Self-directed Learning Capability Research Articles

Cultivating self-directed learning abilities in K-12 students through immersive online virtual tours

ABSTRACT The present study employed virtual reality technology to develop online learning environments that facilitated student cultural and self-directed learning. Junior high school participants engaged in creating virtual tours, sharing them with peers online, and implementing self-directed learning strategies. A one-group posttest-only design was employed to assess students' perceived enhancement of their self-directed learning skills. Sixteen junior high school students took part in the research. Data collection involved multiple research instruments: (1) interviews with students, (2) questionnaires, (3) teachers' reports, and (4) analysis of the content created by the participants. The results demonstrated that the participants perceived improvements in their abilities to diagnose learning needs, formulate learning goals, actively engage in the learning process, and evaluate their learning experiences by the end of the learning activity. The findings from various data sources suggest that online learning environments utilizing virtual reality technology may effectively foster the development of students' self-directed learning abilities. Moreover, the students expressed satisfaction and a positive perception of their learning experience using VR technology. Consequently, we propose that educators and researchers leverage the insights and outcomes of this study to design similar online learning environments supported by virtual reality technology, aiming to cultivate students' self-directed learning capabilities.

Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome

Flipped instruction has garnered significant interest in higher education for its potential to enhance student motivation and self-regulated learning. This quasi-experimental study examined the impact of flipped teaching on motivation and self-directed learning attributes among 106 entrepreneurship students at universities in Taiwan. Students completed pre- and post-intervention surveys measuring intrinsic motivation, extrinsic motivation, and facets of self-directed learning. Bayesian paired samples t-tests revealed that flipped instruction significantly increased both intrinsic and extrinsic motivation. Self-directed learning attributes including internal processes, behavioral approaches, and environmental preferences also improved following the flipped teaching intervention. Additionally, machine learning models were developed to predict students’ final exam scores based on pre-intervention motivation, self-directed learning, and learning expectations. A linear regression model accounted for 59.1% of variance in exam scores, with pre-learning expectations emerging as the strongest positive predictor. However, pre-intervention intrinsic motivation intriguingly showed a negative relationship with predicted exam performance. Overall, this study provides preliminary evidence that flipped instruction can increase student motivation and self-directed learning capabilities. The predictive modeling also suggests complex interactions between attributes in influencing academic achievement. Further research with larger, more diverse samples is recommended to validate the motivational and self-regulatory benefits of flipped teaching for higher education students.<i> </i>

Optimisation of culture conditions for gesho (Rhamnus prinoides.L) callus differentiation using Artificial Neural Network-Genetic Algorithm (ANN-GA) Techniques

Gesho (Rhamnus prinoides) is a medicinal plant with antioxidant and anti-inflammatory activities commonly used in the ethnomedicinal systems of Africa. Using a three-layer neural network, four culture conditions viz., concentration of agar, duration of light exposure, temperature of culture, and relative humidity were used to calculate the callus differentiation rate of gesho. With the ability to quickly identify optimal solutions using high-speed computers, synthetic neural networks have emerged as a rapid, reliable, and accurate fitting technique. They also have the self-directed learning capability that is essential for accurate prediction. The network's final architecture for four selected variables and its performance has been confirmed with high correlation coefficient (R2, 0.9984) between the predicted and actual outputs and the root-mean-square error of 0.0249, were developed after ten-fold cross validation as the training function. In vitro research had been conducted using the genetic algorithm’s suggestions for the optimal culture conditions. The outcomes demonstrated that the actual gesho differentiation rate was 93.87%, which was just 1.86% lesser than the genetic algorithm's predicted value. The projected induced differentiation rate was 87.62%, the actual value was 84.79%, and the predicted value was 2.83% higher than Response Surface Methods optimisation. The environment for the growth of plant tissue can be accurately and efficiently optimised using a genetic algorithm and an artificial neural network. Further biological investigations will presumably utilise this technology.

Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency.

