Self-directed Learning Competence Research Articles

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.
 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.
 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.
 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. 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. 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. 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 <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

The correlation between learning styles and self–directed learning of fifth graders

<span lang="EN-US">Vietnam education has been directed into a learner-centered approach and fostering competencies for students, especially self-directed learning. Thus, understanding how students’ learning styles impact self-directed learning are crucial for the new direction of Vietnam education. This research employed the survey method by questionnaire and presents the results of practical research on the correlation between styles of learning and self–directed learning of fifth-grade students at elementary schools in District 10, Ho Chi Minh City, Vietnam. The sample was 364 fifth graders voluntarily participating in the survey with the consent of parents. The results indicated that learning styles are strongly correlated with self–directed learning competency of fifth graders. The data revealed that students at District 10 not only attained high self-directed learning levels but also their learning styles attributing impactfully on their self-directed learning competency.</span>

교수자·학습자 요구분석에 기반한 코로나19 확산단계별 대학의 원격수업 유형과 운영방안 탐색

This study tried to explore the types of distance instruction and operation plans based on the experiences and demands of instructors and learners about distance instruction that were attempted in the disaster situation of COVID-19. Therefore, this study divided the COVID-19 response situation into three stages and analyzed the experiences and needs of instructors and learners. To conduct this study, 165 instructors and 986 learners responded to the survey, and 3 instructors and 3 learners participated in the interview. As a result of the study, in the satisfaction of distance instruction in response to COVID-19, the satisfaction of instructors and learners was found to be statistically significantly different in 'understanding of learning content', 'reduction in learning volume', 'repetitive learning', and 'improvement of self-directed learning competency'. appear. In the video content utilization class, instructors responded that ‘lecture + quiz/learning activity assignments are provided’, but learners tended to perceive it as ‘lecture-type class’. Also, according to the subject type (theory/experimental practice/integration), lecture-centered classes were commonly presented as the teaching methods expected by instructors and learners in real-time ZOOM classes. In addition, a result of the survey and interview analysis of instructors and learners, six types of distance instruction were derived for each stage of COVID-19 spread. Expert validation was conducted twice for the result of deriving the distance instruction type, and the final distance instruction type and operation plan were presented. In short, this study suggests that there is a need to convert the existing face-to-face class method to a new distance instructional system from the demands of instructors and learners for distance instruction using non-face-to-face methods.

국가 수준 영어과 교육과정의 쟁점 및 개선 방안 연구: 영어 교과 역량을 중심으로1)

This study comprehensively analyzed major issues related to the English subject competencies introduced in the 2015 revised English curriculum, explored improvement plans, and collected opinions from school teachers by conducting a survey. Based on the research results, it is suggested that English subject competencies should be set as English communication competency, self-directed learning competency, empathy and cooperation competency, intercultural communication competency, information and media utilization competency, critical and creative thinking competency, and so on. It is also proposed that English subject competencies should be closely linked to the subject goal and achievement standards. This study discusses that specific directions about teaching and learning methods and assessment for each English subject competency should be presented in order for educational contents related to English subject competencies to be well implemented in school settings.

대학 학습공동체 프로그램 성과 측정도구 개발 및 타당화

The purpose of this study was to develop and validate an instrument to measure learning community participant competence, managing the quality of the extracurricular program. By reviewed the previous studies, a measurement category for learning community performance was selected and content validity was conducted. The preliminary survey was conducted with 233 participants in the learning community in the first semester of 2021, and the main survey was conducted with 311 participants in the learning community in the second semester of 2021. The reliability of the scale was high and confirmatory factor analysis found that those extracted constructs were valid by showing good fit indices. The instrument developed a 20-item scale of learning community competence which consisted of four factors including self-directed learning competence, communication competence, interpersonal competence, and problem-solving competence.

