Self-directed Learning Attitude Research Articles

교양 토익-혼합학습 수업 구상 및 학습자 반응 조사

The purpose of this study is to design blended learning for general English TOEIC classes, analyze learners’ response and examine whether blended learning can be an appropriate class method for TOEIC classes in the post-corona era to improve learners’ TOEIC skill. The blended learning consisted of online classes for previewing TOEIC knowledge and offline classes for reviewing what the students learned during online classes through solving TOEIC questions and class activities. The results of the study were as follows. Learners showed high satisfaction with the TOEIC classes through blended learning and preferred the current class method over the previous class method. Learners perceived the blended learning class had a positive effect on learners` affective factors and understanding of TOEIC knowledge. The positive correlation between these perceptions and classes satisfaction was also confirmed. Among the affective factors, self-directed learning attitude had the greatest impact on class satisfaction. The lack of offline class time in blended learning classes was mentioned as disadvantage, and taking online lectures repeatedly and solving problems in offline classes was positive for learning concentration and class participation. These results suggest the blended learning is an efficient teaching method that provides high satisfaction to general English TOEIC class learners.

Effect of Virtual Game-Based Integrated Clinical Practice Simulation Program on Undergraduate Nursing Students' Attitude Toward Learning.

Game-based virtual reality simulation programs can capitalize on the advantages of non-face-to-face education while effectively stimulating the interest of trainees and improving training efficiency. This study aimed to develop a game-based virtual reality simulation program for nervous system assessment and to evaluate the effects of the program on the learning attitudes of nursing students. Using a one-group pretest-posttest design, 41 senior nursing students were enrolled, and their learning attitudes (self-directed learning attitude, academic self-efficacy, flow-learning experience, and learning presence) were evaluated. The effect of the program was statistically significant in self-directed learning attitude ( t = -2.27, P = .027) and learning presence ( t = -3.07, P = .003), but the difference was not statistically significant in academic self-efficacy ( t = -1.97, P = .054) and learning flow ( t = -0.74, P = .459). The virtual gaming simulation program can be used to effectively replace field training in situations wherein field training is limited, such as during the COVID-19 pandemic.

간호대학생을 위한 플립러닝을 활용한 맞춤형 학습활동 프로그램 개발 및 효과

Objectives The purposes of this study were to validate the effects of customized learning activities using flipped learning on the self-directed learning ability, self-efficacy, and learning attitude of nursing students.
 Methods This is a quasi-experimental study, using a single-group pretest-posttest design, to confirm the effects of customized learning activities. The study was conducted for 13 weeks, from February to June 2022, among 141 pediatric nursing students. Based on the ADDIE model, customized learning activities using flipped learning were developed.
 Results Self-directed learning (t = 4.89, p <.001), self-efficacy (t = 9.70, p <.001), and learning attitude (t = 2.70, p =.008) improved after education. Significant positive correlations were observed between self-directed learning ability, self-efficacy, academic attitude, and educational satisfaction.
 Conclusions Customized learning activities using flipped learning are an effective approach for improving stu-dents’ self-directed learning, self-efficacy, and learning attitude. We believe that the competency of nursing stu-dents can be effectively improved by considering the generation and subject characteristics.

고등학생의 자기주도적 학습태도가 회복탄력성을 매개로 수업만족도에 미치는 영향

This study aims to analyze the effect of high school students' self-directed learning attitude on class satisfaction through resilience. To achieve this, a structural equation model was established to examine the relationship between the three variables, and data from 2,793 general high school students within the 9th year of SELS2010 were analyzed. The results showed the fit of the structural equation model was very good (CFI=.983, TLI=.976, RMSEA=.059, SRMR=.033). Moreover, self-directed learning attitude had a statistically significant positive effect on resilience and class satisfaction, and resilience also had a statistically significant positive effect on class satisfaction. Additionally, the mediating effect of resilience was found to be statistically significant. These findings suggest that educational efforts to enhance not only self-directed learning attitude but also resilience is needed to improve high school students' class satisfaction.

