Self-directed Learning Approach Research Articles

Self-Directed Learning (SDL) Model on Pentigraph Writing Skills Among Primary School Students

Students' waning interest in writing personal narratives and the rise of readily available online examples have led them to take shortcuts, hindering their creative development. Traditional writing instruction, often limited to theoretical explanations, fails to engage students and lacks innovative strategies. This research investigates the effectiveness of the Self-Directed Learning (SDL) model in improving the pentigraph (three-paragraph) writing skills of fifth-grade students. Employing a quasi-experimental design with a quantitative approach and a Posttest-Only Control Design, the study involved 82 fifth-graders from Taman Kota Elementary School in Madiun, Indonesia. Convenience sampling selected two classes (VB and VC) with 20 students each. Data collection utilized questionnaires, tests, and documentation. Findings revealed a positive impact of the SDL model on students' Indonesian pentigraph writing skills. Through independent learning, students demonstrated improvement, progressing from basic tasks to planning, controlling, and self-assessment. The SDL model empowers students to develop their writing based on their unique learning styles. This research highlights the effectiveness of the SDL approach in enhancing pentigraph writing and student ownership of the learning process

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.

Resisting and disrupting neoliberal subjectivity in self-directed education: what can we learn from black homeschoolers

Purpose From the in-group status as a former homeschool parent, the goal is to problematize the entanglement of neoliberalism within self-directed education (SDE) pedagogies. Further and importantly, this study aims to bring attention to and examine the neoliberal resistant practices found in Black homeschooling. Design/methodology/approach A narrative literature review, content analysis and autoethnographic reflection to critically examine the neoliberal subjectivity of SDE and identify neoliberal-resistant SDE practices of Black homeschooling families. Findings This paper identifies SDE’s vulnerability to neoliberal subjectivity despite the neoliberal oppositional ethos of many of its practices and its antiestablishment historical context and rhetoric. It analyzes conceptions of self, autonomy and freedom (the ideas that underwrite self-direction) that can inform a critical self-directed learning (SDL) approach. It explores contemporary Black homeschooling and SDE practices for evidence of these conceptions, arguing that this demographic, at the margin of the discursive homeschooling community, instantiates an authentic resistance and disruption to neoliberal subjectivity in SDE. Originality/value Very little research has been done on neoliberal subjectivity in the discursive SDE community. The vulnerability of SDE to neoliberalization is important to SDL homeschoolers, unschoolers and other SDE facilitators who want to practice alternative-to-mainstream values or social justice-oriented pedagogy. Without awareness of this vulnerability, neoliberal hegemony can be reproduced by SDE practices.

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.

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.

Academic Achievement of First-year Medical Students using Self-directed Learning with Formative Assessment vs Conventional Teaching Method: A Longitudinal Study

Introduction: The Self-Directed Learning (SDL) approach is an important component of the Competency-Based Medical Education (CBME) curriculum. However, learning independently can be challenging, even for the brightest and most motivated students. Moreover, self-evaluation is quite difficult. If SDL is used in combination with formative assessment and constructive feedback for individual topics, it would facilitate self-modulation by learners and guide them towards higher academic achievement. Aim: To compare the academic performance of first-year medical students in Anatomy Practical class using SDL with formative assessment and feedback versus conventional teaching methods. Materials and Methods: A comparative evaluation was conducted using a longitudinal study design in the Department of Anatomy, Medical College Kolkata, West Bengal, India, from November 2022 to June 2023. During Anatomy Practical classes, 250 first-year medical students, (Batch 2022-2023), were divided into two equal groups using simple random sampling through a lottery method. One group (study group) was taught by implementing SDL followed by formative assessment with immediate feedback, and the other group was taught by the traditional method (control group). Following the completion of each of the first three consecutive regions (superior extremities, inferior extremities, and thorax) during Anatomy Practical classes, summative assessments were conducted. The collected data were calculated in an Excel sheet and computed using JAMOVI software (free version). Independent t-test statistics for the three summative assessments were evaluated, and the p-value of each assessment was determined. A p-value <0.05 was considered to be statistically significant. Additionally, students’ feedback was documented and analysed. Results: It was observed that there was an improvement in academic scores in both groups. However, higher academic performance was progressively attained in the group which was provided SDL sessions and formative assessment with immediate feedback. A total of 55 (80%) students passed the third summative assessment in comparison to 40 (59.7%) students of the control group who passed the same exam. Differences between the means of the control and study group were found to be statistically significant (p-value≤0.001 and 0.023 in two summative assessments). Conclusion: The present study revealed that SDL with formative assessment followed by immediate feedback during Anatomy Practical classes had a remarkable positive impact on students’ academic performance compared to those students taught using conventional teaching methods and might be implemented in the future for better learning and improved academic achievement of students.

