Self-directed Learning Activities Research Articles

Knowledge in the Area of Prevention and Treatment of Pressure Injuries Among Nurses: Report from the Study.

Introduction: Pressure injuries represent a significant issue in nursing care, with prevalence rates ranging from 5 to 27% among hospitalized patients and 3-32% in long-term care settings. Nurses' knowledge of pressure injury prevention and treatment plays a crucial role in reducing their incidence. Objective: The aim of this study was to assess nurses' knowledge of pressure injury prevention and treatment, taking into account their professional and postgraduate education, self-directed learning activities, and interest in wound care. Materials and Methods: This study included 500 nurses working in hospital wards and primary healthcare settings who participated in specialized nursing training programs. The Pieper-Zulkowski Pressure Ulcer Knowledge Test (PZ-PUKT), in its 2021 version and adapted into Polish was used to assess the nurses' knowledge. The main study was conducted over five months, from March to July 2024. Results: This study revealed that nurses' knowledge of pressure injury prevention and treatment was above average, with a mean score of 49.6 ± 5.2. Conclusions: The level of knowledge among the nurses assessed using the Polish version of the PZ-PUKT was above average. The PZ-PUKT test can be a useful tool for evaluating pressure injury knowledge among both nursing students and employed nurses and may serve as a means for identifying knowledge gaps in pressure injury prevention and treatment.

대학수업에서 마이크로러닝 콘텐츠 개발과 활용 사례 연구: 전통적 이러닝과의 비교를 통한 교육적 시사점

[Purpose] The purpose of this study is to develop regular university subjects into microlearning content, use it in classes, and present educational implications through comparative analysis with traditional e-learning content based on learners' learning experiences. [Methods] One subject suitable for microlearning was selected among the basic major subjects of a cyber university, the content was completely reorganized based on the principles of microlearning instructional design, and it was used in actual classes. The characteristics of microlearning content were identified through surveys and interviews with students. Implications regarding advantages, improvements, etc. were derived. [Results] Microlearning content was found to have a positive effect on promoting learners' learning immersion and transferability, and in inducing learners' learning participation and intellectual curiosity through the use of various corners and media. In addition, while the short content playback time and diversity of content composition were presented as advantages compared to existing standardized content, in the area of learning organization and evaluation, the method of direct explanation by the instructor is preferred rather than the method of requiring self-directed learning activities by learners. appeared to be more preferred. [Conclusion] There is a need to actively reflect the characteristics of learners in the microlearning content design process, and there is a need to continuously upgrade the learning support system for various usability and accessibility of microlearning content.

Pathology discovered in the "first patient" can be the silent teacher of self-directed learning.

Pathology found during cadaveric dissection has been used to model integrative teaching methods for medical students at several institutions. Recent evidence has shown that pathology found during dissection can be used in the design of self-directed learning (SDL) activities with standards that are difficult to meet. This study presents a novel method for providing formative feedback, one of the most challenging aspects for LCME accreditation of SDL activities. Three practitioners (two board certified pathologists and one board certified family physician) reviewed and rated pathological findings during routine dissection by first year medical students in the gross anatomy laboratory in New Orleans, Louisiana. The students also rated the findings, and a comparative score was given that provided quick, individualized formative feedback with no additional faculty time burden. The inter-rater reliability (IRR) among the clinical expert panel (n = 3) was adequate (IRR = 0.85). The students' percentage agreement with the expert panel was just under 57%. There was no significant correlation between the score on the Gift formative feedback instrument (FFI) and the students' performances in their gross anatomy course (p > 0.05). This study describes a FFI that allows for the variety of clinical presentations in cadavers dissected in the gross anatomy laboratory, while protecting faculty time that would otherwise be used for scoring individuals in large cohorts of medical students. This instrument can be used to integrate pathology and gross anatomy and provide a practical way of implementing self-directed learning.

