Self-directed Learning Competence Research Articles

Playing to learn: developing self-directed learning skills through serious games

Purpose Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.

학생 현장탐방형 META-HyFlex 혁신 수업모형이 대학생의 자기주도학습역량, 창의적 문제해결역량 향상에 미치는 영향

Objectives The purpose of this study is to analyze the effect of META-HyFlex(Meta-HyFlex) innovation class model on the improvement of students' self-directed learning competency and creative problem solving competency.
 Methods The subjects of this study were college students who enrolled in the required courses at the basic level of major at S University. The experiment was conducted in the first semester of 2018 before the onset of COVID-19 and the second semester of 2022 when the META-HyFlex innovation class model was introduced in the post-corona period.A pre-test was conducted with a total of 23 questions, including 13 self-directed learning competencies and 10 creative problem-solving abilities, which were self-reported check items before the class started, and the homogeneity between the groups was confirmed.
 Results As a result of analyzing the change trajectory of the experimental group and the comparative group, it was found that the self-directed learning ability and the creative problem solving ability improvement effect were significant in the 2022 class (face-to-face class) in which the META-HyFlex innovation class model was introduced to strengthen the successful student experience.
 Conclusions The META-HyFlex Innovative Teaching-Learning Model is a class design focused on enhancing class effectiveness. It integrates knowledge of various disciplines and learners can perform multidisciplinary, practical, and cooperative tasks to foster self-directed learning and creative problem solving skills.This study for the improvement of future core competencies of university students can be provided as basic data for educational outcomes to improve the quality of education and will contribute to the advancement of customized experience- based education for the improvement of future core competencies of university students in the era of future transition.

Theoretical and practical exploration of work-based learning curriculum with a case study

This contribution reviews the development of vocational education and training (VET) curriculum development in the last two decades in China, which is categorised into three models: curriculum with theory and practice in parallel (TPP), curriculum with theory in the service of practice (TSP), and integrated curriculum between theory and practice (ITP). It describes briefly also a VET curriculum reform project that adopts a design-based research approach. The main objective of this project is to explore curriculum models that can more effectively promote the development of learners’ holistic professional competences. Result shows that the new work-based curriculum, especially ITP, plays a positive role in promoting the professional action competence of students. The new curriculum also has been welcomed by employers. Difficulties in implementation of new curriculum are teaching capability and work experience defect of teachers, and the lack of self-directed learning competence of some students. The key problem to be solved in the future is how to effectively identify the courses and learning contents through effective qualification research.

Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency and AI-assisted writing

The impact of Artificial Intelligence (AI) on English writing is gaining prominence. This study aimed to examine the interplay between critical thinking skills, self-directed learning competency, and Artificial Intelligence writing by cross-lagged model, with the focus on the moderating role of self-directed learning competency on critical thinking skills and Artificial Intelligence writing. A total of 204 participants completed a critical thinking test, self-directed learning questionnaire and a writing task. The results revealed significant correlations between critical thinking skills, self-directed learning competence, and AI-assisted writing. However, the temporal correlations between critical thinking skills and self-directed learning exhibited a reciprocal pattern over three times, while the correlations between critical thinking skills, self-directed learning, and AI-assisted writing were unidirectional. Interestingly, the findings indicated that self-directed learning moderated the relationship between critical thinking skills and AI-assisted writing over two times, but not in the third time. These findings emphasized the pivotal roles of critical thinking skills and self-directed learning in AI-assisted writing among EFL learners. They also suggested that using AI-assisted tools critically and independently in writing can mitigate the tendency to over-rely on these tools.

Comparative study of clinical reasoning competence and self-directed learning competence in nurses across varied years of experience.

