Self-directed Learning Behaviors Research Articles

Influence factors on self-directed learning behavior of veterinary students on gross anatomy: a multiple group analysis

Influence factors on self-directed learning behavior of veterinary students on gross anatomy: a multiple group analysis

Self-directed Learning Behavior among Communication Arts Students in a HyFlex Learning Environment at a Government University in Thailand

Abstract Purpose As the HyFlex learning environment becomes increasingly popular, the role of self-directed learning (SDL) cannot be ignored. Therefore, this study aimed to find the levels of SDL behavior among communication arts undergraduate students learning in a HyFlex learning environment, to compare the levels of SDL behavior between gender and year of study at a government university in Thailand, and to confirm the dimensions of SDL among communication arts students. Design/methodology/approach Through a stratified random sampling, a total of 560 participants from the communication arts program at a government university were selected. SPSS was used for the descriptive statistics, t-test and one-way analysis of variance were used to compare gender and year of study, and Amos was used to report the constructs of the SDL. Findings Although the levels of SDL were at a medium level among the respondents, the creativity (M = 3.91) dimension was higher than the other dimensions in SDL. Among the constructs of SDL, love of learning was higher among female respondents (M = 3.54) compared to that among male students (M = 3.40). When compared among the different years of study, SDL showed no significant differences. The confirmatory factor analysis showed that the dimensions of SDL had a second-order factor loading score of 0.42–0.57. Implications The results of the study would be beneficial for educational administrators and lecturers in enhancing students’ SDL behavior in a HyFlex learning environment.

Unlocking the Potential in a Gamification-Based MOOC: Assessing Autonomous Learning and Self-Directed Learning Behaviors

Massive open online courses (MOOCs) have significantly advanced online education. Yet, MOOC instructors still grapple with the ongoing challenge of low learner engagement while striving to foster autonomous and self-directed learning (SDL). Integrating gamification into these courses could be a promising solution. However, the extent to which gamification shapes autonomous and SDL behaviors within MOOCs remains underexplored. This mixed-methods sequential explanatory study investigates the interplay between MOOC, gamification, autonomous learning, and SDL behaviors to harness the potential of online education. We address this research void by delving into the intricate relationship between gamification and learners’ engagement in autonomous learning and SDL behaviors. Drawing upon self-determination theory (SDT) as a theoretical framework, we scrutinize how gamified MOOCs influence intrinsic motivation and SDL behaviors. Our study utilizes questionnaires and structured interviews to comprehensively examine the users’ experiences within a gamified MOOC. The findings suggest that thoughtfully integrated gamification elements not only enhance learner engagement but also stimulate autonomous learning and SDL behaviors. However, it is crucial to approach the integration of gamification thoughtfully, ensuring a balance that promotes intrinsic motivation without undue reliance on extrinsic motivators. These findings hold significant implications for educators, course designers, and policymakers leveraging gamification to enrich online learning experiences and cultivate self-directed educational pathways. They offer valuable insights for educators, course designers, and policymakers aiming to leverage gamification for enriching online learning experiences and nurturing self-directed educational pathways in MOOCs.

Employing students’ evaluations and tutors’ perceptions to evaluate a faculty development program on problem-based learning at the Faculty of Medicine, King Abdulaziz University

BackgroundFaculty development programs are crucial for promoting continuous learning, enhancing teaching effectiveness, and encouraging professional growth among medical educators. Problem-based learning was introduced as a teaching strategy in our Faculty of Medicine in 2007. Thereafter, several rounds of a faculty development program were conducted to help teachers recognize their role as facilitators and assess areas for improvement.MethodsWe conducted a mixed-methods study with a sample of 284 third-year medical students answering a questionnaire and 21 faculty members participating in focus groups. A validated 13-item questionnaire was used to investigate the students’ evaluation of their tutors’ performance in problem-based learning. Three sessions were then conducted with faculty members involved in problem-based learning to gain in-depth insights into their experiences and perspectives.ResultsThe mean performance ranking for tutors awarded by the students was above halfway. There was a significant positive correlation between tutors’ performance ranking and all five of the learning approaches examined herein: constructive/active learning, self-directed learning, contextual learning, collaborative learning, and intra-personal behavior (p < 0.05). The data from the focus groups were analyzed under five broad themes: tutors’ insights into their strengths and weaknesses, challenges in conducting problem-based learning, tutors’ ways of preparing for problem-based learning, feedback, and suggestions for improving problem-based learning workshops.ConclusionsThis study recommends improvements and future directions for advanced program evaluation. Faculty development programs can be tailored to effectively address students and faculty members’ goals and needs, which can benefit the teaching and learning process and foster a culture of continuous improvement and professional growth.

