Self-directed Learning Experience Research Articles

Enhancing self-directed learning with custom GPT AI facilitation among medical students: A randomized controlled trial

ABASTRACT Objective This study aims to assess the impact of LearnGuide, a specialized ChatGPT tool designed to support self-directed learning among medical students. Materials and methods In this 14-week randomized controlled trial (ClinicalTrials.gov NCT06276049), 103 medical students were assigned to either an intervention group, which received 12 weeks of problem-based training with LearnGuide support, or a control group, which received identical training without AI assistance. Primary and secondary outcomes, including Self-Directed Learning Scale scores at 6 and 12 weeks, Cornell Critical Thinking Test Level Z scores, and Global Flow Scores, were evaluated with a 14-week follow-up. Mann-Whitney U tests were used for statistical comparisons between the groups. Results At 6 weeks, the intervention group showed a marginally higher median Self-Directed Learning Scale score, which further improved by 12 weeks (4.15 [95% CI, 0.82 to 7.48]; p = 0.01) and was sustained at the 14-week follow-up. Additionally, this group demonstrated notable improvements in the Cornell Critical Thinking Test Score at 12 weeks (7.11 [95% CI, 4.50 to 9.72]; p < 0.001), which persisted into the 14-week follow-up. The group also experienced enhancements in the Global Flow Score from 6 weeks, maintaining superiority over the control group through 12 weeks. Conclusions LearnGuide significantly enhanced self-directed learning, critical thinking, and flow experiences in medical students, highlighting the crucial role of AI tools in advancing medical education.

Integrating E-learning into Medical Education – Phase-I of MBBS Programme in Bangladesh: Prospects and Challenges for the Students, Instructors and Policy Makers

Over the past few decades, there has been a shift in medical education from the traditional didactic model of instruction to other modalities like online or electronic learning (e-learning). E-learning is being increasingly utilized in medical education across the globe through adaptive tutorials, audiovisual clips, simulation, and virtual models/atlas. This review aims to identify the prospects and challenges of integration of e-learning into Phase-I of MBBS Programme in Bangladesh and discuss solutions from medical educators’ perspectives. Elearning has been demonstrated to be as effective as conventional teaching and learning. It allows more personalized, self-directed learning experience for the medical students. Instructors can evaluate competencies objectively through online assessments, provide personalized feedback for self-improvement to the students. For policy makers, e-learning could hold the key to success in delivering quality medical education even in those medical colleges established in the remote semi-urban areas addressing the nation’s most entrenched medical teacher vacancies especially in basic subject areas like anatomy, physiology, and biochemistry. Challenges that affect the development and implementation of e-learning in medical education include lack of time and efforts, low technical skills, resource-poor infrastructure, lack of institutional strategies and support and stakeholders' negative attitude towards e-learning. Solutions to those problems may include training for professional development of the faculties with improvement of technical skills, incentives for the time and efforts in development and delivery of online content, favorable digital and tech-friendly institutional strategies and growing positive attitude towards online medical education, and above all, political commitment to ensure quality medical education. CBMJ 2024 July: vol. 13 no. 02 P: 290-297

임상실습에서 비대면 실습 교육으로 전환하는 간호대학생의 경험

Objectives The purposes of this study were to nursing students' experiences of transitioning from clinical practice to untact practice education. Methods A phenomenological study was conducted with 13 university students in City C who experienced contactless practicum during the pandemic. Data collected through semi-structured individual in-depth interviews after completing clinical pediatric practicum developed by a professor of pediatric nursing were analyzed using Colaizzi's procedure. Results 3 categories were identified: questioning whether clinical pediatric practice should be replaced, perception of the effectiveness of online practice, and perception of the complexity of pediatric nursing, and 10 subthemes were identified: clinical practice limitations and regrets, nuring career concerns, limitations of online practice, reducing stress and tension levels, self-directed learning experiences, reducing negative feelings about clinical practice, team collaboration experiences, perceived difficulties, ignorance, and uncertainty in practicing pediatric nursing. Conclusions It is necessary to discuss the deficiencies of post-corona pediatric practice sites, and to development and systematize various untact practice education contents and established various educational environments.