Predicting Academic Performance in Mathematics through Online Learning Constructs and Content Proficiencies

This study explores the evaluation of online distance learning as a significant alternative to traditional education, specifically focusing on its application in Grade 11 mathematics education. The research, conducted in six public senior high schools in Quezon City District IV, employs a descriptive-correlational design and involves 873 Grade 11 students attending online classes. Constructs of online learning, including motivation, access and use of technology, perception, self-directed learning, and online teaching approaches, were examined to understand their impact on mathematics academic performance. The findings revealed that students strongly embraced self-directed learning in the online environment, demonstrating high motivation. Positive feedback was observed towards technology use, online teaching approaches, and the overall perception of online learning. Academic performance was generally satisfactory, with diverse achievements in content-based competencies like Functions and Their Graphs, Mathematics of Investment, and Math Logic. Significant low positive relationships were identified between mathematics academic performance and online learning constructs, as well as content-based competencies. Key predictors of mathematics academic performance included motivation, technology access and use, and online teaching approaches. However, the perception of online learning and self-directed learning did not significantly predict academic performance. These findings contribute to a multiple linear regression model explaining 24% of the variance, highlighting the need to optimize online learning for enhanced mathematics academic performance. Recommendations include students enhancing technology skills and self-directed learning, considering specialized mathematics classes, teachers intensifying instruction in crucial areas, and the Department of Education sustaining the Open High School program while simplifying essential learning competencies in General Mathematics. Future research should explore additional online learning factors for a comprehensive understanding of the subject.

Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

Aim/Purpose: This research explores the design and development of a gamified Massive Open Online Course (MOOC) aligned with the Self-Directed Learning (SDL) approach. The focus is addressing challenges to foster autonomous learning within the MOOC context. Background: MOOCs have emerged as a prominent platform for global education; however, they face ongoing challenges, particularly in their capacity to facilitate SDL effectively. Despite their popularity, there are gaps and limitations in existing MOOC designs that hinder the cultivation of autonomous learning. This research seeks to bridge these gaps and enhance MOOCs’ ability to support SDL through systematic design improvements and the strategic integration of gamification elements. Methodology: In this study, we adopt the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model as the foundational framework. It begins with the Analysis phase, which includes a comprehensive literature review and a questionnaire administered to 41 undergraduate students to gain insights into learner preferences. The Design phase follows, where we develop an innovative MOOC framework enriched with gamification elements. This framework is then implemented and tested during the Development and Implementation phases. Finally, during the Evaluation phase, field testing of this framework is conducted with a limited-scale participant group. Contribution: This research makes a substantial contribution to the academic field and profession by systematically addressing identified gaps and limitations in MOOC design. It delves into the crucial role of MOOCs within the self-learning environment, emphasizing their significance in catering to self-directed learners. Additionally, this research sheds light on the transformative impact of gamification on MOOCs. By showcasing how the ADDIE model can be effectively utilized, this research not only addresses existing challenges but also advocates for the optimization of MOOCs to better serve and empower self-directed learners. Findings: Our study has unveiled a transformational shift in MOOCs. Through the effective integration of gamification, we observed changes in learner engagement, motivation, and the cultivation of SDL behaviors. Participants experienced a substantial increase in their enthusiasm for learning, which led to improvements in their ability to take charge of their learning journeys. This was not merely a superficial enhancement but a profound shift that left participants consistently expressing heightened satisfaction and a deep sense of accomplishment. Recommendations for Practitioners: Our findings strongly advocate for the adoption of a systematic approach to MOOC design. Practitioners should consider leveraging the ADDIE instructional design model, as demonstrated in our study, to elevate MOOCs to new heights. By strategically incorporating gamification elements, MOOCs can become powerful tools for enhancing learner engagement and fostering autonomous learning. This transformation will not only benefit individual learners but also contribute to the broader landscape of online education. Recommendation for Researchers: Researchers should delve deeper into the realm of gamification within MOOCs. The potential for refining and optimizing specific gamification strategies, especially within the structured framework of the ADDIE model, is an area ripe for exploration. Additionally, there is a need for nuanced research that delves into tailoring MOOCs to cater to self-directed learners’ unique needs. By doing so, we can continue to drive the boundaries of knowledge in online education and offer more effective solutions to learners worldwide. Impact on Society: Our study transcends the confines of academic inquiry and holds implications for society. By harnessing the power of gamification within MOOCs, we can enhance online education. This means not only making education more accessible but also rendering it more engaging and effective on a global scale. Our findings have the potential to democratize learning, empower learners, and ultimately contribute to a more educated and skillful society. Future Research: Future investigations should embark on a journey to uncover the long-term effects of gamification in MOOCs. Moreover, exploring the scalability of these approaches and their influence on diverse learner populations is paramount. As we move forward, the focus should remain on refining and expanding our understanding of how gamification, within the structured context of the ADDIE instructional design model, can continually optimize the landscape of online education.