Learning enhancement through deploying personal learning environment, network and problem-based learning assessment

Intended to foster students’ self-directed learning and research ability at the postgraduate level, this educational research evaluated the implications of personal learning environment &amp; network (PLE&amp;N) and problem-based learning (PBL) assessment as student-centric and student-driven pedagogic approaches. Compared to conventional instructional paradigms, the PLE&amp;N platform presents an agile and interactive platform that empowers students to partake in collaborative discourse while orchestrating their learning journey through the judicious utilization of communal resources. The vitality of the PLE&amp;N model is substantiated by the enduring engagement of peers, teachers, professionals, and external experts in the field, fostering a milieu of enriched knowledge exchange, synergistic collaboration, and personalized curation of learning approaches. In contrast, the PBL assessment was designed by incorporating intricate scenarios similar to the real world, thereby affording an avenue for cultivating students’ cogitation and adroit problem-solving skills within a guided learning environment. By integrating constructivist and connectivist pedagogies, the PBL assessment facilitated teamwork while engaging students in independent research and empowered their knowledge construction on selected topics. Students’ self-evaluation through the survey indicated their enhancement in self-directed learning behavior and competence building for complex problem-solving tasks. Moreover, peer feedback and suggestions received through both PLE&amp;N and PBL were highly beneficial for students to analyze information and learning resources from diverse perspectives, which further helped to expand their learning horizon. This study underscored the significance and advantages of modern student-centric approaches such as PLE&amp;N and PBL. These pedagogical paradigms stand as seminal strategies for nurturing nascent post-graduate students, thereby endowing them with indispensable proficiencies in self-directed learning and robust competencies in scholarly inquiry. Keywords: PLE&amp;N, PBL, Constructivism, Connectivism, Pedagogy, Self-directed learning.

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.

Bridging Total Force Fitness and Whole Health in Cardiovascular Disease Prevention.

The Cardiovascular Disease (CVD) Prevention project is a VA-DoD initiative, supported by the Joint Incentive Fund. The goal of the project is to create an innovative, 3D virtual space within the VA-Virtual Medical Center (VA-VMC) platform that provides Veterans and Active Duty Service Members with educational resources on the prevention of CVD. The Performance Health and Wellness Center is a new center within the VA-VMC. The space enables users to explore information and actionable resources on various risk factors related to CVD through independent and provider-led instruction, using a personalized 3D avatar. Partners of DoD and VA envision users engaging with the learning resources securely and with a sense of anonymity, which can foster self-directed learning and healthy behavior change. The DoD is particularly invested in promoting CVD prevention through the early adoption of positive health behaviors and the Total Force Fitness framework. The VA team is also committed to supporting users by providing professionally led classes and support groups on various CVD risk factors like tobacco, diabetes, nutrition, and exercise. This project is a unique and important collaboration during a time when telehealth and telemedicine services are in greater demand. The VA-VMC advances accessible, relevant, and evidence-based educational services for DoD and VA populations, and the Performance Health and Wellness Center, itself, presents Total Force Fitness concepts and a whole-person care approach while encouraging users to be actively involved in shared decision-making with their health care providers.