The evolution toward future education following the 4th industrial revolution and the coronavirus disease 2019 (COVID-19) pandemic have changed nursing education dramatically. Online classes have become a new paradigm of education, and are expected to develop and be maintained in various forms even after the end of COVID-19. Therefore, attention is focused on finding ways to improve learners' achievements in a distance learning environment. This study aimed to examine the mediating effects of self-directed learning competency on the relationships between optimism, emotional intelligence and academic resilience among nursing students. A cross-sectional descriptive design was conducted using convenience sampling of 195 nursing students in South Korea. Data were analyzed with descriptive statistics, Pearson's correlation coefficients, multiple regression, and mediation analysis using SPSS/WIN 26.0 program. There were significant positive correlations among self-directed learning competency, optimism, emotional intelligence and academic resilience. The self-directed learning competency acts as a mediator in explaining relationship between optimism, emotional intelligence and academic resilience, respectively. This study provides the evidence for the role of self-directed learning competency in the relationship between optimism, emotional intelligence and academic resilience in nursing students. Rapid changes in education are inevitable due to changes in clinical settings and the impact of repeated infectious disease outbreaks including the COVID-19 pandemic. This study suggests strengthening positive psychology and self-directed learning capability of nursing students as a strategy to prepare for changes in education and clinical areas.

자기주도적 학습역량 신장을 위한 초등영어교육에서의 온라인 콘텐츠 앱 활용 효과

The purpose of this study was to foster students’ self-directed learning capabilities by using online content applications in primary English teaching classes. For the study, Padlet, Kahoot!, and ThinkerBell applications were used for online content in the English classes for twelve weeks. To compare the pre- and post-test results, this study employed two evaluation tests, one developed by Kim, H. Y. & Kim, M. J. (2022) and the other by Lee (2009), both of which were designed to examine students’ self-directed learning capabilities in English education. The two different tests were administered to a total of 52 Korean elementary students from two classrooms, comprised of 26 students in the experimental group and 26 students in the control group. The results indicated that the implementation of online content applications for elementary English classes in the study was statistically and significantly effective.
 Students remarked that online content classes not only allowed them to participate more in speaking English, but also to be more involved in revising English composition.
 Some suggestions and considerations were also presented in the study.

Self-directed learning quotient and common learning types of pre-medical students in Korea by the Multi-Dimensional Learning Strategy Test 2nd edition: a descriptive study.

This study aimed to find the self-directed learning quotient and common learning types of pre-medical students through the confirmation of 4 characteristics of learning strategies, including personality, motivation, emotion, and behavior. The response data were collected from 277 out of 294 target first-year pre-medical students from 2019 to 2021, using the Multi-Dimensional Learning Strategy Test 2nd edition. The most common learning type was a self-directed type (44.0%), stagnant type (33.9%), latent type (14.4%), and conscientiousness type (7.6%). The self-directed learning index was high (29.2%), moderate (24.6%), somewhat high (21.7%), somewhat low (14.4%), and low (10.1%). This study confirmed that many students lacked self-directed learning capabilities for learning strategies. In addition, it was found that the difficulties experienced by each student were different, and the variables resulting in difficulties were also diverse. It may provide insights into how to develop programs that can help students increase their self-directed learning capability.

A Study on the Development and Effectiveness of a Psychology Liberal Arts Class Incorporating Self-Directed Learning

The purpose of this study is to develop a psychology liberal arts class incorporating self-directed learning and to analyze the effects of its implementation. In this study, a psychology liberal arts class connected with the self-directed learning factors was developed for self-directed learning. In order to analyze the effects of liberal arts class, data were collected and analyzed using reflection journal writing and in-depth interviews with 17 university students. The results are as follows. First, at the beginning of the liberal arts class, the process of students attempting to learn was found to be of significant importance regarding the learning process itself, as well as the trial and error process based on past experiences. From the perspective of the Galaxy model, this process is related to cognitive self-directed learning. From the perspective of the education subject, the intention of the learner is founded in education. Second, at the mid point of the liberal arts class, the process of realization among the students in regards to their learning was found to lie in an understanding of the learning phenomenon based on psychology, solving problems related to learning through the connection between psychology and learning science, and the use of teaching media for effective learning. From the perspective of the Galaxy model, this process is related to educational self-directed learning. From the perspective of the education subject, the intentions of learners and instructors are implemented in education. Third, at the end of the liberal arts class, the students’ growth process through learning was found to rest in the areas of their pursuit of value and their pursuit of change. From the perspective of the Galaxy model, this process is related to existential self-directed learning. From the perspective of the education subject, the intention of the learner becomes central in education.</br>The conclusions are as follows. First, it is necessary for us to develop a liberal arts class with self-directed capabilities that will be required in the era of the 4th Industrial Revolution. Second, such classes need to reflect the learner’s intentions that take into consideration the self-directed learning elements of time, space, exchange, and body elements in the design process of the liberal arts class for self-directed learning capabilities. Third, we need to discuss the appropriate role of the instructor in the operational process of the liberal arts class that possess self-directed learning capabilities.

