends that educators and designers incorporate elements that promote self-management, motivation, and self-monitoring into VR learning environments to improve overall student engagement and learning outcomes.

Can perspectives toward anesthesiology be changed among undergraduate medical students? A didactic approach or self-directed learning approach

Abstract Background: Anesthesiology is a backbone and one of the largest specialties in teaching hospitals. However, medical students’ poor perception of anesthesiology has always been a matter of concern for anesthesiologists. Objectives: This interventional study, conducted at a tertiary care institute, aimed to compare the effectiveness of didactic lectures and self-directed learning (SDL) in changing the perception of final-year undergraduate medical students toward anesthesiology. Methods: The perceptions of 93 final-year undergraduate medical students about anesthesiology were assessed using a 15-item preintervention questionnaire before randomly dividing them into two groups. The evolution, utility, and scope of anesthesiology as a specialty were taught by adopting the SDL approach to group A and traditional didactic lecture to group B. To assess any changes in their perceptions regarding anesthesiology after the intervention, the students completed the same questionnaire. Data were analyzed using the IBM Statistical Package for Social Sciences version 21. The normality of quantitative data was checked using the Kolmogorov–Smirnov test. Furthermore, student data within a group were compared using the Wilcoxon signed-rank test. Results: The mean cumulative scores significantly improved after the intervention in both groups (P = 0.001). However, when comparing the postintervention scores between group A and group B, no statistically significant difference was observed (P = 0.054). Conclusion: SDL and didactic teaching effectively improved students’ perspectives and understanding of anesthesiology.

Enhancing Critical Thinking Through the Integration of Self-Directed Learning in Sustainable Education in Madrasah

This research focuses on improving critical thinking skills through integrating independent learning in the context of continuing education in madrasah. This research explores the effectiveness of a self-directed learning approach in supporting the development of students critical thinking skills and understanding its impact on sustainable educational practices. This research uses a qualitative method with a case study approach, where data is collected through in-depth interviews with teachers and students, observation of the learning process, and analysis of curriculum documents. Research findings show that integrating independent learning significantly improves students’ critical thinking abilities, developing the ability to plan, evaluate, and reflect on their learning independently. Students who engage in independent learning improve analytical skills and creativity in dealing with problems and are better prepared to apply continuing education principles in everyday contexts. The implications of this research emphasize the importance of implementing independent learning in the madrasah curriculum to develop the critical thinking skills needed in continuing education and the challenges that need to be considered in adapting this method to the needs and learning styles of diverse students.

Effect of Self-Directed Learning Approach on Academic Outcomes of ALS Learners in Digos City

The purpose of this quasi-experimental research study was to ascertain that self-directed learning is an educational technique in which learners choose what and how they would learn under the teacher's guidance. The general idea is that learners take responsibility for their own learnings as ALS learners for the 2022–2023 school year, and this can be done either individually or in groups. At this stage in the research, the teacher is experiencing challenges in facilitating curriculum delivery and management and how she strategizes to overcome her difficulty and insights to mitigate such for better learning process among learners. The method used was quasi experimental research where assumptions were considered given fifty (50) participants of ALS Learners whose responses and identity were treated with utmost confidentiality. Findings revealed that a self-directed learning approach must be used on academic outcomes of ALS learners as a strategy that would further improve the academic performance of learners in order to make the teaching meaningful. If learners participate in the learning process by experiencing the unfolding of the lesson, they will appreciate the concept being developed, and therefore will learn.