코로나19 시기를 지나온 노년기 학습자의 자기주도적 학습경험에 관한 현상학적 탐구

This study explored the self-directed learning experiences of elderly learners who have continued lifelong learning for many years, including the COVID-19 period, using phenomenological qualitative research method. As a result of analyzing the learning experiences of 12 male and female learners aged 61-78 years, their self-direction was continuously exhibited throughout the entire period of learning. Participants in the study struggled to continue self-directed learning in their daily lives even during the crisis of self-directed learning due to COVID-19. As they passed this emergency period, the study participants became aware of the elements of the surrounding environment that facilitated self-directed learning, and explained various achievements in self-directed learning after recovery to daily life. The essence of self-direction explored in this study was reinforced in interaction with the surrounding environment rather than self-direction only by the individual's will. The surrounding environment can be explained by programs of lifelong education institutions, questions and discussions in face-to-face classes, relationships with instructors and fellow learners, and media in a digital technology environment, and these factors served as catalysts for self-directed learning and helped to strengthen the self-direction of learners in old age.

The Structure of Open and Distance English Language Teaching Models: A Follow Up Study 2018 – 2023

In recent years, the widespread adoption of Open and Distance Learning (ODL) has revolutionized education, especially English language teaching. ODL has democratized access to educational resources and enables interaction between students and instructors across geographical boundaries. Moreover, technology integration has emerged as a dominant theme, with a focus on web-based, computeraided, and mobile-learning systems. However, the study advocates for innovative approaches, such as mobile and game-based learning, aligning with contemporary trends. The adoption of various evaluation methods shows the recognition of individual differences and underscores the need for a comprehensive view of learner progress. This research employs a systematic approach to review literature and investigate the common structures of ODL models for teaching the English language, focusing on articles published between 2018 and 2023. This study categorizes studies based on five macro dimensions of ODL —management, communication, learning, technology, and evaluation—in order to identify common themes and patterns within the literature. In contrast to a previous study spanning 1990 to 2017, this investigation uncovers the evolving landscape of distance education, underscoring the need for continued research and improvement. This research emphasizes the lack of a comprehensive management model for EFL education delivered through ODL, and suggests the need for further investigation in this domain. Moreover, the findings emphasize the significance of leveraging diverse communication models to enhance learner engagement. A shift towards autonomous learning models is observed, demanding further investigation into strategies that support effective self-directed learning experiences. In conclusion, this comprehensive analysis provides a roadmap for advancing ODL models in English-language education. To enhance the quality and accessibility of English language instruction in ODL, educators and researchers can concentrate on addressing management gaps, optimizing communication strategies, promoting autonomous learning, exploring advanced technologies, and refining evaluation approaches. This research offers a rich repository of knowledge for educators, researchers, and academic institutions that wish to deepen their comprehension and practical application of ODL approaches in the domain of English language instruction

Investigating the role of self-selected STEM projects in fostering student autonomy and self-directed learning

Research in STEM education has focussed on integrated STEM projects that combine knowledge and skills across science, technology, engineering, and mathematics. These integrated STEM projects are typically designed by teachers or researchers addressing a limited range of topics that do not always cater well to the diversity of interest among children and adolescents. By contrast, self-selected projects where students have more choices and autonomy in selecting their own projects are relatively rare. Consequently, there is a gap in the literature on students’ learning experiences when they choose and develop their own STEM projects. This study aims to examine the classroom experience and enactment of a high school STEM course designed for Grade 9 and 10 students (14 to 16 years old) to carry out a project of their choice aligned with the theme of sustainability. A case study methodology was used to investigate eight students’ lived experiences in making connections to STEM. The study reveals the nature of students’ self-directed learning experiences as they chose their own topics of exploration and subsequently developed their respective STEM-related projects. It also illuminates the alignments and tensions between STEM integration and various aspects of students’ self-directed learning, including intrinsic motivation, open-ended tasks, goal setting, design thinking, collaboration with external partners, curriculum constraint, and time management. The implications of the study encompass student autonomy and agency, the significance of authentic problems and themes in STEM education, and the role of curriculum in facilitating self-selected projects.