온라인 수업에서 간호대학생의 문제해결적극성과 자기주도학습능력의 관계

Objectives This study is a descriptive study that sought to investigate the mediating effects of a growth mindset and a fixed mindset on the relationship between proactivity of problem-solving and self-directed learning ability of nursing students in an online learning environment.
 Methods The subjects of this study were 307 nursing students attending two universities in J-do. Data analysis was performed with descriptive statistics, Independent t-test, ANOVA, and Pearson's correlation coefficient, and the parallel mediation model analysis of PROCESS macro and Bootstrap method were used for mediating effect analysis.
 Results As a result of the study, the average self-directed learning ability of the subjects was 3.73 out of 5. There was a significant positive relationship between proactivity of problem-solving, growth mindset, and selfdirected learning ability. Also, growth mindset were partially mediated in the relationship between proactivity of problem-solving and self-directed learning ability of nursing students. In other words, the direct route from the proactivity of problem-solving of nursing students to self-directed learning ability and the indirect route to self-directed learning ability by medium of growth mind set were noted. but the mediating effect of the fixed mindset was not significant.
 Conclusions Based on the results of this study, it is strongly recommended to implement measures that can improve the proactivity of problem-solving and growth mindset to enhance the self-directed learning capabilities of nursing students.

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.

Student Satisfaction with Audio-Visual Flipped Classroom Learning: A Mixed-Methods Study.

The purpose of this mixed-methods study was to investigate the influential factors of student satisfaction with online digital audio-visual flipped classroom learning. A total of 103 students enrolling in the two-credit compulsory code course participated in this flipped classroom research. Descriptive data analysis and grey relational analysis demonstrated that student respondents were most satisfied with repeated practice (1st), followed immediately by peer learning (2nd), and active learning (3rd). In terms of qualitative data, three themes emerged from the focus group analysis, including: improving independent learning, enhancing peer learning, and increasing teacher–student interaction. The flipped classroom model provided opportunities for students to strengthen their self-directed learning capabilities, improved students’ learning motivation, and to be a team player among third-year nursing students. The results were consistent with the actual circumstance. The results integrated descriptive data, the mathematic model, and interviews to validate the accuracy and rationality of the data. According to this study, an online digital audio-visual flipped classroom could improve student independent learning and enhance peer communication. The results provide an accurate assessment tool suitable for Taiwanese nursing students’ flipped classroom model learning experience.

Impact of Learners' Participation in Reading Activities and Media Literacy on Self-Directed Learning Capability: Mediator Effect on Academic Self-Efficacy

목적 본 연구는 부산광역시. 고등학교 1학년 학생의 독서활동과 미디어 활동의 참여가 학업적 자기효능감을 매개로 자기주도적 학습 역량에 미치는 영향을 살펴보았다. 방법 이를 위해 부산교육종단연구(BLES) 4차년도의 학생 2872명 자료를 활용하여 구조방정식 모형 분석을 실시하였다. 결과 연구 결과 첫째, 미디어 문식 활동은 자기주도적 학습 역량을 직접적으로 예측하였다. 둘째, 독서 활동과 미디어 문식 활동에 많이 참여할수록 학업적 자기효능감이 높은 것으로 나타났다. 셋째, 학업적 자기효능감은 자기주도적 학습 역량을 유의하게 예측하였으며, 학업적 자기효능감은 미디어 문식 활동이 자기주도적 학습 역량에 미치는 영향을 유의하게 매개하는 것으로 나타났다. 그러나 본 연구는 종단적 관계는 확인하기 어렵고 양적 연구에만 기초한 연구라는 점에서 한계가 있으며, 학업적 자기 효능감 및 자기주도적 학습 역량의 효과를 저해하는 독서 활동 및 미디어 문식 활동의 요소에 대해서는 보다 다양한 변수와 표본을 활용한 후속 연구를 통해 명확하게 검증할 필요가 있다고 판단하였다. 결론 이러한 연구 결과로 미루어 볼 때, 향후 학교 교육에서는 학업적 자기효능감과 자기주도적 학습 역량을 신장시킬 수 있는 독서 활동과 미디어 문식 활동에 대한 지원이 필요하다. 또한 독서 활동과 미디어 문식 활동에 대한 교육의 질적 개선을 위해서는 교육 활동을 모니터링 할 수 있는 다각적 인프라 마련이 요구된다.