Empowering ESL Learners: Unleashing Autonomy through Project-Based Learning

The growing interest in learner autonomy is propelled by the swift advancement of information technology and globalization. Embedded within the Malaysian Education Blueprint (MEB 2013-2025), Autonomous Language Learning (ALL) is promoted to elevate language proficiency among students. Traditional educational methods are declining in relevance for preparing learners for contemporary workforce demands, prompting a shift towards a self-directed approach. Educators are currently tasked with fostering individuals who can continually learn and excel in a rapidly evolving global economy driven by knowledge. Consequently, project-based learning (PBL) emerges as a powerful tool for educators to foster learner autonomy in ESL classrooms. This qualitative study explores the impact of project-based learning (PBL) on learner autonomy and personal development among first-semester Diploma students majoring in Business Administration at Universiti Mara Kedah Branch. The study employed a descriptive qualitative research design to delve into students' perceptions of PBL and its influence on their learning experiences, outcomes, and self-improvement. The research aimed to provide a comprehensive understanding of how PBL fosters learner autonomy, aligning with the overarching goal of promoting self-directed learning. The study involved 30 first-semester Diploma students, who collaborated in teams on a poetry writing project centered around a theme of solidarity with Palestine. Data collection included open-ended survey questions to gather detailed insights into students' perceptions of project work, learning outcomes, and personal development. Thematic analysis of the qualitative data revealed key themes such as positive attitudes towards project work, enhanced problem-solving skills, effective communication, and personal growth. These findings underscore the transformative effects of PBL on students' autonomy and confidence, emphasizing the importance of integrating PBL approaches in ESL classrooms to empower students for success in a dynamic global economy.

Interactive E-Modules for Enhancing Religious Education

Driven by the need for a suitable module to facilitate the teaching of Pendidikan Aswaja dan Ke-NU-an subject, we have developed an electronic module (e-module) based on Merdeka Belajar curriculum. This module aims to enhance comprehension, memory retention and empower students to take a more self-directed approach to learning. The aim of Pendidikan Aswaja dan Ke-NU-an as local content subject is to safeguard students from radicalism, extremism, fanaticism and religious intolerance. The research methodology employed in this study is Research and Development (RnD) utilizing the 4D development model comprising four stages: Define, Design, Develop and Disseminate. The e-module incorporates learning outcomes and objectives aligned with Merdeka Belajar curriculum, along with interactive video links connected to the online platform such as YouTube. The results from pilot testing of these interactive e-modules in two sample classes yielded a commendable score of 79%, categorizing it as “fit for use.” The module’s utilization by 67 students across both classes demonstrated significant competency development in knowledge acquisition, comprehension, critical thinking and prevention from radical and extremist viewpoints. This can be seen from affective and cognitive assessments at school. Furthermore, the module effectively addresses epistemological challenges within the field of Pendidikan Aswaja dan Ke-NU-an, aligning with the historical evolution of these disciplines and local educational needs.

A randomized controlled trial testing theory-driven enhancements to increase the efficacy of and engagement in a brief cognitive-behavioural therapy text-message intervention for co-occurring posttraumatic stress disorder symptoms and alcohol misuse.

Engaging individuals with co-occurring posttraumatic stress disorder (PTSD) and alcohol misuse (AM) in effective treatments is difficult. Brief, self-directed approaches that deliver empirically supported intervention techniques, such as cognitive-behavioural therapy (CBT) strategies, via technology may be effective and easier-to-access alternatives to traditional in-person therapy approaches for PTSD + AM. This paper describes the protocol for an intervention development study (NCT05372042) that evaluates a text-message intervention combining CBT texts with techniques from cognitive psychology (message framing) and social psychology (growth mindsets) for treatment of PTSD + AM. The study uses a 3 (message framing: gain vs. loss vs. no framing) × 2 (mindset: growth mindsets vs. not) factorial design to test enhancements to CBT texts. Individuals age 18+, who report symptoms of PTSD and AM, will be recruited to participate. Participants will complete screening, verification, and baseline measures. They will be randomized to condition and receive 3 text messages per week for 4 weeks. Participants will be assessed at post-, 1-, and 3-month follow-up. Analyses will evaluate whether framing and growth mindsets enhance the efficacy of CBT texts. A priori decision rules will be applied to select the intervention condition that is both the most effective and the simplest, which will be tested in a follow-up randomized controlled trial. This study will identify the simplest, most efficacious CBT intervention for PTSD + AM. Its use of cognitive and social psychology-based enhancement and of a factorial decision can serve as examples of how to enhance and increase engagement in brief, self-directed CBT interventions.

Patient Preferences for Lifestyle Management in a Multi-site Randomized Lifestyle Trial for Remission of the Metabolic Syndrome.