Attuning digital pedagogy into English Language to empower graduating Engineers

Demand for English language proficiency among the engineering graduates with adept digital communication skills is growing in the contemporary global context. Industry 4.0 places English in the center of digital communication. It demands young engineering graduates with digital communication skills in English. This not only places importance of graduates learning English communication skills but also on the teachers to initiate novel pedagogical approaches. It is imperative to initiate these transitions during the students’ graduation stage to ensure their readiness for the industry. The digital teaching and learning in English underscores the need for a fresh pedagogical approach that aligns with the preferences of millennials, facilitating learning across virtual and traditional platforms. Smart classrooms bridge the divides between the teacher and the taught. The evolving landscape of English education calls for a pedagogy infused with technology. Post-COVID, digital pedagogy is supplanting conventional one-on-one teaching methods, integrating techniques like blended learning through Learning Management Systems (LMS), flipped classrooms, self-directed learning, and collaborative approaches. This paper argues for the integration of digital pedagogy in regular classroom teaching and learning in English. The paper suggests that the use of digital media should not stop with the resumption of offline teaching, after COVID, rather should be an integral part of pedagogy in teaching English to engineering graduates. It is believed that digital pedagogy augments learner engagement, fostering active learning. The study underscores the significance and scope of digital pedagogy in the computer-centric era. The present paper represents the findings of the empirical research which sought to compare and contrast the conventional learning mode with blended learning. Keywords: Digital pedagogy; ELT; Engineering graduates; Industry 4.0

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.

Adopting self-directed learning principles in clinical education with Pebblepad

Self-directed learning (SDL), alternatively known as self-regulated learning (SRL), is an umbrella term that can be broadly defined as the learner’s ability to make plans according to their individual needs and use learning resources and methods to master a knowledge or necessary skills (Van der Walt, 2016; Russell et al. 2022). It is a systematic control of motivation and tightly linked to self-awareness, agency, and the sense of being in control of the learning process (Russell et al. 2022). Despite ever increasing reference to SDL in health professions education, it is not well-studied in clinical settings (Lui & Sullivan 2021, Murad et al. 2010, Yeo and Jang 2023). In 2021-2022 we adopted some of the main principles of the SDL approach, namely goal setting, self-monitoring, self-reflection, self-evaluation, to clinical education in Bachelor of Oral Health and Doctor of Dentistry programs at the University of Melbourne by utilising a digital e-portfolio platform, Pebblepad. In this presentation, we will walk you through the iterative design process of digital clinical assessment forms. This process allowed us to refine our materials and strategies in consultation with our students, teaching and learning staff and clinical supervisors as we go. We supported our students to a) identify gaps in application of their clinical knowledge via learning analytics dashboards, b) generate goals for improvement through structured reflection and c) assess their practice through self-evaluation rubrics. We are still improving our concept to foster SDL in our programs. We take this opportunity to reflect on what went well as opposed to areas for improvement, and demonstrate the power of using different digital tools in clinical education settings. We believe “thinking outside the box” can help students become self-directed learners through collaboration, continuous improvement, and flexibility.

Transforming Educational Institutions: Harnessing the Power of Internet of Things, Cloud, and Fog Computing

The Internet of Things (IoT), cloud, and fog computing are now a reality and have become the vision of the smart world. Self-directed learning approaches, their tools, and smart spaces are transforming traditional institutions into smart institutions. This transition has a positive impact on learner engagement, motivation, attendance, and advanced learning outcomes. In developing countries, there are many barriers to quality education, such as inadequate implementation of standard operating procedures, lack of involvement from learners and parents, and lack of transparent performance measurement for both institutions and students. These issues need to be addressed to ensure further growth and improvement. This study explored the use of smart technologies (IoT, fog, and cloud computing) to address challenges in student learning and administrative tasks. A novel framework (a five-element smart institution framework) is proposed to connect administrators, teachers, parents, and students using smart technologies to improve attendance, pedagogy, and evaluation. The results showed significant increases in student attendance and homework progress, along with improvements in annual results, student discipline, and teacher/parent engagement.