Implementation and Evaluation of Self-directed Learning Activity in Biochemistry for Phase I MBBS Students

Implementation and Evaluation of Self-directed Learning Activity in Biochemistry for Phase I MBBS Students

Open educational practices and virtual learning readiness among B.Ed. trainees

In recent time, Bachelor of Education (B.Ed.) trainees have increasingly adopted technology-oriented learning to enhance their classroom teaching and learning experiences. These trainees are also creating various learning environment, such as self-directed learning, group learning, and other activities with the digital tools. This study examined the integration of Open Educational Practices (OEP) and Virtual Learning Readiness (VLR) among B.Ed. trainees across different districts in Uttar Pradesh, India. With the growing dependence on technology, these trainees are utilizing digital resources like mobile learning applications, Zoom, Google Meet, Google Classroom freckle and digital whiteboards to improve their classroom engagement. The research, which included 960 B.Ed. trainees, employed standardized tools to evaluate their levels of Open Educational Practices (OEP) and Virtual Learning Readiness (VLR). The findings indicated that the trainees exhibited a moderate level of both variables, with notable variations based on certain background factors. A statistical analysis has done, which included percentage, descriptive, differential, and relational methods to analyze the collected data critically. However, the main challenges include limited time to locate suitable resources, insufficient awareness regarding quality assurance, technological constraints. The study suggests that targeted booster programs should be organized to enrich trainees’ technological skills, enabling them to excel in future classroom teaching and learning. The study’s outcomes are expected to significantly contribute to the improvement of the emerging learning society.

Implementing Disability Competencies Among Medical Undergraduates: Insight from a Government Medical College in India

ABSTRACT Persons with disability (PWD) face numerous barriers in accessing health care including attitudinal, physical, and systemic challenges. Medical professionals have very limited training in caring for PWD. India has recently recognised and implemented eight disability competencies in the undergraduate medical curriculum. This study aimed to design, implement, and evaluate the training of medical students in disability competencies within a Government Medical College in India. Educational Implementation research was conducted among 75 undergraduates in 2022–2023. Seven hours for Eight disability competencies were designed and delivered over three days using innovative teaching strategies. The overall impact of the intervention was collected through feedback forms using the Likert scale. Sensitising lectures, buzz groups, exercises, and self-directed learning (SDL) activities were used to understand disability, the Rights of PWD, and models of disability. Disability etiquette, communication with PWDs, and non-discriminatory behaviour were demonstrated by roleplay, group discussion with PWDs, and Forum theatre. The disability competency curriculum received positive feedback from students, with more than 94% indicating satisfaction with the sessions. The implemented disability competency curriculum successfully imprinted disability concepts into medical students. Delivering disability competencies positively influenced students’ attitudes and understanding of the healthcare needs of PWDs effectively and, hence, can be replicated.

Mediating Effects of Students’ Study Time on ICT Resource Availability, Teacher Competence and Academic Performance in Programming Languages

This study investigated the mediating role of students' study time in the relationships between the availability of ICT (information and communication technology) resources, teacher competence, and academic performance in programming language courses. The researchers used a sample of 287 undergraduate students and employed structural equation modeling (SEM) to analyze the hypothesized mediating effects. The findings showed that both ICT resource availability and teacher competence had positive and significant indirect effects on academic performance, which were partially mediated by the amount of time students spent studying. Specifically, the indirect effect of ICT resource availability on academic performance through study time was 0.159 (p < 0.001), and the indirect effect of teacher competence on academic performance through study time was 0.195 (p < 0.001). These results suggest that while ICT resources and teacher competence directly contribute to improved academic performance in programming languages, they also indirectly influence performance by promoting increased study time among students. The mediating role of study time highlights the importance of creating an environment that supports and encourages students to engage in self-directed learning activities, in addition to providing adequate technological resources and competent teaching. The findings have important implications for educational practitioners and policymakers, as they emphasize the need to adopt a holistic approach to enhancing student learning outcomes in programming courses by understanding the complex interplay between various factors and their indirect effects.

Exploring the determinants of self-directed learning among medical undergraduates: A qualitative study.

