Self-directed Learning Competence Research Articles

Self-directed experiential learning to meet ever-changing entrepreneurship demands

PurposePolicy makers have called for more entrepreneurship throughout societies as a response to the digital transformation. This paper argues that the rapidly changing conditions of the digital age indeed mark a change in the bases of entrepreneurship. Specifically, as adaptivity becomes key, a learning capacity and general ability to adapt becomes a critical factor in entrepreneurial activity. The paper identifies self-directed learning (SDL) as a fundamental competence in this regard and examines its role for entrepreneurship and entrepreneurial competence.Design/methodology/approachThe paper develops a theoretical framework for the role of SDL in entrepreneurship through a process of systematic review of previous studies that have linked SDL to entrepreneurship.FindingsThe formulated theoretical framework shows how SDL competence combines with experiential learning in supporting the kind of adaptivity needed for entrepreneurial competence, especially under more rapidly changing conditions. SDL competence also gains wider importance through enabling individuals to meet the demands of organizational changes in our highly volatile world.Practical implicationsSDL competence prepares individuals for entrepreneurship and resilience in face of rapid changes as well as for being more entrepreneurial in the conduct of their lives more generally. Fostering SDL competence can thus be regarded as an important objective of entrepreneurship education.Originality/valueThe described self-directed experiential learning cycle offers a novel perspective that clarifies how both self-directed and experiential learning competences are integral for understanding the basis of adaptiveness in entrepreneurial activity.

학생의 문제해결능력과 자기주도학습능력이 임상수행능력에 미치는 영향

Purpose: This study aimed to investigate the relationship between problem-solving, self-directed learning, and clinical competency in nursing students. I aimed to provide basic data for increasing nursing students’ clinical competency by identifying its influencing factors. Methods: Participants were 136 students in M city. Data was collected from June 1∼30, 2020. Data analysis was conducted using ANOVA, t-test, Pearson correlation coefficient, and multiple regressions analysis in SPSS, version 21.0. Results: Problem-solving (β =.373, p =.010) and self-directed learning (β=.410, p =.012) both significantly influenced clinical competency; the first two explained 21.8% of the variance in the latter. Conclusion: Results underlined that the higher the problem-solving and the self-directed learning, the higher the clinical competency. Thus, I highlight the necessity of developing an program that is effective at increasing nursing students’ problem-solving and self-directed learning, such as intervention programs that simulate clinical situations and require students to creatively/comprehensively utilize their interpersonal skills.

Reflective practices and self-directed learning competencies in second language university classes

ABSTRACT The purpose of this study is to examine which, and how, reflective practices as instructional strategies affect students’ self-directed learning (SDL) competencies in second language university classes. To answer the research questions, an explanatory mixed-methods approach was used to extend quantitative research through qualitative research. Based on the 28-item SDL Competency Scale, a survey was conducted of students enrolled in one of two different classes titled “Advanced Listening & Speaking” and “Public Speaking” in Japan. A total of 25 students participated in the survey. In addition, 11 students were interviewed for in-depth student perceptions of reflective practices, and a thematic analysis was used to analyse the interview data. The survey results indicated that reflective practices were significant predictors of SDL competencies. Among the three reflective practices of collaboration, self-reflection, and peer feedback, collaboration was the most significant predictor of SDL competencies. Based on the findings from the interviews, we also developed a thematic map which presented the specific relationships between reflective practices and SDL competencies. The results of this study provide significant implications regarding effective reflective practices to help students become self-directed learners in second language university classes.