To compare and analyse the differences in the clinical reasoning competence of nurses with different working years and their relationship with self-directed learning competence. A cross-sectional survey design (online investigation) was used. A total of 376 nurses were recruited from four independent hospitals in China. Online questionnaires collected data on nurses' demographic characteristics and assessed their clinical reasoning and self-directed learning competence. Pearson correlation analysis, t-test, analysis of variance (ANOVA) and multivariate regression analysis were used. Clinical reasoning competence scores of nurses with working years >10 years were higher than those of other nurses. Self-directed learning competence scores of nurses with working years of <1 year and (from ≥1 year to <3 years) were lower than those of nurses with working years of 6-10 years and >10 years. Self-directed learning competence scores of nurses with working years of 3-5 years were lower than those of nurses with working years of >10 years. There was a positive correlation between clinical reasoning competence, self-directed learning competence and each dimension among nurses of different working years. There are differences in the influence of different dimensions of self-directed learning competence on clinical reasoning competence among different working years. There were differences in clinical reasoning and self-directed learning competence among nurses with different working years. Self-directed learning competence is a positive predictor of nurses' clinical reasoning competence, which applied to nurses with all working years; however, the specific effect of self-directed learning competence on clinical reasoning competence differed among nurses with different working years. Nursing managers should pay attention to the development characteristics of clinical reasoning competence and self-directed learning competence of nurses with different working years and determine effective intervention strategies according to specific influencing factors.

Analysis of the Impact of Personalized Learning Paths in Mobile Learning Platforms on the Development of Self-Directed Learning Strategies Among Brazilian College Students

This paper investigates the impact of personalized mobile learning (m-learning) platforms on the development of self-directed learning (SDL) strategies among Brazilian college students. Employing a mixed-methods research design, the study combines quantitative surveys with qualitative interviews to explore how personalized learning paths influence SDL skills such as goal-setting, time management, and reflective practice. The quantitative analysis reveals a significant positive correlation between the degree of personalization in m-learning experiences and enhancements in SDL competencies. Qualitative insights further elucidate students’ perceptions of personalized m-learning, highlighting increased motivation, engagement, and a sense of ownership over their learning processes. The research also delves into the challenges and opportunities presented by the Brazilian educational context, including infrastructural limitations and the digital divide. The findings underscore the potential of personalized m-learning platforms to foster learner autonomy and suggest implications for educators, policymakers, and educational technology developers. The study calls for further research on the longitudinal effects of personalized learning and the socio-economic factors affecting m-learning adoption and effectiveness.

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.

The effectiveness of using situational awareness and case-based seminars in a comprehensive nursing skill practice course for undergraduate nursing students: a quasi-experimental study

BackgroundNurses play an important role in healthcare development. The increasing demands for nurses mean that nursing schools at the undergraduate level have the responsibility to ensure patient safety and quality care through a well-designed curriculum. This research aimed to evaluate the effect of the teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course on the level of self-directed learning, professional identity, academic self-efficacy, theoretical scores, practical scores, teaching satisfaction, and student competence among nursing students.MethodsThe research population comprised was of the grades of 2019 and 2020 at Wannan Medical College in Anhui Province, China (n = 169, response rate 77.88%). The observation group from grade 2020 used the teaching method combined with situational awareness and case-based seminars, whereas the control group from grade 2019 used the traditional teaching mode. General information, self-directed learning, a professional identity, and academic self-efficacy were compared between the two groups. This research used means and standard deviations, chi-square, the Shapiro–Wilk test, and an independent sample t-test for statistical analyses.ResultsCompared with the control group, the total scores for self-directed learning, professional identity, and academic self-efficacy were higher in the observation group (78.80 ± 7.89 vs 60.21 ± 7.44, 63.39 ± 7.87 vs 52.35 ± 7.68, and 22.31 ± 3.30 vs 21.28 ± 2.31, respectively, with P < 0.05 for all scores). More significant improvements were made in the observation group on the level of theoretical scores (81.39 ± 3.32 vs 76.28 ± 5.90) and practical scores (93.32 ± 4.70 vs 90.67 ± 5.09) (P < 0.05). Meanwhile, teaching satisfaction, which includes teaching method (66/18 vs 32/53) and teacher-student interaction (72/12 vs 34/51), and student competence, which includes team cooperation (67/17 vs 39/46), critical thinking (60/24 vs 31/54), and communication skills (67/17 vs 38/47) after the intervention (P < 0.05). There was no significant difference in social persuasion (P > 0.05).ConclusionThe teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course has the potential to improve the level of self-directed learning, professional identity, and academic self-efficacy, and it increases theoretical scores, practical scores, teaching satisfaction, and student competence.