The National Medical Council has recognized the importance of self-directed learning (SDL) for medical graduates and it has been included as one of the competencies for Indian Medical Graduates. The present study was conducted to explore different determinants, and the factors facilitating and deterring of SDL among medical undergraduates. This cross-sectional qualitative study was conducted with 40 phase 2 MBBS students and data were collected through focused group discussions over a period of four weeks. A content analysis approach was used in the analysis. The participants included 23 women (58%) and 17 men (42%). The study revealed three main themes and six sub-themes as factors deterring SDL. The majority of participants (84%) favored individual learning, while a smaller number preferred team-based learning. Cognitive factors emerged as the most common barriers, including problems with initiation and engagement in SDL and the enormous amount of data available. Educational environmental factors, such as heavy workloads and time constraints, as well as frequent assessments, were also identified as barriers. Attitudinal and mental barriers encompassed issues like lack of practical experience, difficulties in adapting to new learning environments, and challenges in concentration and focus. Overall, this study fills gaps in our understanding of factors deterring students' engagement in SDL and provides valuable insights for educators and institutions in implementing effective SDL activities. By addressing these barriers, medical education can equip students better to become lifelong learners and meet the evolving demands of the medical profession.

Developing and introducing structured cooperative self-directed learning activities for undergraduate medical students

Developing and introducing structured cooperative self-directed learning activities for undergraduate medical students

Preparedness of Speech Language Pathologists and Occupational Therapists to Treat Pediatric Feeding Disorder: A Cross-Sectional Survey.

Pediatric feeding disorder (PFD) is increasingly common and is often treated by speech language pathologists (SLPs) and occupational therapists (OTs) in the community setting. However, the preparedness of these disciplines to effectively address PFD is relatively unknown. A national (US), online survey was disseminated to providers who assess and treat PFD. For the present analysis, the responses of SLPs (N = 418) and OTs (N = 195) related to their clinical background, educational background, post-graduate training, and self-rated clinical effectiveness were statistically analyzed and compared across the two disciplines. Both SLPs and OTs report feeling underprepared to work with PFD clients immediately following their academic training, but time spent in post-graduate training and years of clinical practice both significantly (p < 0.0001) increased feelings of effectiveness in assessing and treating PFD. Most SLPs and OTs pursued self-directed learning activities to increase competence, with the most common activities being article review, podcasts, and peer case review, although SLPs were significantly more likely to use podcasts (p < 0.0001) and peer review (p = 0.0004) than OTs. The most common barriers for providers were financial, time, travel, and institutional support barriers. While PFD is a key practice area of both SLPs and OTs, both provider groups feel unprepared and under-supported in providing competent care to these patients upon graduation. Future research and policy should support advancements in training for current SLPs and OTs related to PFD and address current barriers to a specialized educational pathway.

Perception on self-directed learning among medical students: A qualitative analysis

Introduction: Self-directed learning (SDL) is defined as learning on one’s initiative, with the learner having primary responsibility for planning, implementing, and evaluating the effort. The present study aims to evaluate the effects of SDL on medical students and to find out how well they understood it and how to make it better. Materials and Methods: A longitudinal study was conducted among 131 1st-year medical students for a period of 12 months. A poster competition was conducted, and students were approached by the research team through an in-depth interview to know their experience regarding SDL 10 days following the assignment. Students were asked how the exercise changed their perception of their SDL skills and what improvements they could make. Descriptive statistics were used to analyze sociodemographic data. Thematic analysis was applied to the comments. Results: SDL improved the participants’ comprehension of the subject matter, which made learning easier and more engaging. In addition, discussions in groups assisted students in developing their critical thinking and creative abilities. In addition, it enhanced their capacity for cooperative learning and teamwork. Students said that SDL might assist them in examining many facets of their education and modifying it for situations that arise in the real world. The students expressed a desire to participate in more group and individual activities that would increase their engagement, strengthen and improve their learning, and help them develop their abilities. Conclusion: This study shows that SDL methods are likely to be positively appraised by the students, where they improve the cognitive, psychomotor, and affective skills of the students. The students commented that adding more creative SDL activities can further make it interesting helping them learn on their own to gain valuable experience and social skills. The following core competencies are addressed in this article: Medical knowledge, Practice-based learning and improvement, and Interpersonal and communication skills.