영재학습자의 자기주도학습역량 요인 및 측정도구의 타당화

본 연구의 목적은 영재학습자의 자기주도학습역량의 특성에 대한 요인을 규명하고, 영재학습자 중에서도 최우수 학습성과를 구분 짓는 자기주도학습역량의 결정요인을 확인하고자 하였다. 이를 위해 선행연구에서 도출된 영재학습자 학습특성을 관찰가능한 행동특성으로 진술한 자기주도학습역량 문항을 개발하여 요인분석을 통해 타당화하고자 하였다. 또한 온라인 영재교육과정 평가등급 상위 10%의 최우수 성과자를 구분 짓는 자기주도학습역량의 결정요인을 분석하였다. 본 연구에는 2018년 K 영재교육원의 온라인 영재교육과정을 이수한 중학생 192명이 참여하였다. 연구결과 영재학습자의 자기주도학습역량 요인은 인지적 학습기술, 다양한 관련정보탐색 학습, 자기학습 스타일 인식, 도전과제 선호, 지적 호기심, 지식연결 유용성 인식, 메타인지 기술, 자기관리, 학습가치, 학습몰입 등 총 10개의 요인으로 나타났다. 학업성취도에 있어 상위 10%에 속하는 최우수 성과자를 구분 짓는 자기주도학습역량의 결정 요인은 ‘인지적 학습기술’로 확인되었다.

The relationship between differences in adult learners' self-directed learning competencies and lifelong learning

The relationship between differences in adult learners' self-directed learning competencies and lifelong learning

데이터마이닝 기반 MOOC 학습환경의 자기주도학습 역량 잠재요인 군집 분석 모델 개발

데이터마이닝 기반 MOOC 학습환경의 자기주도학습 역량 잠재요인 군집 분석 모델 개발

Self-directed learning: A fundamental competence in a rapidly changing world

Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed learning concept?; (2) who may benefit from self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show regarding outcomes of the self-directed learning process? The author takes into consideration humanistic philosophy, pragmatic philosophy and constructivist epistemology, which together concern a process of learning that is individual, purposeful and developmental. Potentially everyone can benefit from self-directed learning competence, but both societal and individual factors may influence whether self-directed learning is likely to be carried out. The author discusses a number of empirical studies that examine outcomes of the self-directed learning process in informal/non-formal online contexts and in formal educational settings. Research findings highlight the importance of realising the opportunity to foster learners’ self-directed learning competence in formal educational settings.

Effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice: a quasi-experimental research design

BackgroundNew educational approaches may be necessary to enhance competency in the new generation of students. Self-directed learning and blended coaching have been effective strategies to meet this challenge. However, there has been little research on self-directed learning programs using blended coaching (SDL_BC) in clinical practice. This study aimed to evaluate the effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice.MethodsA non-equivalent control group pretest-posttest non-synchronized intervention design was used. The participants were 91 students, comprising an experimental group (n = 44) and a control group (n = 47). The experimental group was trained using a self-directed learning program with blended coaching. The Self-Directed Learning Competency Questionnaire, Clinical Competency Questionnaire, and Numeric Rating Score for clinical practice satisfaction via a self-report were all used in the assessment. Descriptive statistics, independent t-tests and ANCOVA were used to evaluate self-directed learning competency, clinical competency, and clinical practice satisfaction.ResultsStudents in the experimental group showed a significantly higher improvement in competency in the implementation of self-directed learning (F (1,89) = 4.27, p = 0.039) and higher satisfaction with clinical practice (t (89) = 3.10, p = 0.003) compared with those in the control group.ConclusionsThese results provide evidence that a self-directed learning program using blended coaching is an effective educational approach to improve the implementation part of self-directed learning competency and clinical practice satisfaction among nursing students in clinical practice. Further research is required to investigate whether other variables are associated with clinical competency, competency in planning and evaluation of self-directed learning, or their long-term effects.