Designing learning activities to develop self-directed learning competency in teaching informatics

&lt;span lang="EN-US"&gt;Currently, there are not many studies on teaching informatics in the direction of developing students’ self-directed learning (SDL) competency. The results of the survey with 235 informatics teachers in 42 provinces/cities across Vietnam showed that although they are very interested in teaching SDL, teachers are still confused about teaching methods and assessments. To improve the effectiveness of informatics teaching as well as develop SDL for students, the study proposed a method of teaching informatics in the direction of designing activities to guide students to create digital products by themselves. The pedagogical experiment on assessing SDL and learning outcomes was conducted on two experimental and control groups, selected from 87 10th grade students, in the first semester of the school year 2022-2023 at Cam Giang High school in Hai Duong, Vietnam. The results of SDL and test scores of the experimental class were higher than that of the control class (with p-value &amp;lt;0.005– this difference is statistically significant). This proves that the method (creating of digital products) is effective, positively affecting students’ learning, helping students develop SDL competency.&lt;/span&gt;

A Longitudinal Assessment of Self-directed Learning Readiness and Development in Medical Students.

Self-directed learning (SDL) competency is important for physicians to stay abreast of advances in their field and to provide the best available evidence-based care to their patients. Therefore, an essential responsibility of medical educators is to ensure the development of SDL skills in their students. The first objective of this study was to investigate longitudinally the degree to which medical students were ready to engage in SDL. The second objective was to examine students' perceptions of their SDL development throughout training. A 2-part study of preclinical and clinical medical students was carried out at a midwestern U.S. university. In Study A, a longitudinal assessment of preclinical medical students' readiness to engage in SDL was conducted by administering an SDL readiness survey (SDLRS). In Study B, third- and fourth-year medical students were asked to reflect on their SDL development, in addition to completing the SDLRS. After validating the Hendry and Ginns version of the SDLRS in preclinical medical students during Study A, we found that 3 of the 4 subscales remained constant over the 3 iterations of the survey while the self-determination subscale increased significantly between the first and third iteration of the survey. In Study B, an analysis of the clinical medical students' comments indicated a perceived increase in their SDL abilities and a growing appreciation of SDL. However, the SDLRS scores of clinical students did not differ from the results observed in preclinical students in Study A. The results of the SDLRS indicated that the experience of students in our medical school has a positive influence on self-determination by the end of the preclinical years. Furthermore, analysis of the reflections of clinical students indicated ongoing development of SDL skills throughout their medical school training that were influenced by a wide range of experiences.

The Mediating Effect of Self-Regulation on the Relationship Between Self-Directed Learning and Digital Competence

The Mediating Effect of Self-Regulation on the Relationship Between Self-Directed Learning and Digital Competence

Four Dimensions of Self-Directed Learning: A Fundamental Meta-Competence in a Changing World

Self-directed learning is a core theoretical construct of adult learning. Importantly, self-directed learning represents a fundamental meta-competence for living and working in our increasingly complex and unpredictable world. Nonetheless, the construct of self-directed learning has become obfuscated. In order to redress this concern, this theoretical paper presents a model of Four Dimensions of Self-Directed Learning. The present paper highlights two original theoretical points (1) that there are four key dimensions of the self-directed learning construct, and (2) responsibility and self-regulation required for self-directed learning is not equivocal to that required for teacher-directed learning. Theoretically, the latter point may, in part, explain why practice of years of teacher-directed learning in formal schooling does not prepare persons for competent self-directed learning in adulthood. So, adult education represents a primary opportunity to foster self-directed learning competence in adult learners, but adult education practitioners must be ready to provide support to facilitate the process.