Randomized behavioral clinical trials are the gold standard for evaluating efficacy of a behavioral treatment. However, because participants are generally unblinded to treatment, preference for a specific treatment option can lead to biased results and/or reduced treatment efficacy. The purpose was to describe the relative frequency and correlates of existence of a preference and patient preference for either an in-person group-based or a remote self-directed, lifestyle treatment prior to randomization to one of these treatments. The Enhanced Lifestyles for Metabolic Syndrome (ELM) trial is a multi-site behavioral clinical trial that compares efficacy of a group-based vs. a self-directed approach to lifestyle change on 2-year remission of the metabolic syndrome. Prior to randomization, participants were asked whether they had a preference for a particular treatment and, if so, which approach they preferred. Baseline data were used for a series of logistic regression models to determine behavioral correlates of treatment preference, independent of socioeconomic factors. Of the 331 participants, 131 (39.6%) had no preference for either treatment. Among the 200 with a preference, 56 (28.0%) preferred the self-directed program. Strength of a pre-existing habit of eating vegetables on most days was an independent correlate of no preference (adjusted OR, 1.27; 95% CI, 1.01-1.61; p = 0.03) and preference for a self-directed program (adjusted OR, 1.55; 95% CI, 1.09-2.22; p =0.01). A pre-existing habit of eating vegetables was associated with no preference and preference for a less intensive lifestyle treatment. Post-treatment follow-up of the trial results will determine if concordance between preference and treatment assignment influences outcomes.

ENHANCING ANIMATION LEARNING THROUGH INTEGRATION OF SELF-DIRECTED APPROACH IN INDONESIAN VOCATIONAL SCHOOLS

This study aims to combine self-directed learning approaches that use four stages with learning that uses animated content in vocational schools in Indonesia. This study seeks to disseminate this approach's effectiveness in improving students' understanding and skills in the context of learning animation. The research methodology involved a quasi-experimental design with an experimental and control group totaling 83 students. The experimental group will receive learning with a self-directed learning approach structured in 4 stages, where students have more control over their learning process. Meanwhile, the control group will receive more conventional learning focusing on animation learning. Data was collected through understanding tests and practical assessments before and after the learning intervention. This test measures students' understanding of animation concepts and ability to apply relevant skills. Data analysis will be performed using appropriate statistical tests, such as paired t-tests. In addition, descriptive analysis will describe student understanding and skills changes in more detail. The results of this study show an increase of 43% in the learning process. This proves the potential of the self-directed learning approach in enriching animation learning in vocational schools. The practical implications of these findings can help teachers and educational institutions develop learning strategies that are more effective and responsive to the needs of students in today's digital era.

Reinventing Mentorship: From Traditional One-on-One Mentoring to Self-Mentoring

In an era where traditional mentoring faces challenges such as limited mentor availability, time constraints, and high implementation costs, self-mentoring emerges as a sustainable and empowering alternative for professional development. This concept paper introduces self-mentoring as a self-directed approach that enables individuals to take control of their learning and career progression. Drawing on its origins in healthcare and academia, the paper highlights the adaptability of self-mentoring principles—self-reflection, goal-setting, resource utilization, and continuous reflection—for diverse professional contexts. The proposed framework offers a cyclical process encompassing self-assessment, goal-setting, action planning, and reflection, promoting a flexible, scalable, and inclusive model for continuous development. While self-mentoring empowers employees with autonomy and independence, it also requires high levels of self-discipline and organizational support. The paper concludes with recommendations for integrating self-mentoring into organizational development strategies and identifies avenues for future research to enhance its applicability across various industries. This model holds promise for fostering lifelong learning, resilience, and proactive career management in today’s dynamic work environments.

Perceptions of Competency-Based Medical Education (CBME) Curriculum Among Indian Medical Students: A Cross-Sectional Analysis from ANIIMS, Port Blair