Моделювання предметної області системи адаптивної передтренажерної підготовки майбутніх авіадиспетчерів з елементами самоспрямованого навчання

The subject matter of the article is the domain model of the future air traffic controllers’ adaptive pre-training system using the principles of the self-directed learning. This article aims to develop an ontological domain model of the future air traffic controllers’ adaptive pre-training system using synthetic simulators for practicing potential conflict solving activities, which involves the formation of self-directed learning skills at the pre-simulator training stage. The tasks: research the main modeling approaches of the adaptive learning domain; create the main requirements for the domain model of the future air traffic controllers’ adaptive pre-training system; develop an ontological domain model for the future air traffic controllers’ adaptive pre-training to solve air traffic congestion problems with self-directed learning skills formation. The methods used are analysis, comparison and synthesis; system analysis; graphic and object modeling; decomposition methods and graph theory. The following results were obtained. The ontological domain model for the future air traffic controllers’ adaptive pre-training presented in the paper can be used as the basis for developing an air traffic controllers' automated pre-training quality management system. Conclusions. The scientific novelty of the results obtained is as follows: first-time a complex ontological domain model for future air traffic controllers’ adaptive pre-training was developed. The model is based on the domain model of pre-simulator training, the cyclic model of self-directed learning and the domain model to provide an adaptive environment for self-directed learning. The model can provide generate individual training strategies for future air traffic controllers at the pre-simulator training stage. Such a model should comprehensively provide: firstly, guaranteed achievement of program-level learning outcomes by learners within a certain training period; secondly, the adaptive teaching of specialized self-directed learning competencies, in particular, special cognitive and meta-cognitive professional skills and the ability of the strategic and tactical management of their own learning.

Developing Mentee Skills: A Curriculum Guide.

The transition to the practice period presents challenges for both new graduates and their employers. Mentorship can support veterinary students' preparation for their career and improve their transition to practice. To actively and productively engage in mentoring, veterinary colleges can prepare students to develop their skills as mentees. The Western College of Veterinary Medicine developed a pilot mentee skills training program, woven through students' 4-year professional education. The curriculum emphasizes self-directed learning skills and competencies essential for lifelong learning. The pilot curriculum, with learning tools, is presented here.

The Effects of Self-leadership, Self-directed Learning Competency, and Clinical Competency on Career Adaptability of Nursing Students: Focusing on Mediating Effects of Self-directed Learning Competency and Clinical Competency

Objectives: The purpose of this study was to determine the impacts of self-leadership, self-directed learning competency, and clinical competency on the career adaptability of nursing college students. This study also was conducted to explore the mediating effects of self-directed learning competency and clinical competency on the relationship between self-leadership and career adaptability among nursing college students.Methods: Participants were 150 nursing college students. Data were collected from November 1 to November 30, 2020 using self-report questionnaires and were analyzed using frequency, t-test, one-way ANOVA, Pearson’s correlation, multiple regression analysis, and Baron and Kenny’s method for mediation with IBM SPSS 22.0.Results: The regression model explained 64.0% variance of nursing college students’ career adaptability (F = 63.94, p< 0.001). Significant factors were clinical competency (β= 0.40, p< 0.001), self-directed learning competency (β= 0.36, p< 0.001), self-leadership (β= 0.18, p= 0.011), and application motivation (β= 0.11, p= 0.035). Moreover, self-directed learning competency showed partial mediating effects on self-leadership and career adaptability. Clinical competency also showed partial mediating effects on self-leadership and career adaptability.Conclusions: The results suggest that nursing college students’ career adaptability can be increased through strategies aimed at increasing self-leadership, self-directed learning competency, and clinical competency.

The influence of learning presence and self-directed learning competency of nursing students on learning satisfaction in major subjects for online distance learning

Purpose: This study aimed to identify the influence of learning presence and self-directed learning ability on nursing students’ learning satisfaction according to the online learning method.Methods: The participants of this study were 167 nursing students attending three universities in different cities. The data were collected from July 16 to July 23, 2021, via an online self-reported questionnaire. Using SPSS WIN 27.0, data were analyzed by descriptive statistics, Pearson’s correlation coefficient and a multiple regression analysis.Results: The most effective online learning method experienced by nursing students was asynchronous online learning according to 58.2% of the respondents, while 30.3% of the respondents answered synchronous online learning. The main merit of asynchronous online learning was that it was possible to listen repeatedly (61.7%) to lectures, and the top advantage of synchronous online learning was that the location of the class was free (53.3%). In asynchronous online learning, the factors that significantly affected nursing students’ learning satisfaction were cognitive presence (β=.60, p<.001) and emotional presence (β=.25, p<.001). These variables accounted for 56% of their learning satisfaction (F=54.12, p<.001). Similarly, cognitive presence (β=.64, p<.001) and emotional presence (β=.21, p=.001) in synchronous online learning, were the factors cited for significantly affecting learning satisfaction. The explanatory power was 62% (F=69.19, p<.001).Conclusions: In conclusion, it was found that cognitive and social presence from the learning presence factors in both asynchronous and synchronous online learning influence and enhance nursing students’ learning satisfaction. Therefore, these results provide important data for future online class design in nursing education.