Self-directed learning and clinical competence: The mediating role of the clinical learning environment

IntroductionRecognizing the factors affecting clinical competence among internship nursing students is crucial. This study was aimed at determining the effects of self-directed learning on internship nursing students’ clinical competence under the mediating role of the clinical learning environment. MethodsThis cross-sectional research was performed on 300 internship nursing students selected by convenience sampling with a structural equation modeling (SEM) approach. Data were collected in one stage with three tools: the Self-Directed Learning Readiness Scale for Nursing Education, Education Environment Measure, and Clinical Competence Questionnaire. Data analysis was performed in SPSS version 21 and Smart-PLS version 3 with partial least squares-SEM. Measurement and structural model data were assessed with a significance threshold of p < 0.05. ResultsA total of 20.5 % of the variance in clinical competence was explained by self-directed and clinical learning environments. Self-directed learning had a significant positive effect on clinical competence (path coefficient = 0.14, 95 % CI: 0.02, 0.26; p = 0.027), and on the clinical learning environment (path coefficient = 0.41, 95 % CI: 0.31, 0.52; p < 0.001). A relationship was observed between the clinical learning environment and clinical competence (path coefficient = 0.38, 95 % CI: 0.25, 0.50; p < 0.001). The indirect effect of self-directed learning on clinical competence was positive and significant (path coefficient = 0.11, 95 % CI: 0.07, 0.17; p < 0.001). Self-directed learning had a significant total effect on clinical competence (path coefficient = 0.30, 95 % CI: 0.19, 0.40; p < 0.001). ConclusionsAccording to the results, we recommend that nursing education managers and instructors consider plans to enhance self-directed learning among nursing students and improve the clinical learning environment.

Development of Chinese Danmaku Video Sites based on Self-Directed Learning (CDSDL) Model for Undergraduate Students in TAM Model

In an increasingly complex and uncertain learning environments, self-directed learning is an essential skill for living and working.The notion of self-directed learning emerged from the adult education profession, and experts emphasize the need of examining that the self-directed learning competence may be developed among university students.However, little research has been conducted to investigate the factors that influence Chinese Danmaku video sites for self-directed learning strategies intention and adoption as sustainability. The current study seeks to determine whether and to what extent the factors influence Chinese Danmaku video sites for self-directed learning intention and adoption as sustainability in relation to the two stages. And, it presents a research framework for combining the technology acceptance model (TAM) for adoption with Facilitating conditions (FC), individual cultural characteristics, social influence (SI) and the task fit technology model (TTF) for utility. In addition, to encourage higher education universities to ensure their long-term viability (sustainability) by using Chinese Danmaku video sites for self-directed learning, student satisfaction measures when students succeed in their studies and are satisfied with their overall experience.

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.

진로진학활동, 자기주도학습역량 및 학업적 자기효능감 간 구조적 관계

Objectives The purpose of this study is to investigate the structural relationship between career advancement activities, self-directed learning competency, and academic self-efficacy and to examine the appropriate implications among related variables.&#x0D; Methods For this purpose, data of 3,038 middle school students in the first year (2016) of the Busan Education Longitudinal Study (BELS) were used for analysis, and a research model was set up with academic self-efficacy as a dependent variable, career advancement activities as an independent variable, and self-directed learning competency as a mediating variable, and descriptive statistical analysis, correlation analysis, and Structural Equation Model analysis were conducted using SPSS 23.0 and AMOS 26.0.&#x0D; Results First, career advancement activities had a positive effect on self-directed learning competency. Second, self-directed learning competency has a positive effect on academic self-efficacy Third, career advancement activities have a positive effect on academic self-efficacy through self-directed learning competency.&#x0D; Conclusions Suggestions based on the results of the analysis are as follows. It was also suggested that policy support is needed to strengthen students' career advancement activities and provide help for career advancement activities, and that programs should be prepared to foster students' self-directed learning abilities.