Nursing Students’ Experiences of Havruta Learning in an Online Research Methodology Course

Background: This study explored students’ experiences of Havruta learning in an online research methodology course and identified ways to improve course quality. Method: Participants were 168 nursing students who enrolled in a research methodology course in 2020, and their responses to open-ended questions collected after the Havruta learning sessions were analyzed using qualitative content analysis. Results: Havruta learning had a positive effect on academic achievement, including the development of self-directed learning attitudes, and strengthened basic skills for evidence-based practice (EBP), such as critical thinking, communication, and collaboration, as well as EBP competency. Additionally, areas of improvement related to the instructional design, orientation, and class content of the course were identified. Conclusion: Havruta Learning can be used as an effective teaching and learning method to cultivate the core competencies required by university students. Moreover, continuous course quality improvement activities are required to improve students’ satisfaction and academic achievement.

Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning

The global COVID-19 pandemic has disrupted traditional learning methods, leading to a surge in online learning. It has been found that the low course completion and performance are associated with online learning. There has been increasing and urgent necessity to identify effective and decisive ways to address these challenges. Self-directed learning and online learning attitudes are key factors that influence learning behavior and outcomes, while the general traditional statistical method often does not perform well in identifying those categories. To fill the gap, this study applies the fuzzy Delphi method and the fuzzy decision-making trial and evaluation laboratory (DEMATEL) method to clarify and analyze the relationship of influence among indicators of self-directed learning and online learning attitudes, develop a cause–effect model, and ultimately identify an effective and decisive strategy for improving online learning. According to the cause–effect relationship among indictors, the computer/smartphone and internet confidence, computer/smartphone usage, and computer/smartphone preference are the three decisive strategical ways for online learning. To improve learners’ attitudes towards online learning, teachers need to develop or improve students’ computer/smartphone and internet confidence, computer/smartphone usage skills, and develop their self-directed learning abilities to inspire and increase their willingness and ability to participate effectively in online courses. Moreover, this study first applies the fuzzy DEMATEL method to assess, analyze and develop a causal model of self-directed learning and online learning attitudes for academics to further explore and confirm the complex interrelationships among the key learning behaviors of online learners.

"CBT-OBT 평가방법이 발달장애 대학생의 학업준비도 및 자기주도 학습태도에 미치는 효과"

"CBT-OBT 평가방법이 발달장애 대학생의 학업준비도 및 자기주도 학습태도에 미치는 효과"

평생학습사회에서 청소년의 여가활동성향, 여가지원환경, 자율성이 자기주도적 학습태도에 미치는 영향

Purpose: The purpose of this research is to verify the structural relationships among leisure time activity, leisure environment, autonomy, and a self-directed learning attitude. Considering leisure activity should not be understood separately from learning activity in adolescents’ lives, it is necessary to explore leisure activity-related variables to promote adolescents' self-directed learning attitudes. Methods: Structural equation modeling was conducted using the data of 924 high school students who responded to the survey on adolescents’ play and sport activity by the National Youth Policy Institute. Results: The findings of this study were as follows. First, leisure time activity positively affected autonomy, but leisure environment didn’t. Second, both the leisure environment and autonomy positively affected the self-directed learning attitude, but leisure time activity didn’t affect the self-directed learning attitude. Finally, results of mediation analyses showed that autonomy fully mediated the relationship between leisure time activity and self-directed learning attitude. Conclusion: This research is expected to draw the implications necessary for encouraging adolescents' autonomy and self-directed learning attitude, by reconfirming the value of adolescent leisure activity. Results were interpreted and implications to adolescent education were included at the end of research.