Combination of flipped learning format and virtual simulation to enhance emergency response ability for newly registered nurses: a quasi-experimental design

ABSTRACT Newly registered nurses’ emergency response capability falls short of their employers’ expectations. Therefore, they need to develop this ability to cope with various changes in the clinic. Unfortunately, traditional learning has not been good enough in cultivating nursing skills and fostering self-directed learning which plays a key role in the learning process. Therefore, we attempted to integrate virtual simulation into the flipped learning format to optimize the training of newly registered nurses, and investigate its effectiveness. This study employs a pre- and post-test quasi-experimental design. The control and experimental groups each consisted of 43 newly registered nurses recruited in 2019 and 2020, respectively. The control group was trained using the traditional learning while the experimental group used the flipped learning format combined with virtual simulation for a 4–week emergency response training course. The data were collected through The Assessment Questionnaire of Clinical First-aid Capability of Nurses in the Non-Emergency Department and the Rating Scale of Self-directed Learning Competence for Nurses. Multivariate analysis of covariance was used for statistical analysis and the results show that the flipped learning combined with virtual simulation is more suitable and effective in improving nurses’ emergency response abilities and self-directed learning compared to traditional learning.

The Integration of Self-directed Learning and Employee Competency in the 21st Century

The purpose of this paper is to examine the promotion of self-directed learning (SDL), a concept that can potentially increase employee competency in organisations. We present SDL as a pivotal 21st century skills that transforms traditional practices into competencies crucial for the success of an employee at the workplace. The paper utilised case studies, document analysis, and a systematic literature review to synthesise existing resources. A systematic review of 50 peerreviewed articles published in English-language Scopus indexed journals indicate the significance of promoting SDL in the 21st century workplace for employee competency development. The findings further highlight the practices that need to be integrated for SDL promotion in the workplace to enhance employee competency. Specifically, communication of a shared vision and knowledge among employees is essential to promote SDL. The literature suggests that SDL must be supported by employers and implemented in human resource development (HRD). The practical implications of this for Asian businesses is to introduce and inculcate SDL in organisational culture through a reward system and a conducive working environment. Overall, in recent years, researchers have recognised the critical role of SDL in the workplace in enhancing employee competencies by transferring the learning responsibility to employees.

Problem-Based Learning Curriculum and Process Assessment System for the Undergraduate Competency-Based Medical Education

This article aims to provide an overview of problem-based learning (PBL) curriculum for integrating basic sciences subjects and clinical sciences with early clinical exposure. This approach provides the opportunity to teach the basic science subjects in context to medical students. PBL promotes self-directed learning skills among the medical students and facilitation skills among the faculty. PBL can also be used to observe, assess, and foster the noncognitive competencies among the medical students for which process assessment system must be established. The use of process assessment to observe, assess, and improve the preparation, participation, self-directed learning, critical thinking, leadership, communication, group skills and reflective competencies among medical students in Nepal for the last 10 years reveals that it can be implemented with the proper planning and training of faculty for this new system. PBL and process assessment system can serve to complement the competency-based medical education in the basic sciences phase of the undergraduate medical education curriculum.