Introduction: The Competency-Based Medical Education (CBME) curriculum was introduced by the National Medical Commission (NMC) of India in 2019, aiming to bridge the gap between theoretical knowledge and practical skills among medical graduates. This study explores students' perspectives on the CBME curriculum, with a focus on foundational skills, self-directed learning, integration, ethics, and assessment strategies, as experienced by multiple cohorts at the Andaman and Nicobar Islands Institute of Medical Sciences (ANIIMS), Port Blair. Materials and Methods: A cross-sectional survey was conducted from April to May 2023 among MBBS students at ANIIMS, covering the 2019-2022 batches. A structured questionnaire was used to gather students' feedback on various CBME components, including foundational courses, learning strategies, integration, ethics, and assessment methods. Descriptive and inferential statistical analyses were performed, with Chi-square tests and ANOVA to examine the association between student responses and their year of joining. Results: Out of 144 participants, a high agreement was observed on the importance of foundational components such as Basic Life Support (100%) and Professionalism and Ethics (99%). CBME learning strategies, including Small Group Teaching and Self-Directed Learning, were positively endorsed, though batch based variations were noted. Significant differences were found in components like Small Group Teaching (p = 0.048) and assessment understanding (p = 0.015), with newer cohorts showing higher levels of comprehension and appreciation. Integration and ethics were consistently well-regarded across all batches, while challenges were highlighted in areas such as logbook management. Conclusion: The CBME curriculum has been positively received by medical students, with newer cohorts demonstrating a greater appreciation for self-directed and integrated learning approaches. However, logistical and educational barriers remain in areas like logbook management and assessment structure comprehension, indicating a need for continued curriculum refinement. This study provides valuable insights into how CBME is perceived by medical students and highlights areas for further enhancement to ensure competency-based training meets the needs of future healthcare professionals.

Development of an online food safety toolbox based on the Codex Alimentarius General Principles of Food Hygiene: engaging users through mapping, chunking, and learning-by-asking

Abstract Objectives The paper describes designing and developing an online food safety toolbox that aims to elevate the food safety knowledge of food business operators, competent authorities, and trainers. Materials and Methods The material within the food safety toolbox was based on the Codex Alimentarius (Codex) General Principles of Food Hygiene (GPFH), an internationally recognized primary food safety standard. The GPFH provides a guide to elements that should be considered when establishing good hygienic practices (GHPs), which are subsequently managed through hazard analysis and critical control point (HACCP). To support the understanding of how to apply the principles of GHPs and HACCP, the online food safety toolbox was developed. This toolbox was designed to enable users to access the principles quickly as a reminder for better understanding of more complex matters and conceptualizing, building, and maintaining food safety management systems. The learning approaches applied in the design of the toolbox were mapping, chunking (grouping topics into a logic sequence to enable an incremental approach to learning), and learning-by-asking. The self-directed learning approach collectively enables the user to understand, categorize, and contextualize food safety information for practical use. Mapping was performed to identify the different elements within the GPFH that formed the basis of the online platform and the categories in which basic information was provided for each. Results The material progresses into greater depth in the final toolbox platform and includes links to detailed descriptions of the underlying science. This user-centric design was chosen to address different users’ needs and reduce the entry barrier for contextually applying the presented GHPs and HACCP. Conclusions The GHP and HACCP Toolbox for Food Safety should be regarded as a reference resource rather than a training program to empower the user and ultimately enhance food safety practices.

Workplace learning tendencies of university librarians: A gender perspective

This article reveals the workplace learning tendencies of librarians working in state universities in Turkey in terms of gender variable. Workplace learning tendencies of librarians were categorized under three headings: interests and needs for learning, learning styles and obstacles encountered in learning processes. The research was conducted by comparison type relational survey model. In the data collection stage, a 5-point scale questionnaire consisting of 30 statements with proven validity and reliability was used. Through SPSS 22.0 program, central tendency and dispersion measures were applied in the analysis of the data process. The research population consisted of 525 librarians working in state universities in Turkey. From this population, 245 librarians were reached through simple random sampling method. The findings of the study show that compared to male librarians, female librarians think that librarianship requires continuous learning. Furthermore, while female librarians are willing to receive in-service training on professional and technological innovations, male employees tend to maintain these processes in self-directed and heutagogical approaches, and they prefer to receive in-service training in the fields of personal development and actuality. Finally, female employees state that they allocate less time for learning processes in the workplace than male employees due to the workload and obstacles they face in the workplace. The fact that the number of female librarians is higher than that of male librarians did not create any change in the context of gender. Researchers suggest applying workplace learning tendencies questionnaire to different occupational groups for future studies. This study is multidisciplinary research that deals with librarians' workplace learning in the framework of gender differences. It is anticipated that this research will contribute to the literature, since there are few studies in which the librarianship profession is handled by different disciplines.