Understanding self-directed learning behaviors in a computer-aided 3D design context

Self-directed learning (SDL) has been employed in design education to support students' effective learning and designing. However, it is still unknown how students engage in an SDL process and how students’ SDL behaviors affect performance in a design context. In a computer-aided 3D design context, this study used cluster analysis to identify SDL behavioral patterns based on the trace data of 193 middle school students and further examined the differences in the perceived SDL ability and creative performance. Four distinct SDL behavioral patterns were identified: fully engaged, planning and reflection engaged, execution and regulation engaged, and minimally engaged learners. There were significant differences in the perceived SDL ability and creative performance between the four SDL behavioral patterns. The fully engaged learners showed the highest levels of perceived SDL ability and creative performance; the minimally engaged learners showed the lowest levels of perceived SDL ability and creative performance; the planning and reflection engaged learners had higher levels of perceived SDL ability and creative performance than the execution and regulation engaged learners. The findings provide insights for better understanding SDL from a behavioral perspective and for effective incorporation of SDL in a design context.

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.

Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis

BackgroundMuch of researchers’ efforts to foster wider implementation of educational innovations in STEM has focused on understanding and facilitating the implementation efforts of faculty. However, student engagement in blended learning and other innovations relies heavily on students’ self-directed learning behaviors, implying that students are likely key actors in the implementation process. This paper explores the ways in which engineering students at multiple institutions experience the self-directed selection and implementation of blended learning resources in the context of their own studies. To accomplish this, it adopts a research perspective informed by Actor-Network Theory, allowing students themselves to be perceived as individual actors and implementors rather than a population that is implemented upon.ResultsA thematic analysis was conducted in two parts. First, analysis identified sets of themes unique to the student experience at four participant institutions. Then, a second round of analysis identified and explored a subset of key actors represented in students’ reported experiences across all institutions. The findings show clear similarities and differences in students’ experiences of blended learning across the four institutions, with many themes echoing or building upon the results of prior research. Distinct institutional traits, the actions of the instructors, the components of the blended learning environment, and the unique needs and preferences of the students themselves all helped to shape students’ self-directed learning experiences. Students’ engagement decisions and subsequent implementations of blended learning resulted in personally appropriate, perhaps even idiosyncratic, forms of engagement with their innovative learning opportunities.ConclusionThe institutional implementation of blended learning, and perhaps other educational innovations, relies in part on the self-directed decision-making of individual students. This suggests that instructors too hold an additional responsibility: to act as facilitators of their students’ implementation processes and as catalysts for growth and change in students’ learning behaviors. Developing a greater understanding of students’ implementation behaviors could inform the future implementation efforts of faculty and better empower students to succeed in the innovative classroom.

YouTube self-directed learning in the US and Taiwan: an application of the personal responsibility orientation model

PurposeTo facilitate the use of YouTube as an important global video portal for self-directed learning (SDL), it is important to understand YouTube users' distinctive learning experiences across cultures. This study examines factors influencing YouTube SDL based on the personal responsibility orientation (PRO) model. In addition, the two markets, US and Taiwan, were chosen to explore if national cultural differences affect YouTube users' SDL frequency and goals along with PRO variables.Design/methodology/approachA self-administered online survey of 372 college aged-YouTube users in the US and Taiwan was conducted to obtain the self-reported SDL behavior on YouTube and other demographic and video usage variable information.FindingsFrequent video sharing and information seeking motives likely facilitate general YouTube SDL, while initiating online video search leads to specific goal-oriented SDL such as problem-solving and skill-improvement. Although American students use YouTube more frequently for SDL than Taiwanese students, Taiwanese students use YouTube more for specific skill improvement.Social implicationsYouTube's social affordance enables YouTube users' informal and SDL across different national cultures and thus the role such social media play in encouraging lifelong learning needs further attention.Originality/valueThis study contributes to understanding how YouTube fosters the informal learning process through functions enabling YouTube users' self-directed information seeking, sharing and engaging with online videos with a cross-national comparison. This study is also expected to offer insights to promote the use of YouTube for SDL as a first cross-national study applying the PRO model in the context of YouTube SDL.