자기 주도적 미술 학습 능력 신장을 위한 미술 감상 학습 방안 연구: 미술교육의 인문학적 가치를 기반으로

자기 주도적 미술 학습 능력 신장을 위한 미술 감상 학습 방안 연구: 미술교육의 인문학적 가치를 기반으로

Effects of the flipped class model on the self-learning ability of SICU nurses

Objective To investigate the teaching effects of flipped class model on the Surgery Intensive Care Unit (SICU) nurses' ability of autonomic learning. Methods From July to December 2015, a total of 38 nurses who worked in SICU of Zhejiang Cancer Hospital were selected as the research objects by convenience sampling method. The nurses were trained in postoperative pain management knowledge by flipped class model, and were evaluated before and after the training by rating scale of self-directed learning competence for nurses. Results The total score of rating scale of self-directed learning competence for nurses, self motivation belief, task analysis, self monitoring and regulation, self evaluation were (128.26±18.69) , (54.50±7.65) , (22.05±3.66) , (37.57±5.82) and (14.13±2.67) after the training, which all improved than (108.89±15.71) , (47.18±6.61) , (18.03±3.33) , (31.37±5.24) and (12.32±2.14) respectively before training. The differences were statistically significant (t=-4.889, -4.460, -5.013, -4.883, -3.266; P<0.05) . Conclusions Flipped class teaching model improves nurses' autonomous learning ability comprehensively and provide a new teaching mode for nurses' training. Key words: Nurses; Pain, postoperative; Flipped class model; Self-directed learning

영재 학습자의 자기주도학습역량 특성 탐색

이 연구는 영재들이 학습을 수행해가는 실제적인 특성으로서의 자기주도학습역량에 대한 특성을 규명하고자 하였다. 지금까지 영재교육에서의 논의는 영재 그 자체의 특성을 규명하려는 노력이 이루어져 왔으나, 이 연구는 한 단계 더 나아가 영재 그 자체의 특성보다는 영재들이 학습을 수행하는 과정에서 나타나는 특성을 ‘자기주도학습역량’의 관점에서 확인하고자 하였다. 본 연구의 연구문제는 1) 영재 학습자들에게 있어서 학습이란 어떤 의미인가, 2) 영재 학습자들이 수행하는 일반적인 학습과정은 어떻게 이루어지는가, 3) 영재 학습자들이 학습을 수행하는데 있어 지식을 기억하고 이해하기 위해 어떠한 학습전략(인지적, 메타인지적, 정서적, 행동적 학습 전략)을 사용하는가 였다. 이를 위해 K 영재교육 프로그램을 최우수 성적으로 이수한 중, 고등학생 18명을 대상으로 심층인터뷰를 실시한 후 이를 분석하였다. 분석은 인터뷰 내용 상 공통적으로 발견되는 주제를 도출하고, 그 주제들을 중심으로 관련 있는 내용을 묶어 인터뷰 내용을 분류하는 테마분석 방법을 활용하였다. 분석 결과, 영재 학습자들이 보이는 자기주도학습역량은 ‘명확한 분야에 대한 앎의 의미를 둔 학습가치 시스템’, ‘탁월한 메타인지와 인지조절 능력 기반의 자기성찰 전략’, ‘지식본질 탐구중심의 학습전략’, 그리고 ‘행동 및 정서 통제를 통한 자기관리 전략’ 등과 같은 4가지 핵심영역으로 분류되었으며 이에 따른 독특한 전략적 학습특성이 확인되었다.

Application of blending learning based on MOOC in obstetrics and gynecology nursing course

Objective To discuss the application form, method and effect of blending learning based on MOOC in Obstetrics and Gynecology Nursing Course, so as to improve learning quality and com-prehensive qualities of students. Methods Randomly selected a nursing undergraduate class as experi-mental group (n=190) and another as control group (n=189); blending learning and traditional teaching model were adopted, respectively. T test and chi-square test were used to compare scores of final exam in two groups, and Rating Scale of Self-directed Learning Competence for Nurses and Scale of Clinical Commu-nication Competence for Nursing Students were used to evaluate two groups before and after the course. Results The average score (76.30±7.08) and excellent rate (35.79%) in the experimental group were higher than those in the control group of (74.78±7.18) and 25.93%, with significance differences (P<0.05); Surveys showed that after the course, the autonomous learning ability and the clinical communication ability of students in the experimental group were better than before, and were better than those in the control group. Conclusion Blending learning can be applied to Obstetrics and Gynecology Nursing Course, which can effectively improve learning quality and enhance students' ability of independent study and clinical com-munication, with satisfactory teaching effects to both teachers and students. Key words: Blending learning; Obstetrics and gynecology nursing course; Teaching quality