The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach.

With the rapid development of technology and the evolution of educational ideas, the blended learning model has become the new norm in higher education. Therefore, based on Biggs' learning process theory, this study aims to investigate the relationships between learning experience, learning approaches, and learning satisfaction of university students within the Chinese blended learning context to explore the dynamic process and mechanism of blended learning. The Chinese modified versions of the Self-Rating Scale of Self-Directed Learning, the Course Experience Questionnaire, and the Revised Study Process Questionnaire were administered to 939 Chinese university first-grade students (444 men, 495 women). The data were analyzed by using the covariance-based structural equation modeling (CB-SEM) technique. The results demonstrated that, among Chinese university students, there were significant correlations between the self-directed learning experience, the course experience, the deep learning approach, the surface learning approach, and learning satisfaction. Additionally, the learning approaches mediated the association between the self-directed learning experience and learning satisfaction and between the course experience and learning satisfaction. This study provides insight into the facilitative effect of university students' self-directed learning experience and course experience on their learning satisfaction and how this effect is triggered through the mediating role of different learning approaches with the blended learning context. This study shows the learning behaviors and psychology in a blended learning environment, thus revealing the new learning characteristics of university students by integrating the self-learning characteristics of blended learning into the framework of learning process theory. The findings contribute to assisting blended learning providers in delivering targeted interventions to enhance students' learning satisfaction.

Enhancement of clinical skills through virtual reality: a proposal for training certified nursing assistant

Introduction: integrating virtual reality (VR) in education is emerging as a transformative tool to improve practical learning. This proposal asks about its application within the training of certified nursing assistant to improve students' practical skills in training. Objectives: the main objective is to assess whether VR technology can improve understanding of complex concepts and skills in nursing education. This involves evaluating the effectiveness of VR in fostering meaningful, self-directed learning experiences that potentially prepare students more effectively for the health workforce. Methods: implementing a pilot VR program within a controlled educational environment is proposed. The impact of this integration will be assessed through surveys and analysis of academic performance, focusing on the acquisition of professional skills and competencies. Results: expected outcomes include greater student participation and better learning outcomes. The work highlights the benefits of VR in improving in-depth understanding of procedures and concepts through immersive experiences. Conclusions: the expected benefits after the incorporation of VR in nursing training include an improvement in the professional qualifications of students and an innovation through the introduction of immersive learning methodologies. Despite the potential challenges of its implementation, the results are expected to support the integration of VR as a complementary educational tool, reducing the gap between traditional learning and technological advancement in nursing education

Enhancing Higher Order Thinking Skills Among TVET Students: HyperDocs as a Tool for TVET Teachers

HyperDocs are interactive digital documents containing links to various digital resources and activities. These learning tools provide students with an interactive and self-directed learning experience that allows them to investigate, generate, and collaborate in a digital environment. HyperDocs have recently experienced a significant surge in usage across various fields. Despite the widespread use of HyperDocs and their potential to improve classroom learning, additional research is required to ascertain their effectiveness in educational settings. This investigation aimed to identify patterns in advanced cognitive abilities to improve Technical and Vocational Education and Training (TVET) educators' understanding of HyperDocs activities. Using Bloom's Taxonomy as a theoretical framework, the TVET instructor conducted a document analysis of HyperDocs to determine the intellectual level of student activities. During this investigation, a significant quantity of previously unrevealed information has been uncovered. The study results indicate that HyperDocs activities comprise the entire spectrum of cognitive abilities outlined in Bloom's taxonomy. The analysis reveals that most HyperDocs activities involve lower-order thinking skills such as remembering, comprehending, and applying. Higher-order thinking skills such as analyzing, evaluating, and creating are utilized less frequently, accounting for only 45.1% of all activities. Although HyperDocs' activities often incorporate primary forms of reasoning, the difference in performance is only 9.8%. The results of the present investigation indicate that the integration of HyperDocs within the Technical and Vocational Education and Training (TVET) domains has the potential to augment cognitive processing.