중학생의 성별과 과학시험유형에 따른 더닝-크루거 효과와 과잉확신편향 분석 연구

Objectives This study aims to investigate potential gender differences in middle school students' self-assessment of their abilities during academic exam situations. Focusing on the potential emergence of overconfidence bias when predicting their own exam scores, we examined how the Dunning-Kruger effect interacts with an inherent trait-gender, and the illusion of competence based on the type of science exams (multiple-choice/shortanswer questions) as observed in prior research. The objective is to collectively ascertain whether such gender- based distinctions exist.
 Methods Individual data were collected through a survey of 2nd-grade students at a coeducational middle school located in Gyeongsangbuk-do, during the week preceding the midterm and final examinations. Utilizing the actual test scores achieved, the study employed t-tests and regression analysis to scrutinize the gender-based distribution of academic performance, the variation in performance between genders across different test types, and the gender-associated dissimilarities in perceptions of competence.
 Results The Dunning-Kruger effect, characterized by the illusion of competence, was observed as a negative phenomenon, evidenced by the bias score—a metric reflecting the disparity between actual scores and anticipated scores. Among both male and female students, a positive correlation was established between higher expected scores and higher actual scores. Additionally, a noteworthy negative correlation emerged between actual scores and biased scores, signifying that students achieving higher actual scores exhibited lower biased scores. Specifically, male students demonstrated an overestimation tendency within the ‘low’ and ‘middle’ quartile groups, whereas female students displayed an underestimation tendency within the ‘highest’ quartile group. Expected scores exhibited no dependency on either test type or gender, yet significant effects were discerned for actual scores and bias scores in relation to gender. This confirmed that the magnitude of overestimation was greater among male students than their female counterparts, whereas the extent of underestimation was comparatively less pronounced in female students compared to male students.
 Conclusions This study successfully validated the manifestation of the Dunning-Kruger effect based on students' gender. Male students exhibited a propensity for overestimation driven by overconfidence bias, and it was substantiated that this overestimation was more pronounced in short-answer type questions compared to multiple- choice questions, irrespective of gender. Recognizing the inherent gender distinctions among students, it is recommended to propose a self-directed learning approach aimed at enhancing metacognitive abilities. Additionally, future research endeavors should focus on mitigating test-related anxiety factors through follow-up investigations.

Self-Directed Learning Approach in Teaching Biology to Grade Nine Students

The study investigated the effectiveness of implanting a Self-Directed Learning (SDL) approach in teaching Biology to grade nine students. The research was conducted in Bhutan over the course of one year, utilizing a convergent parallel mixed method design. Data were meticulously collected from a diverse group of students and teachers. This comprehensive datasets were obtained through closed-ended survey questionnaires (32 students: Experimental Group), face-to-face semi-structured interviews (5 students, 1 Biology teacher), and Content Achievement Tests (64 students: both experimental and control group). For data analysis, quantitative data were subjected to descriptive and inferential statistical analyses using Statistical Package for the Social Sciences (SPSS) software version 22, while qualitative data were analyzed thematically.
 The findings of this study unveiled three significant outcomes. The application of the self-directed learning approach demonstrated a substantial enhancement in students' performance in Biology compared to conventional lecture-based classroom instruction, with a mean difference of 1.81 and a P value of .02. Moreover, the marginal mean difference between post-test and delayed post-test results for the experimental group (mean difference = 0.06) indicated that self-directed learning positively impacted the knowledge retention of the learners. Gender-based analysis, however, revealed no statistically significant differences (P = .73). Thus, this study affirms that the self-directed learning approach had a positive medium effect size compared to conventional lecture-based methods, highlighting the effectiveness of the self-directed learning approach as a valuable strategy for achieving high-quality teaching outcomes and enhancing students' performance in learning Biology.

Entrepreneurial Competencies in Action: Online Fundraising Initiatives by University Students

It has been argued that entrepreneurship educators are inclined to let students learn in a safe controlled environment, with no pressure except to pass the module. Students working in groups of three were given 12 weeks (Target 1) to develop a fundraising initiative, work with various stakeholders, and execute their online fundraising initiative to meet a target goal of €2000 (Target 2) per group. Employing approaches such as Effectuation, Lean Start-Up and the Business Model Canvas, a self-directed learning approach ensured students were able to take ownership of their learning journey with the lecturer acting as coach or facilitator. The learning innovation stems from the highly experiential nature of the assignment, the various deadlines and targets that had to be met throughout the process, the promoted collaboration with real world environments, the introduction of mentors and other support actors, and the successful adaptation of the assignment to an online learning environment. The assignment can be undertaken in an online or offline environment, and it provides a highly practical learning experience that enables students to utilize and develop the 15 entrepreneurship competencies identified in the EntreComp framework under the pressure of meeting time and monetary targets.