Meeting educational challenges of pre- and post-COVID-19 conditions through self-directed learning: considering the contextual quality of educational experience necessary

PurposeFostering the skills necessary for self-directed learning (SDL) competence could be considered the most essential goal of formal education, especially due to uncertainty and changing conditions – exampled by the COVID-19 pandemic. Importantly, SDL competence can afford a person the ability to adapt to changing social contextual conditions, thus facilitating personal growth and development – even in the face of volatile and rapidly changing social contextual conditions. The aim of this study is to explore, theoretically, the contextual quality of educational experience necessary for learners to secure adaptive meaning-making: in order to meet the demands of our changing world.Design/methodology/approachTo date, research has failed to comprehensively identify exactly what type of educational experience is necessary for such an adaptive meaning-making process during SDL. The present theoretical paper attempts to redress this concern.FindingsHighly contextualized educational experience is necessary to enable contextual-specific, adaptable, meaning-making. Two constituents of contextualized educational experience are proposed: contextual-specific information available during the educational experience; and contextual-specific meaning schemes resultant from the educational process.Originality/valueThis novel work presents an important argument that education should encourage learners to construct knowledge that is adaptable and transferable to their context, rather than automatized knowledge that is not adaptable or transferable. This is a key concern for persons who face rapidly changing social contextual conditions and therefore should be given consideration in both the design of education and in further research on SDL. Like a vaccine in an arm provides a certain protection against COVID-19, fostering our populations’ SDL competence is fundamental for affording persons with an ability to meet the demands of our rapidly changing world.

XÂY DỰNG KHUNG ĐÁNH GIÁ NĂNG LỰC TỰ HỌC MÔN TIN HỌC CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG

Self-directed learning is one of the important competencies for lifelong learning. A person with self-directed learning will be able to adapt and develop in modern society where knowledge and skills of a that person for living and working are constantly increasing and changing. Self-directed learning competence is defined as one of the core common competencies of students in the General Education Curriculumn 2018. This paper summarizes typical studies in Vietnam and in the world about self-directed learning, focusing on clarifying the viewpoint of self-directed learning and the manifestations of self-directed learning competence. Based on the researched points of view, the paper proposes a framework for assessing the self-directed learning competence of high school students. This framework has an important role to play in measuring the effectiveness of measures to develop students' selfdirected learning competence.

플립러닝을 활용한 교과교육론 수업이 예비 유아교사의 자기주도학습, 학업적 자기효능감 및 교사역량에 미치는 영향

본 연구의 목적은 플립러닝을 적용한 수업이 예비 유아교사의 자기주도학습, 학업적 자기효능감 및 교사역량에 미치는 영향에 대해 알아보는데 있다. 이를 위하여 충청도에 소재한 전문대학 유아교육과에 재학 중인 유아교육과 2학년 학생 67명을 대상으로 플립러닝을 활용한 교과교육론 수업을 진행하였다. 교과교육론 수업은 전체 15주 가운데 중간고사와 기말고사를 제외한 12주 동안 3시간씩주 1회 수업으로 진행하였다. 연구의 결과는 다음과 같다. 연구결과 플립러닝을 적용한 교과교육론 수업 후 예비 유아교사의 자기주도학습에 있어서 전반적으로 긍정적인 효과를 보였으며 학업적 자기효능감의 하위요소인 과제난이도, 자기조절 효능감에서 긍정적인 효과를 가져왔다. 또한 교사역량의 교직인성 및 전문성 개발과 정보화 소양에 있어 전반적으로 향상되었다. 이에 플립러닝을 적용한 수업설계가 교과교육론 수업에서 의미 있는 시사점을 제공할 것이다.

Malaysian research-support librarians’ self-directed learning traits: Examining demographic differences and their relationship with competencies

Research-support librarians have to play an effective role in supporting learning, providing services and anticipating the requirements of academic researchers. However, previous studies revealed that these librarians lacked the competencies to keep abreast of new resources, services and technologies. Although there is a large body of literature discussing the comprehensive competencies required of research-support librarians, very few have attempted to investigate this issue in the Malaysian context. Based on this situation, this study attempts to investigate the self-directed learning traits and competencies of research-support librarians in Malaysian public universities. This study also aims to identify the influence of self-directed learning on competencies. A total of 215 research-support librarians from Malaysian public universities were selected. The findings revealed that the competencies of these librarians are still at medium level. The most noticeable and lowest competency was in information technology skills, followed by research and contributions to the profession and library management. The most prevalent competencies were interpersonal skills, followed by information literacy, entrepreneurialism, foundational knowledge and collections development.