Learning Far Beyond the Classroom: An Exploratory Study of Self-Directed Learning Activities and Strategies of Adult L2 Learners in Japan

There exists a language learning industry in Japan that caters to adult learners. However, a significant number of adults do not engage in such services but rather study on their own. By better understanding this segment of the population, more effective resources can be developed and made available to L2 learners who struggle after they have left formal education. In this study, eight adult learners who engaged in self-directed learning (SDL) were asked to track their learning activities over the course of three weeks by maintaining a language diary. This was followed by interviews to gather information about the reasons behind their choices and the strategies they employed during the activities within the context of the SDL process (Reinders, 2020). The initial results showed that few learners used strategies to enhance their L2 learning, as the resources and activities were often chosen based on reasons unrelated to language learning, such as entertainment. This suggests that they may benefit from some form of guidance to enhance their self-directed learning.

Growing Medical Educators from Medical Students by Supporting Self-directing Learning Opportunities Born Out of Cadaveric Dissection

AbstractThis study focuses on a subset of medical students who participated in an anatomy dissection program and undertook an additional self-directed learning (SDL) project investigating incidental findings of cadaveric pathology. The value of SDL activity is explored as a means of enhancing medical student education, particularly its student perceived value in preparing and developing them as future medical educators. It was assessed whether the project advanced student interest in medical education by analyzing their motivations for participation. The results of the study highlight the potential of SDL as an experiential learning opportunity for medical students and the role of anatomic pathology in connecting multiple domains of medical education.

Remedial Teachers’ Needs for Developing New Basic Numeracy Teaching Aids: A Needs Analysis

Appropriate teaching aids can assist remedial pupils in mastering basic numeracy skills effectively. However, issues persist of remedial pupils struggling to grasp basic numeracy skills, potentially due to the lack of suitable teaching aids tailored for Malaysia’s Special Remedial Programme. Thus, this quantitative study aimed to identify remedial teachers' needs for developing new basic numeracy teaching aids in the Special Remedial Programme. This study adapted McKillip's Discrepancy Model to guide the needs analysis. A quantitative survey methodology was used with 143 remedial teachers respondents in Melaka state, Malaysia. A validated questionnaire measured the levels and discrepancies in remedial teachers’ utilisation, perceptions, constraints, and skills regarding proposed basic numeracy teaching aids by the Ministry of Education Malaysia. Descriptive statistics were calculated. Findings showed moderate utilisation, high positive perception, moderate constraints, and high skills levels in using existing basic numeracy teaching aids. Discrepancies were identified in each construct, indicating the need for improvements tailored for better remedial learning. The results suggest modifying and developing new basic numeracy teaching aids that meet remedial pupils’ learning characteristics, fostering their creative thinking, facilitating self-directed learning activities, improving time efficiency in teaching and learning mathematics, providing various customisable teaching aid templates that are easy to reproduce with affordable everyday materials, and developing user-friendly technology teaching aids. Addressing these needs can enhance remedial teaching practices and pupils’ numeracy achievement. This study provides an important initial evidence base for designing and developing appropriate basic numeracy teaching aids based on remedial teachers’ current needs.

Evaluation of Effectiveness of an Online Selfdirected Learning Programme in Biochemistry for First Year Medical Undergraduate Students: A Quasi-experimental Study