Self-Directed Learning Attitudes: A Study on English Department Students

This research aims to describe the first-year students’ self-directed learning attitudes by employing a descriptive quantitative approach. This study’s population was the second-semester students of the English education department, n=(95), while the sample was selected through a cluster random sampling technique that consists of 55 students. A questionnaire was used to collect the data and distributed online through Google form. The questionnaire adopted from Williamson (2007) comprises five components of self-directed learning; awareness, learning strategies, learning activities, evaluation, and inter-personal skills. The techniques of data analysis involved collecting the data, presenting the data, and interpreting the data. The results showed that 80% of the students are aware of their responsibility in learning. As for learning strategies and activities, 70.91 – 80% of students considered modern educational interactive technology enhance their learning process effectively. There are 60 – 69.09% of the students who applied the self-assess method and are said to monitor their learning progress in terms of evaluation. Regarding their inter-personal skills, most of the students, with a percentage of 83 – 87.27%, are interested in learning about something they frequently exposed to and feel the need to maintain a good interpersonal relationship with others. In conclusion, most of the students, with a percentage of 72.72%, are high self-directed learners with a positive attitude. The attitudes shown by the students are responsible, initiative, independent, curious, and friendly.Keywords: Self-directed learning, Language learning, attitude

Self Directed Learning Readiness among phase I undergraduate Medical students

Abstract Self Directed Learning (SDL) was defined by Knowles as ‘the process in which individuals take the initiative themselves with or without taking help of others for diagnosing their learning needs. The SDLR Scale is a validated tool used to assess that to which extent an individual possesses self-directed learning personality characteristics and attitude. This cross sectional survey was planned among phase I medical students . Sample size was 100 utilizing convenient sample of phase I medical students. Structured Questionnaire ‘Self-directed learning readiness scale’ SDLRD questionnaire was used to collect the data; the scale was first designed and tested by Fisher et al. Data were analyzed using Microsoft excel, Median, mean and Standard deviation for each individual item and for total score as well as for the three sub-scales were tabulated . Differences between groups were tested using the chi square or t test. The mean and median SDLR score of whole questionnaire for was 146.18±19.81. Majority of the first year medical students had shown readiness for self-directed learning. SDL scores were lower among our MBBS students than reported in studies done elsewhere. This study points out the need to address our students’ SDL skills, and need for ways to build SDL skills in our students.

Impact of the self-directed learning approach and attitude on online learning ineffectiveness: The mediating roles of internet cognitive fatigue and flow state.

Online learning has become an important learning approach in universities. However, since many students may have been exposed to online learning for the first time during this period of the COVID-19 pandemic, the quality factors of online learning and psychological distress of students need to be considered in the research on their learning. This paper discusses factors that influence the learning effect of university students in the online learning environment. A total of 377 university students participated in the survey. Structural equation modeling was used to verify the research hypotheses. The results show that the self-directed learning (SDL) approach and attitude can negatively predict students' Internet cognitive fatigue (ICF) and positively predict their Flow, whereas perceived learning ineffectiveness can be predicted by Internet cognitive fatigue positively and by Flow state negatively. The results can be a reference for online teachers to enhance students' online SDL attitude, and to discipline their SDL approach so as to promote online learning effectiveness.

Problem-based learning as an assessment: Enhancing students’ connective learning and constructive learning

For the sake of enhancing students’ broad knowledge, problem-solving skills, and professional competences, this educational research project implemented problem-based learning (PBL) as a pedagogic tool in a large-class setting with 154 students involved at The Hong Kong Polytechnic University. The students participated in a problem-solving task that accounted for 25% of their course assessment (summative), which was designed with complex scenarios similar to real-life circumstances. The PBL assessment was structured in a way that required students' efforts to explore and connect relevant ideas supplemented with verifiable study materials, and a guided learning environment was provided by the course instructor and tutors. Learning activities were tailored to foster students’ active engagement and self-directed learning attitude towards resolving the PBL assessment. To evaluate the performance of the PBL approach, pre-and post-test questionnaire surveys were conducted to understand the improvement of students’ confidence regarding their learning ability, knowledge building, critical thinking, skill transfer, etc. The findings of these surveys revealed that the PBL assessment and related learning activities successfully stimulated students’ self-directed learning behaviour, enhanced their collaboration among peers, and expanded their capacity to develop critical skills for complex problem-solving tasks. Despite a challenging online learning environment compared to traditional classroom settings owing to the pandemic situation, the students considered this PBL assessment with guidance by the course instructor and tutors as creative, exciting, and very effective for life-long skill development. This research highlighted great prospects regarding implementing PBL approaches, even as an assessment component, in higher education institutions, which could be highly beneficial for nurturing competent graduates with essential practice-oriented skills and self-directed learning behaviour. Keywords: Higher Education, Scholarship of Teaching and Learning (SoTL), Learning Theories, Teaching Pedagogy, Constructivism, Connectivism.