대학생이 지각한 교수⋅학습지원 환경과 핵심역량의 관계에서 자율동기와 자기효능감의 매개효과

Objectives The purpose of this study was to test the structural relations among the factors that influence college students’ core competencies such as problem-solving competency and self-directed learning competency. Specifically, supportive teaching-learning environment was composed of faculty-student interaction, effective instructional practices, peer relations, staff-student relations, and on-campus support services. This study was conducted to test mediating effects of college students’ autonomous motivation and self-efficacy in the relations between each of the perceived supportive teaching-learning environment factors and core competencies.&#x0D; Methods Five-hundred eight students who were attending C University in G City participated in this study. Data analyses were conducted through the structural equation modeling and bootstrapping procedure using SPSS 25.0 and Amos 25.&#x0D; Results The direct effects of the perceived supportive teaching-learning environment on core competencies were not significant. However, some of the perceived supportive teaching-learning environment factors influenced college students’ core competencies through the mediation of autonomous motivation or self-efficacy or both. The mediating effects of autonomous motivation were found to be significant in the relations of faculty-student interaction, staff-student relations, and on-campus support services to core competencies. The mediating effect of self-efficacy was found to be significant only in the relation of peer relations to core competencies. Also, the serial mediating effects of autonomous motivation and self-efficacy were significant in the relations of faculty- student interaction, staff-student relations, and on-campus support services to core competencies.&#x0D; Conclusions The results of this study have significance in that the perceived supportive teaching-learning environment may not directly influence college students’ core competencies but may indirectly influence core competencies through the mediation of autonomous motivation and self-efficacy. Efforts have to be made not only to improve supportive teaching-learning environment but also to enhance college students’ autonomous motivation and self-efficacy.ect

How social media and peer learning influence student-teacher self-directed learning in an online world under the ‘New Normal’

The study aimed to investigate three aspects of Thai student-teacher self-directed learning (SDL) competency. These were the student-teachers opinions concerning their use of social media (SM), self-management (SM), and learning desire (LD). The sample group was 468 student-teachers enrolled in a Bachelor of Industrial Education Program at the King Mongkut's Institute of Technology Ladkrabang in Bangkok, Thailand, in the Academic Year 2021. The research instrument consisted of an SDL competency questionnaire whose discrimination (corrected item-total correlation) values were determined to be between 0.37 and 0.69, which also had a confidence level of 0.91. Data analysis used LISREL 9.10 for the study's second-order confirmatory factor analysis (CFA). Descriptive statistics analysis included the mean and standard deviation (SD), which was accomplished using IBM's® SPSS® for Windows Version 21. Three models were developed for the study. These included the social media (SM) model containing 285 participants, the peer learning (PL) model, which contained 183 participants, and the total group (TG) model, which contained everyone surveyed (n = 468). The final analysis from the second-order CFAs showed that student-teacher SDL competency for self-control (SC) (0.96) was valued most by the student-teachers. However, their learning desire (LD) (0.87) and self-management (SM) (0.80) skills were somewhat behind. Moreover, in the Pearson Product Moment Correlation (PPMC) (r) analysis of the 24 variable relationships, the strongest was related to each student-teacher's learning desire. However, the weakest variable relationship was related to their ability to set high personal standards and the self-discipline to achieve them. Finally, quite interestingly, 60.90% of the student-teachers indicated that their SDL is gotten from social media (SM) resources compared to learning from their peers (PL) around them.

Exploiting the Digital Environment to Teach Informatics in the Direction of Developing Self-directed Learning Competency for High School Students in Vietnam

The development of information technology and the internet has introduced various forms of learning, including blended learning, which has become increasingly important for high schools which are looking to modernize their classrooms and overcome the constraints of time and space. While there have been numerous studies on blended learning in different subjects, most research has focused on using this approach to develop common competencies among students and improve learning outcomes. This study demonstrates the effectiveness of using a blended teaching method to develop self-directed learning competencies in Informatics by leveraging the digital environment. The proposed blended teaching process for teaching digital content in Informatics consists of three phases: before, during, and after class. In the first semester of the 2022–2023 academic year, an experimental group of 45 students at HoaiDucB High School in Hanoi were taught through a combination of classroom instruction and an online learning system, while the control group of 45 students were taught using traditional methods. The findings reveal that students taught with the blended method exhibited higher levels of self-directed learning competency and achieved better learning outcomes compared to the control group (with a p-value of &lt;0.005). Additionally, a post-experiment survey revealed that students were satisfied with this innovative learning method and were more actively engaged in their studies.

안경광학과 학생의 자기주도 학습역량에 관한 연구

안경광학과 학생의 자기주도 학습역량에 관한 연구