A Study on Self-directed Learning Experiences of Mature Students in Liberal Arts Courses at University

The purpose of this paper is to study the self-directed learning experiences of mature students in liberal arts courses at universities. In this study, the above mentioned experiences were analyzed through focus group interviews, as a qualitative research method, targeting five mature students enrolled a B liberal arts course at university. The results of this study are as follows. First, at the time of entering university, the research showed that mature students attempted learning at university with high school friends, attempted learning at university immediately after completing high school courses, attempted learning at university as a driving force for life, and attempted learning at university for the purpose of acquiring qualifications. Second, at the time of their application for liberal arts courses, the mature students chose liberal arts courses based on the department's collective timetable and the liberal arts policy in relation to the distance education provided by the university. Third, during the liberal arts courses, the mature students learned with classmates through competition and cooperation, through effort of repetition, through joyful participation, and through empathy understanding. Fourth, at the time of evaluation of liberal arts courses, the mature students grew through a belief in themselves, through the realization of the value of learning, and through their sastifactions with life as it pertained to their communication with their families. Fifth, in the preparation period for the next semester of university, the mature students challenged themselves by auditing other university classes and by engaging in extracurricular activities. The suggestions based on the results of this study are as follows. First, it is necessary to overcome the restrictiveness and rigidity of the existing university liberal arts courses by linking them with lifelong education. Second, it is necessary to provide continuous learning opportunities for mature students through advanced programs and in-depth programs in liberal arts courses. Third, it is necessary to promote learning motivation for mature students by strengthening the relevance of university courses with the real lives of their learners, as well by strengthening the interactions of students in liberal arts courses. Fourth, it is necessary to build a learning environment in which mature students can learn autonomously.

ChatGPT를 활용한 대학 교양교육에서의 자기소개서 쓰기 사례 연구

In this paper, a case analysis of writing self-introductions using ChatGPT was conducted to examine the new writing experience and its effects. Learners conducted self-inquiry through the following question strategies: ① Understanding and gathering information about the job ② Exploring personal tendencies and experiential factors ③ Checking alignment and expression ④ Identifying problem situations and seeking advice and evaluation for resolution. In terms of learning responses, learners evaluated ChatGPT's functionality positively, citing that it: ① Offers not only directed solutions but also extended knowledge and information; ② Assists in reflecting individual unique traits and capabilities; ③ Effectively aids in exploring one's social identity. Based on this, the researchers concluded that the utilization of interactive artificial intelligence is meaningful in expanding self-directed learning experiences through collaboration to solve problems, rather than passively assimilating conventional structured knowledge or information. Collaborating with conversational artificial intelligence can facilitate a novel self-understanding and introduce a new writing experience that demands critical and analytical thinking towards the generated texts.

Supporting learners self-management for self-directed language learning: a study within Duolingo

PurposeThis study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology.Design/methodology/approachA mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews.FindingsFindings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences.Research limitations/implicationsUnderstanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches.Originality/valueMALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.

Exploring the experience of Year 10 South Korean students’ English language learning in immersive virtual reality.