The Effect of Non-Face-To-Face Classes on Self-Directed Learning Capabilities, Learning Attitudes and Professionalism in Teaching of Preservice Early Childhood Teachers

목적 본 연구에서는 비대면 수업이 예비유아교사의 자기주도학습능력, 학습태도 및 수업전문성에 미치는 영향에 대해 살펴보는데 있다. 방법 김해지역 G대학, 울산지역 C대학, 부산지역 B대학 유아교육과 2, 3학년 199명을 대상으로 설문조사를 실시하였다. 자료분석은 예비유아교사의 자기주도학습능력, 학습태도 및 수업전문성이 비대면 수업 전과 후 변화를 알아보기 위해 T-test 검증을 실시하였다. 결과 첫째, 비대면 수업보다는 대면수업이 예비유아교사의 자기주도학습능력에 긍정적인 영향을 주었다. 둘째, 비대면 수업보다는 대면수업이 예비유아교사의 학습태도에 긍정적인 영향을 주었다. 셋째, 비대면 수업보다는 대면수업이 예비유아교사의 수업전문성에 긍정적인 영향을 주었다. 결론 코로나 19로 유래없는 교육현장의 변화를 가져왔고, 앞으로 코로나 19사태가 완전히 종식이 된다 하더라고 비대면 수업 형태로 전 세계의 교육이 변화할 것이라고 예측하고 있다. 이러한 변화 속에서 다양한 온라인 수업형태가 개발되고 더욱 효과성이 높은 방안이 무엇인지 학습방법과 학습자료 개발되고 연구가 계속되어야 할 것이다.

Self-directed Learning Predicts Online Learning Engagement in Higher Education Mediated by Perceived Value of Knowing Learning Goals

Online education has made it possible to implement the “classes suspended but learning continues” policy during the COVID-19 outbreak. However, the intangible sense of the online educational setting requires self-directed learning (SDL) and may force students to know the goals of learning that may impact their engagement. To understand the effect, based on situated expectancy-value theory, this study considered SDL as attitude and approach and constructed a research model to explore the mediating power of perceived value of knowing learning goals (PVKLG) related to participants’ online learning engagement during the COVID-19 lockdown. Data were collected from 497 higher education students in China. After the confirmatory factor analysis with structural equation modeling, the results reported that SDL attitude and approach positively predicted learning engagement mediated by PVKLG. The results suggest that only when students have a high level of PVKLG will they be able to regulate their learning process through the two types of SDL and enhance their engagement in online learning contexts during the COVID-19 lockdown.

The Relationship Between the Perception of Participation and SELF-DIRECTED LEARNING of the Women Senior Citizens Participating in Health Qigong

Purpose: In this study, as an opportunity for the active health maintenance, the relationship of perception of participation on the self-directed learning attitude has been analyzed and investigated targeting the women senior citizens who have performed the Health Qigong program. Method: According to the judgement sampling method and the convenience sampling method, the women senior citizens participating in Health Qigong in Seoul, Korea, were selected as the participants, and 183 units of data were used for the analysis. As for the data processing, the multi-way ANOVA was performed to learn about the differences in the program participation according to the educational and athletic background of the women senior citizens, and the multiple regression analysis was performed to validate the influence of the perception and self-directed learning. The statistical level was validated at p<.05. Results: First, the differences between the perception of participation and the self-directed learning according to educational background and athletic experience, which are the background variables, were examined. Physical and social factors demonstrated significant differences for the educational background, and the self-directed learning demonstrated significant differences in the learning initiative, learning attachment, and the problem-solving skill factors. Second, among the results of the multiple regression analysis performed, and among the variables for the women senior citizens perception of program participation for the self-directed learning, the physical and educational perceptions turned out to be significant, and the psychological and social perception turned out to be statistically insignificant. Conclusion: Health Qigong should be actively used for health promotion in the old age, and the integrated self-directed learning promotion program ought to be prepared to help increase the exercise participants perception of participation and adequately demonstrate their inner characteristics.