일반 학업우수자와 영재 학습자의 자기주도학습역량 비교

일반 학업우수자와 구별되는 영재의 특성을 밝히기 위한 연구는 영재교육 분야의 오랜 연구주제 중에 하나이다. 본 연구는 일반 학업우수자와 영재 학습자의 자기주도학습역량 수준에 차이가 있는지, 일반 학업우수자와 영재 학습자를 변별하는 자기주도학습역량 요인은 무엇인지를 탐색 하기 위해 수행되었다. 이를 위해 한국청소년정책연구원이 2015년 ‘청소년 역량지수 측정 및 국제비교연구 II’ 조사를 위해 수집한 전국 고등학교 재학생 3,988명의 데이터 중 학업우수자(전 체 교과목 평균 90점 이상) 268명과 자발적으로 온라인 수학, 과학 영재교육프로그램에 참여하여 우수한 성적으로 과정을 이수한 영재 학습자 114명의 자료가 분석에 활용되었으며, 이를 위해 t 검증과 로지스틱스 회귀분석을 실시하였다. 연구결과, 영재 학습자는 일반 학업우수자와 비교 하여 자기주도학습역량에 있어 탐구적 학습전략, 학습몰입, 지적 호기심이 유의미하게 높은 것으 로 확인되었다. 또한 일반 학업우수자와 영재 학습자를 구분하는 핵심적인 자기주도학습역량요 인은 지적 호기심인 것으로 나타났다. 본 연구는 일반 학업우수자와 구별되는 영재 학습자의 특성을 경험적으로 규명하였다는데 그 의의가 있다.

The impact of clinical nurses′ emotional intelligence, resilience and psychological empowerment on self-directed learning competence

Objective To determine the impact of emotional intelligence, resilience and psychological empowerment of clinical nurses on self-directed learning competence. Methods Totally 270 clinical nurses from six tertiary first-class hospitals in Tianjin City were investigated with Nursing Staff Self-directed Learning Competence Scale, Emotional Intelligence Scale, the Conner-Davidson Resilience Scale and Psychological Empowerment Questionnaire, and then, the datum was analyzed by professional statistical software. Results The total score of self-directed learning competence was (124.96±21.73) points, the total mean score was (3.68±0.64) points, while the mean score of different dimension from high to low was self-motivational belief (3.78±0.67) points, self-monitoring and regulation (3.65±0.69) points, task analysis (3.61±0.76) points, self-evaluation (3.47±0.72) points. The total mean score of emotional intelligence was (3.87±0.53) points, the total mean score of resilience was (2.74±0.54) points, the total mean score of psychological empowerment was (3.74±0.57) points. The total score and score of all dimensions of emotional intelligence, resilience as well as psychological empowerment were positively correlated to self-directed learning competence(r=0.269-0.650, P 0.05. Self-reliance, self-determination, emotional use, self-efficacy, perseverance were indicated as predictive factors of self-directed learning competence among clinical nurses, which explained 58.5 percent of the variance. Conclusions The self-directed learning competence of clinical nurses was at moderate level. The self-directed learning competence can be influenced by emotional intelligence, resilience and psychological empowerment. So we can enhance their self-directed learning competence by improving emotional intelligence, resilience and psychological empowerment. Key words: Nurses; Self-directed learning competence; Emotional intelligence; Resilience; Psychological empowerment

The Relationships between self-directed learning competency and clinical competency among nursing students

The Relationships between self-directed learning competency and clinical competency among nursing students

The application of a flipped classroom model in modern educational technology

This study constructs a flipped classroom model based on modern educational technology, in which 90 students majored in Chinese language and literature in University were chosen to participate in the study. The effects are evaluated based on a questionnaire survey. Conclusions are: the flipped classroom model is feasible and effective, and it can effectively improve students' learning interest, self-directed learning competence, collaborative learning competence and practical capacity. Moodle can provide a good platform for flipped classroom. Not all instructional contents are fit to be flipped, so we should choose the suitable contents for flipping.