In COVID-19, Unmet Needs of Nursing Students Participating in Limited Clinical Practice

Background: This study was conducted to identify unmet needs through qualitative research on studentswho have experienced clinical practice and alternative practice that are suddenly limited to COVID-19situations.Method: Qualitative research using focus group interviews involved five junior students with untact orlimited clinical practice experience.Finding: The unmet needs of nursing students were analyzed as four categories based on “lack of variousmedia and visual materials” and “need to strengthen self-directed learning capabilities.”Conclusion: The results of this study suggested that nursing students who experienced untact or limitedclinical practice experience are demanding education that utilizes various media and enhances self-directedlearning, despite suffering from a lack of direct field experience and burden on tasks. Therefore, educationprograms should be developed to meet these needs.

Action Research on the Use of the Flipped Teaching Model in Obstetric Nursing Laboratory Classes

Obstetric nursing laboratory courses typically involve both time and credit limitations. Using traditional teaching methods such as "teacher demonstrate, students imitate" in these courses provides insufficient opportunities for students to develop the ideal level of maternity nursing expertise. Lack of sufficient familiarity with the relevant techniques, procedures, and clinical scenarios prior to participation in internships reduces the level of safety in clinical care environments. (1) To explore the effectiveness as perceived by baccalaureate nursing students of an obstetric nursing laboratory classes based on a flipped teaching model; (2) To examine the application of a flipped teaching model in obstetric nursing laboratory classes as well as the problems encountered and the actions necessary to resolve these problems. The findings may be used as a reference for future teaching and guidance. This study used an action research framework as a guide and employed focus groups and questionnaires to collect student perceptions of the flipped teaching model. The feedback of students was highly positive because the classes involved repeated practice, were integrated into the clinical context, and allowed active learning independent of time and space restrictions. These attributes affected learning efficiency positively. The following four themes emerged from the focus group analysis: helps improve self-directed learning, helps integrate into the clinical context, helps peers learn from each other, and helps bring teachers and students closer. This study demonstrated an actual implementation of the flipped teaching model in obstetric nursing laboratory classes as well as assessed the learning perceptions of students. This teaching method provides opportunities for teachers and students to discuss and practice nursing skills, strengthen students' self-directed learning capabilities, and improve students' learning motivation. The author recommends that this innovative teaching strategy may be used to teach various subjects and different disciplines in nursing.

Factor affecting on Self-directed Learning Capability of Nursing Freshmen

본 연구는 간호학과 신입생의 자기주도학습역량을 알아보기 위해 수행된 서술적 조사연구로, 2019년 9월 14일부터 17일까지 J도 소재 일개 대학 간호학과 1학년 166명을 대상으로 수행되었다. 수집된 자료를 SPSS/WIN 21.0으로 기술통계, T-test, ANOVA 및 위계적회귀분석을 수행한 결과, 자기주도학습역량의 평균은 3.5±0.4점이었고, 입학동기, 주관적 학교성적, 성격 및 리더십에 따라 평균에 유의한 차이가 있었다, 자기주도학습역량의 하위영역인 학습실행과 학습평가역량에 영향을 미치는 요인은 입학동기(β=.242), 리더십(β=.179) 및 학습계획(β=.703)이었고(F=38.066, p<.001) 변수들의 설명력은 52.9%이었다. 본 연구는 대상자 수와 범위를 확대하여 반복연구 후 간호학과 신입생의 자기주도학습역량강화 프로그램 개발의 기초자료로 사용될 수 있다.