Introduction: Self-directed Learning (SDL) has been suggested as a principle of adult learning to promote lifelong learning abilities among students. Though SDL is not a new concept, there is a lack of uniform implementation across the institutions in India. The Competency-based Medical Education (CBME) proposed by the National Medical Commission in 2019 has emphasised SDL for medical students. Aim: To evaluate the effectiveness of an online, case-based SDL activity in Biochemistry for the first-year MBBS students. Materials and Methods: This was a quasi-experimental study conducted at Father Muller Medical College, Mangaluru, Karnataka, India from May to July 2021. A purposive sampling technique was used, and 138 first-year MBBS students were enrolled for the research. The topic of lipid metabolism was chosen for SDL. Parallel to the online didactic lectures, a casebased, team-based, online SDL was implemented. Students were provided with case scenarios and were instructed to discuss the case scenarios and find answers to the accompanying questions in allotted groups for 15 days. A three-hour session was held for the presentation of the SDL, followed by a posttest and reflections of students. The data were analysed using Statistical Package for Social Sciences (SPSS) version 25.0. The significance of the difference in pretest and post-test scores was assessed by paired t-test, and the level of significance was set at a p-value &lt;0.05. Qualitative data were subjected to descriptive statistics, and thematic analysis of reflections was conducted. Results: The average post-test score of the participants was significantly higher by 99.3% compared to the pretest score (p-value &lt;0.001). On average, 108 out of 138 (78.2%) agreed (agree/strongly agree) that SDL helped them to achieve the learning objectives,115 (83.3%) agreed that SDL helped them to develop as lifelong learners, 115 (83.3%) agreed that SDL helped them to develop as a health professional, and 83 (60.1%) agreed that enjoyed learning in online mode. The inclination of 110 (79.7%) students to have more SDL sessions in the future shows a behavioural change in favour of SDL. Time constraints and internet connectivity were the main challenges. Conclusion: SDL was effective and was received positively by the majority of the students. It is the need of the hour to develop lifelong learning and critical thinking among medical students and to make learning interesting with the use of case scenarios. Future research should assess the intermediate and long-term outcomes of case-based SDL on learning, behavioural changes, and its impact on patient care and the health of society

An Investigation into First-year Students’ Autonomous Learning in Class and Outside Classroom at the English for Specific Purposes Department, Hanoi University

For a smooth transition from high school setting to university environment students who are enrolled in the English for Specific Purposes Department (ESPD), Hanoi University need to practice essential study skills. Since English is used as a medium of instruction to non-English majors, many freshmen have been struggling in despair. In response to students’ needs the ESPD have introduced different components to help students build effective study habits. In their first term students undergo a 10-week course called Learners Training which is designed to empower students in taking charge of their studies. To evaluate the implication and effectiveness of the named course the writers of this paper conducted research in order to explore students’ practice of self-study within and beyond the classroom context. This paper attempted to examine students’ awareness, their practice and teachers’ role in the whole process of developing learners' autonomy. The author group employed survey questionnaires to probe into the research issues. The findings indicated that students were cognizant of the benefits of autonomous learning and their English learning activities exhibited richness and diversity. However, there was still room for improvement in students' demonstration of self-directed learning activities in class. These findings will hopefully provide lecturers with a precise understanding of students’ autonomous learning. This understanding, in turn, can aid in fostering autonomous learning among students through tailored and recommended teaching activities.

원격대학 군인 성인학습자의 ‘유연한 온라인수업(On-Flex Teaching)’ 환경에서 학생참여 및 학업성취 분석

In this study, we designed a flexible online teaching environment (On-Flex Teaching) that allows military adult learners, who have greater difficulties in securing study time regularly than ordinary office workers, to participate in their studies on their own initiative. Their academic participation and academic performance were analyzed through analysis of variance and mediation model analysis. As a result of the analysis, in a flexible online learning environment, the group that implemented the pre-study plan performed more learning activities such as downloading lesson plans, answering class questions, and self-evaluation and had higher academic achievement scores than the group that did not follow the plan. Students who performed flexible, self-directed learning activities by flexibly changing the exam time to suit their own circumstances showed higher academic achievement scores through downloading lesson plans and self-evaluation than the group that followed a prior evaluation plan. In addition, as a result of analyzing the mediation model to determine whether the level of self-directed student participation influences the relationship between the degree of implementation of prior study plans and academic achievement, the results showed that establishing study plans increased self-evaluation scores (p&lt;.001) and downloading lesson plans by increasing the number (p&lt;.05), it was found to have a statistically significant positive effect on the total score. Through these results, this study shows that a self-directed, flexible online teaching environment that enables self-directed learning for military adult learners increases students' class participation behavior, As a result, the significance can be found in the fact that major factors that have a positive impact on academic achievement were identified.