Effects of self-directed learning behaviors on creative performance in design education context

Both creativity and self-directed learning (SDL) are key competences for us to survive better in the 21st century. Students’ creativity could be developed when they engage in design activities in an SDL way. Therefore, it is important to uncover the effect of SDL on creativity for better implementing SDL approach to enhance creativity. Although existing studies have shown a link between SDL and creativity, how SDL affects creativity is not well understood. This study aims to identify the relationship between actual SDL behaviors and creative performance, and further quantify the predictive effect of students’ SDL behaviors on their creative performance in design education context. The non-experimental correlational research was adopted, and a total of 193 middle school students in a self-directed 3D design class participated in the study. The results showed that there were significant differences of SDL behaviors between high-level creative performance students and low-level creative performance students. SDL behaviors significantly correlated with creative performance. Moreover, students’ SDL behaviors had significant predictive effect on their creative performance. This study enriches the current understanding of how SDL affects creativity from a behavioral perspective. The findings provide evidence for teachers to implement appropriate and effective strategies in design education by letting students engage in SDL behaviors to improve their creative performance.

Experience in developing and implementing the self-directed learning assessment tools among undergraduate medical students

BackgroundThe upcoming changes in digital technology have motivated health professionals to be lifelong learners and be updated with the recent trends. Self-directed learning (SDL) is one of the approaches for making undergraduate students health/ profession students lifelong learners. Moreover, the SDL approach allows learners to work in a team and gain social skills.The aim of the study is to develop and validate the facilitator and peer score sheet as an assessment tool for self-directed learning in the department of physiology, in the Indian context. MethodThe facilitator and peer score sheet was developed and validated by the Delphi technique. The score sheet was implemented as a pilot test for one of the SDL modules in the department of physiology for undergraduate students. ResultTwo Delphi rounds were conducted till the content validity index (CVI) for the Facilitator Score Sheet (FSS), for 10 items attained was 0.977 and a CVI of 0.90 for seven items was for the Peer Score Sheet (PSS). The Coefficient of Variance (CV) in FSS for items 6, 10, and 11 and in PSS for item 6 was more than 30, which is not acceptable, so the item needed to be modified or removed from the list. ConclusionVaried assessment strategies are required for the SDL module to attain academic gain as per cognitive and affective attributional gains. Although novel, the present scale needs to be modified after incorporating all the recommendations from different stakeholders before reusing it for the students’ SDL module.

Self-directed learning approach in mathematics

Self-directed learning approach in mathematics

Development and implementation of a self-directed learning readiness scale for undergraduate health professional students.

To motivate students toward the path of lifelong learning, it is important to train them for a self-directed learning (SDL) approach, where they identify the need of learning the content as well as look forward to attaining the learning outcome, independently. The level of readiness for SDL will allow the learner to be self-disciplined, self-organized, an effective team builder and communicator, a self-assessor, and a self-reflector, thus being a self-learner with the ability to accept and give constructive feedback. The aim of the study was to develop, validate, and implement the SDL readiness scale for health professional students. The readiness scale of 43 items was used in four sub-titles (awareness, learning strategies, and style, motivation, team building) was developed using the Delphi method with 12 experts and was implemented for the medical students at Karamsad, Gujarat as a cross-sectional survey after a pilot trial scale from May 2021 to September 2021, using mean, the standard deviation for each item, and arrived sub-titles. The ANOVA test was used to find differences in readiness scores as per different years of the medical program. The result demonstrates that the maximum score was obtained for the first-year medical student (149.89 ± 24.72), which dropped in year 2 (136.35 ± 32.26) but increased by the final year (147.67 ± 56.66), although not as high as the initial joining year. However, a statistically significant difference per gender was identified for a few items of the scale [(items 24 (P < 0.034), 26 (P < 0.0005), 37 (P < 0.035), and 40 (P < 0.013)]. The logistic regression analysis showed no statistical significance for the DSVS-self-directed learning readiness scale (SDLRS) score and demographic variables. The outcome of the study strongly suggests training/sensitization sessions for students to highlight the importance of a SDL approach in a digital millennium. Moreover, a longitudinal follow-up needs to be conducted for the readiness score of the students based on the developed scale and subsequent training sessions need to be organized for students as well as faculty for better outcomes for the students toward SDL sessions.