Factors Influencing Self-directed Learning Behavior of Higher Vocational Students in Guangdong, China, under Blended Teaching Mode

Factors Influencing Self-directed Learning Behavior of Higher Vocational Students in Guangdong, China, under Blended Teaching Mode

Comparative effectiveness study of flipped classroom versus online-only instruction of clinical reasoning for medical students

ABSTRACT Context Bedside clinical teaching is the backbone of clerkship education. Data-driven methods for supplementing bedside encounters with standardized content from vetted resources are needed. Objective To compare a flipped-classroom versus an interactive online-only instruction for improving knowledge, skills, self-directed learning (SDL) behaviors, and satisfaction in a medical school clerkship. Methods An IRB-approved prospective study employing a peer-reviewed clinical reasoning curriculum in neurology was conducted; 2nd-4th year medical students rotating through a required clerkship were enrolled. Students were randomized to flipped-classroom (i.e., flipped) or interactive asynchronous online instruction (i.e., online-only), which supplemented existing bedside teaching. Baseline and end-of-course knowledge, skill development, SDL behaviors, satisfaction, and long-term retention were assessed by peer-reviewed clinical reasoning exam, NBME scores, faculty/resident clinical evaluations, non-compulsory assignment completion, end-of-clerkship surveys, and objective structured clinical exam (OSCE). Results 104 students (49 flipped, 55 online-only) were enrolled. Age, gender, and training level did not differ by group (all p > 0.43); baseline knowledge was higher in the flipped group (p = 0.003). Knowledge-based exam scores did not differ by group even after adjusting for differences in baseline knowledge (2.3-points higher in flipped group, 95%CI −0.4–4.8, p = 0.07). Clinical skills were significantly higher in the flipped group, including examination skills (4.2 ± 0.5 vs. 3.9 ± 0.7, p = 0.03) and future housestaff potential (4.8 ± 0.3 vs 4.5 ± 0.6, p = 0.03). Students in the online-only group were more likely to engage in SDL (42 vs. 12%, p = 0.001) and reported more hours studying (6.1 vs. 3.8 hours, p = 0.03). Satisfaction (p = 0.51) and OSCE scores (p = 0.28) were not different by group. Conclusions In this comparative study of two evidence-based curricular delivery approaches, we observed no difference in knowledge acquired. Greater clinical skills were observed with flipped instruction, while more SDL was observed with online-only instruction. Supplementing bedside teaching with blended instruction that balances live skill development with vetted online resources is optimal for clerkship education.

Self-reported vaccination-related behavior patterns among healthcare workers and the association with self-directed learning frequency: A nationwide cross-sectional survey.

Healthcare workers play an essential role in improving the public's vaccination uptake, but the full picture of such workers' engagement in vaccination-related behaviors has not been appropriately identified. According to the Integrated Theory of Health Behavior Change, self-directed learning may be a promising intervention for fostering engagement in vaccination-related behaviors, but the association between self-directed learning and such behaviors remains unclear. This study aimed to determine Chinese healthcare workers' level of engagement in behaviors for combatting vaccine-preventable diseases and assess the association between frequency of performing vaccine-focused SDL and engagement in vaccination-related behaviors. An online cross-sectional survey was conducted from January 27 to February 21, 2022, using the survey platform "wjx." Respondents were restricted to healthcare workers aged 18-65 years. A Sankey diagram and bar plots were constructed to determine patterns of engagement in a vaccination-related-behavior chain. Unconditional binary logistic regression models were fitted to determine the association between frequency of performing vaccine-focused self-directed learning and engagement in vaccination-related behaviors. Of the 2,248 survey respondents, data for 2,065 were analyzed. Participants who had received influenza or pneumococcal vaccination, routinely recommended vaccination to patients, tracked patients' vaccination status, and recommended efficiently accounted for 43.2%, 50.8%, 40.3%, and 36.4% of the total participants, respectively. When only considering those who routinely made such recommendations, the proportion of those who performed tracking and efficient recommendation was 28.8% and 26.2%, respectively. When compared to performing self-directed learning "never to less than once/six months," performing self-directed learning "more than once/week" was positively associated with being vaccinated (OR, 95% CI: 2.30, 1.74-3.03), routinely recommending vaccination (OR, 95% CI: 4.46, 3.30-6.04), and tracking the status of patients so recommended (OR, 95% CI: 6.18, 4.35-8.76). Chinese healthcare workers' pattern of engagement in vaccination-related behaviors must be improved. Higher frequencies of engagement in self-directed learning are associated with more active engagement in vaccination-related behaviors, meaning raising such frequencies could be a promising intervention for fostering behavior changes in this regard and ultimately increasing vaccination coverage.