The School Life Satisfaction of Middle School Students according to Self-Directed Learning Capability and Emotion Regulation Strategy

The purpose of this study was to investigate the differences in the school life satisfaction of middle school students according to self-directed learning capability and emotion regulation strategy. The subject of this study were 499 middle school students in Daegu. In order to analyze the data, two way ANOVA were employed for analysis and Scheffe test for post-hoc analysis. The main finding of this study were as follows; First, there were significant differences in the school life satisfaction of middle school students according to self-directed learning capability and behavioral emotion regulation strategy. Second, there were significant differences in the school life satisfaction of middle school students by cognitive emotion regulation strategy. But there were no significant differences in the school life satisfaction according to self-directed learning capability and cognitive emotion regulation strategy. Third, there were significant differences in the school life satisfaction of middle school students according to negative․avoidant and emotion regulation strategy. However there were no significant differences in the school life satisfaction according to self-directed learning capability and negative․avoidant emotion regulation strategy.

LEARNING DIFFERENT READING STRATEGIES AS A BASIS FOR LEARNING SKILLS

Based on the latest OECD International Studies (The Organisation for Economic Co-operation and Development [OECD], 2019) on reading literacy of Latvian primary school pupils, the overall reading literacy has fallen.The ability to read and understand text is one of the first skills students need at school. Based on observations during practice, primary school learners are technically well literate, that is, they can clearly read what has been written, acknowledge sentence boundaries, and read with appropriate intonation. However, the task of the school is not to teach students to read technically, but to read thoughtfully, so that the information could be understood and used in further learning activities. Literacy is not just about drawing letters and stringing them together; it is about developing an interest in reading, as well as the quality of cognitive processes. Learning diverse reading strategies in the primary school curriculum is a way of stimulating students' interest and thinking ability, and their ability to learn in a self-directed way.The aim of the study is to analyse the experience of a school teachers’ team, encouraging pupils' reading proficiencies in order to develop the pupil as a skilled reader during the learning process.Research methods: literature and source analysis, survey method - questionnaire, obtained data processing and analysis, performance analysis. The results of the study show that mastering diverse reading strategies in the primary school curriculum is a way to enhance students' thinking and self-directed learning capabilities.

Effect of learning contracts in clinical pediatric nursing education on students' outcomes: A research article

BackgroundAccording to previous research, learning contracts positively influence learners' self-directed learning ability, learning satisfaction, and academic performance. However, there are insufficient researches on the application of learning contracts to clinical training in pediatric nursing. This study sought basic data for developing an effective teaching and learning strategy for clinical education in pediatric nursing. ObjectiveThis study aimed to validate the effect of learning contracts on students' problem-solving skills, self-directed learning capability, and communication self-efficacy. DesignNonequivalent control group posttest design. Participants and settingsThe participants comprised a total of 50 junior nursing students, 25 in each group at a college in Daejeon City, South Korea. MethodThis study compared the above-mentioned outcomes between control (before clinical pediatric nursing education) and experimental groups (after received such education and applied learning contracts). ResultsThe experimental group demonstrated higher problem-solving skills, self-directed learning capability, and communication self-efficacy scores than did the control group. ConclusionLearning contracts should be applied in practical courses as a teaching and learning method to improve relevant nursing skills, such as problem-solving skills, self-directed learning capabilities, and communication self-efficacy.

The effects of team-based learning program on the self-directed learning capability, learning transfer and learning satisfaction of nursing students

The effects of team-based learning program on the self-directed learning capability, learning transfer and learning satisfaction of nursing students

Effects of Academic Tutoring Program on Interpersonal Relationships, Self-Directed Learning Capability and Academic Self-efficacy

Effects of Academic Tutoring Program on Interpersonal Relationships, Self-Directed Learning Capability and Academic Self-efficacy

A Dynamic Cross-cultural Competence Model for Chinese Expatriate Managers

We derive a dynamic cross-cultural competence model from a qualitative study of expatriates of Chinese MNEs. Self-directed Learning Orientation and Cross-cultural Learning Capability emerged as hig...