The application of a flipped classroom model in modern educational technology

This study constructs a flipped classroom model based on modern educational technology, in which 90 students majored in Chinese language and literature in University were chosen to participate in the study. The effects are evaluated based on a questionnaire survey. Conclusions are: the flipped classroom model is feasible and effective, and it can effectively improve students' learning interest, self-directed learning competence, collaborative learning competence and practical capacity. Moodle can provide a good platform for flipped classroom. Not all instructional contents are fit to be flipped, so we should choose the suitable contents for flipping.

The Development and Testing the Effects of Pre-Clinical Placement Program

Background/Objectives: This study was to develop a pre-clinical placement program and evaluate its effect for the second year nursing students. Methods/Statistical Analysis: A non-randomized control trial study was used. A total of 106 students participated in experimental group, attending the pre-clinical placement program, which consist of 8 hours of clinical practice after completion of fundamental nursing subject. Control group, 109 students, attended the standards education course. Both groups completed pre/post-test measure of self-efficacy, communication competency, and self-directed learning competency. The differences of main variables between groups were analyzed by t-test using SPSS program. Findings: Results showed that the mean difference of self-efficacy in nursing practice (t = -0.83, p = 0.41), communication competence (t = -0.19, p = 0.85), and SDL competence (t = -0.01, p = 0.99) between pre-test and post-test was not significant. However, the variable of self-efficacy in nursing practice and the mean score for several items such as 'nursing diagnoses' (t = 2.66, p = .01), 'physical examination' (t = 3.58, p<.001), and 'self-care education' (t = 3.11, p<.001) were significantly changed in the experimental group. Moreover, the experimental group had significant improvement in self-efficacy in aspects of nursing such as diagnosis (t = 2.66, p = 0.01), physical examination (t = 3.58, p<0.001), and self-care education (t = 3.11, p<0.001) compared to the control group. Application/Improvements: The PCP program was effective in improving multiple self-efficacies in nursing practice, such as defining nursing diagnoses, physical examination, and patient education.

대학교육에서 성적 우수 학습자의 자기주도학습역량 요인 탐색

대학교육에서 성적 우수 학습자의 자기주도학습역량 요인 탐색

Correlation study between self-directed learning ability and core competency of operating room nurses

Objective To investigate and analyze the current status of the self-learning ability and core competency of Operating Room nurses and to discuss the correlation between them in order to provide evidence for nursing managers. Methods A total of 508 operating room nurses (231 nurses from Nanjing, 277 nurses from Suzhou) from 18 hospitals in Jiangsu were selected as subjects according to convenience sampling. They were investigated with the rating scale of self-directed learning competence for nurses and competency inventory for registered nurse scale (CIRN). Results 490 effective questionnaires were withdrew. The total score of self-directed learning ability and core competency of 490 nurses were (125.97±18.90) and (161.79±31.66). The influencing factors of self-directed learning ability and core competency were attending training as backbone in nursing, assuming responsibility (clinical teacher, leader for responsibility nurse specialism). The self-directed learning ability was positively correlated with core competency (r=0.786, P<0.01). Conclusions The self-leaning ability and core competency of Operating Room nurses are in the moderate level and there is a positive correlation between them. Nursing managers should take appropriate and effective measures to improve self-directed learning ability and core competency of operating room nurses according to the influencing factors. Key words: Operating Room nurse; Core competency; Self-directed learning ability; Correlation