Medical students' satisfaction on online flipped learning by learning styles.

PurposeThe purpose of this study was to examine the differences in the medical students’ satisfaction on online flipped learning by the learning style.MethodsA total of 42 second-year medical students were participated in this study. As study tools, Felder and Soloman’s Index of Learning Styles and the Korean Educational Development Institute’s National Assessment of Student Engagement in Learning were utilized. Data analysis was conducted with the Kruskal-Wallis test, a nonparametric statistical method.ResultsResults showed that there were statistically significant differences within active–reflective types and sensing–intuitive types. The active–reflective type has been shown to have statistically significant differences for the three effects of learning, such as problem solving and understanding, active participation, and self-directed learning attitudes. For sensing–intuitive type, active participation showed a significant difference from other effects of learning.ConclusionThe learning style is an important concept in understanding the diverse ways in which students process and absorb new information. Hence research is needed to conduct successful small group activities through online. In the future, it is necessary to find the factors that can lead to successful online classes in medical schools.

Does Flipped Learning at Fully Online Systems Enhance Self-directed Learning Attitude?

With traditional in-person classes canceled due to the pandemic, teachers moved classes online, adapting new teaching methods. With this background, this study is aimed at exploring if flipped learning conducted through fully online systems improves students’ self-directed learning attitudes. Comparing a conventional flipped learning model with asynchronous online before-class sessions to offline during-class ones, this study replaced offline during-class sessions with synchronous online ones and tried to see if a variant form of flipped learning will be effective in promoting students’ self-directed learning attitudes over time. Twenty-two English major students participated in a variant of flipped learning for eight weeks. A pre- and a post-test were administered using a survey questionnaire adapted from Lee and Pyo (2018)’s four characteristics of self-directed learning attitudes: autonomy, responsibility, creativity, and self-concept. The research findings are as follows. First, there was a significant increase in all four characteristics of self-directed learning attitudes in the fully online flipped classroom. Second, two themes, ‘greater work efficiency online’ and ‘a unique group mechanism online’ were found from open-ended questions, and explain well why the online-only flipped learning model is conducive to developing students’ self-directed learning attitudes.

Relationship between self-directed learning readiness, learning attitude, and self-efficacy of nursing undergraduates

Abstract Objective The purposes of this study were to analyze the influencing factors of self-directed learning readiness (SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates. Methods A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire. Result The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns. Conclusions The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students’ learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.

The effects of writing instructions using digital textbook on elementary school English learners’ writing abilities and self-directed learning attitudes.

The purpose of this study was to investigate the effects of writing instruction using English digital textbook on 4th grade students’ writing abilities and self-directed learning attitudes. The participants were 24 4th grade English learners who went through experimental lessons in which they were involved in their writing tasks using digital textbooks. Data collected during the 12 weeks experimental period include pre- and post-writing tests, writing tasks, questionnaires, and the teacher’s observation recordings. The results of data analysis revealed significant improvement on the participants’ writing abilities after the experimental lessons. The same held truth between the first and second writing tasks they completed in each lesson. Regarding self-directed learning attitudes, setting goals and planning, asking questions to the teacher or peers, and studying at home did not show significant improvement. However, intrinsic motivation, looking up materials, and continuous study after completing a task showed significant improvement. The majority of the participants wanted to keep using digital textbook after the experiment. Suggestions for more effective use of digital textbook were made based on the results.

Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students

Abstract Objective To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results The results showed that learning attitude (r=0.338, P&lt;0.01) and self-directed learning readiness (r=0.493, P&lt;0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P&lt;0.01). Conclusions It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.