Understanding self-directed learning behavior towards digital competence among business research students: SEM-neural analysis

Understanding self-directed learning behavior towards digital competence among business research students: SEM-neural analysis

Design of a learning dashboard to enhance reading outcomes and self-directed learning behaviors in out-of-class extensive reading

ABSTRACT Self-directed learning (SDL) requires students to take initiative to learn and control their own learning process. Literature highlights the importance of SDL for lifelong learning. Yet, little understanding is known regarding how to support SDL at the school level, specifically for out-of-class learning context. To fill up this gap, this research developed a learning dashboard and integrated SDL process management in GOAL system. It was implemented to provide support for out-of-class online self-directed extensive reading (SDER) at a high school level. A two-group study conducted during a three-week spring vacation found the experimental group (N = 35, with SDL support) achieved significantly more reading outcomes than the control group (N = 12, without SDL support). Detailed GOAL interaction behavior analysis of the experimental group showed that viewing learning dashboard was significantly correlated with reading outcomes as well as interactions related to SDL process management. These findings highlights positive effect of SDL support in GOAL on students' out-of-class SDER outcomes as well as their SDL behaviors. The study provided implications for research related to extensive reading and SDL support for out-of-class learning.

Students’ self-directed learning behavior: Cross cultural research (Thailand and Australia)

Students’ self-directed learning behavior: Cross cultural research (Thailand and Australia)

Implementation of a monthly individualized learning plan with emergency medicine residents.

Self-assessment and self-directed learning (SDL) are integral to developing competent physicians who are lifelong learners. Individualized learning plans (ILPs) are tools to formalize this process and allow for mentors to guide residents in developing these skills. Pediatric residencies have adopted the ILP process and have demonstrated improvement in resident SDL behavior, but to date there have been no EM residencies to adopt the ILP process into resident education. The ILP program was designed around three key elements: (1) resident performance of self-assessment; (2) a collaborative conversation about learning needs and goals; and (3) a shared development of implementation strategies. The program was implemented with 12 PGY1 EM residents in the 2019-2020 academic year. Following an introduction to ILPs during orientation, residents met monthly with program leadership to create and reflect on ILPs. At the conclusion of the academic year, residents were surveyed about their attitude toward the ILP process and SDL. A total of nine residents completed the postimplementation survey. Prior to implementing the ILP program, residents universally reported that they had little to no experience with generating an ILP. Following implementation, 55% of residents described themselves as strong independent learners and 89% wanted to continue the program into their second year. Overall, residents felt that the ILP program helped to focus their goals, monitor their progress, and allowed them to develop a relationship with program leadership.

Evaluating Factors Influencing Knowledge-Sharing Behavior of Students in Online Problem-Based Learning.

Adopting online problem-based learning (OPBL) to internship educational programs is an effective teaching method to stimulate self-directed and collaborative learning and knowledge-sharing behavior (KSB) of students. However, the OPBL collaboration experience is different from the traditional lecture-based learning experience for students. Integrating social identity theory and commitment-trust theory develops a formative research model that explains the KSB of students when using social media tools for the OPBL process. This process encourages social interaction and communication of students, in turn, facilitating the integration of collective intelligence or the creation, sharing, and exchange of knowledge. Data collected from 425 nursing students who studied at seven nursing colleges or medical universities in Taiwan were analyzed using the partial least squares (PLSs) technique. The results indicate that social identification is a crucial antecedent of KSB. Relationship quality plays a vital role in shaping the effects of interpersonal trust and relationship commitment (RC) on KSB during internship periods. The findings can contribute to theoretical discussions and enhance the effectiveness of KSB in the literature of internship and non-internship in the higher education field.

Does parental concern about their child performance matter? Transactional links with the student's motivation and development of self-directed learning behaviors

Does parental concern about their child performance matter? Transactional links with the student's motivation and development of self-directed learning behaviors