Polytechnic Students’ Perspectives of a Blended Problem-Based Learning Approach in Singapore

Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning (CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-directed learning and collaborative learning between the blended PBL design and the face-to-face PBL design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions of self-directed learning with technology and collaborative learning increased significantly. Focus group discussion results suggested that while students were motivated to complete the assigned PBL tasks, they preferred to conduct collaborative learning activities in person and work on self-directed learning activities online.

PERCEPTION OF FIRST-YEAR MEDICAL STUDENTS REGARDING SELF-DIRECTED LEARNING AND CONVENTIONAL LECTURING IN PHYSIOLOGY THROUGH ACTIVITY FEEDBACK

Background: In order to transform the healthcare professionals into lifelong learners, it is important to develop self-directed learning (SDL) skills in their early study years. Students engaged in SDL can complete their learning assignments and can be transformed into lifelong learners. The objective of this study was to evaluate the improvements in perception of students by integrating principles of SDL activity in conventional curricular system in a 4-week first-year MBBS respiratory module. Methods: It was a descriptive cross-sectional survey conducted in Ayub Medical College Abbottabad on First Year MBBS (2020–2021) batch, where the module coordinator assigned respiratory insufficiency case-based studies to 1st Year medical students. Students were asked to give response to 20 questions on standard questionnaire proforma. Students were asked to reflect on how this assignment affected their perception of SDL skills and improvement in learning. Students strongly agreed, agreed, neither agree nor disagree, disagree, and strongly disagree about the 20 responses on Likert scale. For simplification, descriptive parameters were modified to numerical values which were then used to analyze responses on MS Excel. Results: Feedback response rate was 80% (177, 99 males and 78 females). Frequency of responses was recorded both for conventional teaching (CT) and SDL. There was marked variation in responses, both for SDL and conventional method of teaching. Conclusions: The students positively perceived the activity as a valuable learning experience. SDL assignments can be successfully implemented in pre-clinical courses and show improvements in their perception and learning skills. Pak J Physiol 2023;19(3):46–50

체계기능언어학의 ‘양태 표현’ 온라인 학습 가능성 탐색

Objectives The purpose of this paper is to propose an online teaching method to help learn “Modality” expressions of System Functional Linguistics (SFL).&#x0D; Methods We introduce the SFL terms “coherent realization,” “incongruent realization (grammatical metaphor),” and “systemic network of modality,” which is the entire system of modality. These three concepts from the SFL literature serve as the principles for analyzing and teaching the modality categories of Korean in this paper, and as the practical research methodology for constructing the online program manual in Chapters 4 and 5. Therefore, this paper takes the method of literature review, i.e., applying the principles of the literature to an online education program. “Out-of-video” learning is an essential factor in achieving learners' self-directed learning activities in online non-face-to-face classes. To be specific, the ‘out-of-video’ class is conducted in two stages. First, the ‘AI-tutor- preparation’ stage is subdivided into five sub-stages of activities. They are the knowledge activation stage, the interactive reading stage, the comprehension test stage, the dictation stage, and the role play stage. The paper is organized around the target sentences extracted from the masterpiece fairy tale. The “Review Activities and Feedback” stage is the stage where the students perform extended activities centered on the characters learned in this paper. To achieve this purpose, this paper uses Oscar Wilde's “The Happy Prince” as a teaching medium to make learners' basic knowledge and information more interesting.&#x0D; Results As a result of exploring teaching methods for advanced learners to learn ‘Modality expression’, it was confirmed that the lexico-grammatical realization of, Modality and the grammatical-metaphor of Modality can be distinguished and the Values (high, middle, and low) can be identified according to the type of Modality such as probability, usuality, obligation, and inclination. In addition, the online class system of repeatedly practicing target texts enables holistic learning in the areas of reading, listening, speaking, and writing necessary for language education, and online learning outcomes can usually be assessed immediately. However, in the case of writing activities, it was confirmed that the learning effect can be maximized only when the teacher's periodic feedback is actively conducted.&#x0D; Conclusions The significance of this paper is that we have proposed a practical teaching method that departs from the theory-infused teaching method of SFL. In other words, we have provided an alternative way for learners who are not SFL majors to engage with the SFL curriculum through the above online approach.