A prescribed English language textbook often directs classroom teaching practices in secondary school classes in EFL contexts, such as in South Korea. The textbook is often accompanied by multimedia resources which are delivered to students as input at a regulated pace with limited opportunities for communicative interaction or spoken output. Such opportunities are further limited in the community outside of the English classroom. Immersive virtual reality (i-VR) has the potential to situate learners in a real-world context for authentic application of textbook language learning. English teachers in the formal classroom focus on linguistic competence development within time constraints by teaching new vocabulary and grammatical items in decontextualised forms. By comparison, i-VR environments focus on learning to construct meaning in communicative events in contextualised, real-world settings based on students’ existing linguistic knowledge and ability. In a small-scale pilot study, two teachers of Year 10 English classes in Seoul implemented four i-VR language learning modules in their classes: one as a self-directed learning experience that extended beyond formal classroom learning, and the other as a teacher-facilitated learning experience within the formal classroom. Both teachers were interviewed after the two-week implementation to seek their views on their perceptions of the value of such i-VR learning for their students. Beyond the motivational and entertainment value, the teachers viewed the i-VR experience as capable of incorporating pedagogical structures using the embedded multimodal resources that is not possible in other immersive forms of language learning. Moreover, the teachers believed that incorporation of authentic conversations and interactional opportunities could further enhance the learning potential.

Self-directed language learning with Duolingo in an out-of-class context

The research study explored online language learners’ self-directed language learning (SDLL) experiences, benefits, motivations, and challenges when employing educational tools like Duolingo in an out of classroom context. To gain insights into SDLL, in-depth and semi-structured interviews with 10 Duolingo users were conducted. Study results indicated that learners manage various human and material learning resources in complementary ways to accomplish their language learning goals. Importantly, Duolingo learners self-monitor their learning process through feelings of knowing, content evaluation, and judgments of the adequacy of information and resources available. In addition, the study found that Duolingo learners highly rely on the features of learning technology to track, monitor, and reinforce their learning. Additionally, learners in this study were mostly driven by intrinsic needs and interests, such as culture, travel, and brain training, rather than obtaining certificates, scores, or grades. While most existing studies on self-directed language learning (SDLL) with technology have been conducted in a formal learning context, the results of this study provide some insights into SDLL independent of formal school contexts.

Current Perspective of Metaverse Application in Medical Education, Research and Patient Care

As virtual and augmented reality simulation technologies advance, the use of such technologies in medicine is widespread. The advanced virtual and augmented systems coupled with a complex interactive, immersive environment create a metaverse. The metaverse enables us to connect with others in a virtual world free of spatial restrictions and time constraints. In the educational aspect, it allows collaboration among peers and educators in an immersive 3D environment that can imitate the actual classroom setting with learning tools. Metaverse technology enables visualization of virtual 3D structures, facilitates collaboration and small group activities, improves mentor–mentee interactions, provides opportunities for self-directed learning experiences, and helps develop teamwork skills. The metaverse will be adapted rapidly in healthcare, boost digitalization, and grow in use in surgical procedures and medical education. The potential advantages of using the metaverse in diagnosing and treating patients are tremendous. This perspective paper provides the current state of technology in the medical field and proposes potential research directions to harness the benefits of the metaverse in medical education, research, and patient care. It aims to spark interest and discussion in the application of metaverse technology in healthcare and inspire further research in this area.

메타버스 플랫폼을 활용한 자기 주도적 학습 경험 디자인 - 미취학 아동의 사회성 학습 콘텐츠를 중심으로

메타버스 플랫폼을 활용한 자기 주도적 학습 경험 디자인 - 미취학 아동의 사회성 학습 콘텐츠를 중심으로

Becoming the music teacher: Stories of generalist teaching and teacher education in music

Teacher preparation for generalist (non-specialist) elementary teachers in Ontario typically comprises one compulsory music class. In entry surveys, many generalists describe themselves as highly apprehensive about and unconfident in their ability to teach music, confirming previous research. Using narrative inquiry, we explore the stories of both preservice and in-service generalist teachers. Data from focus groups with preservice teachers revealed that most participants felt markedly more comfortable with the prospect of teaching music in primary grades after taking our music courses; while fewer expressed confidence in teaching music to junior/intermediate grades. However, preservice teachers are rarely given the chance to observe or teach music while on practicum. Interviews with in-service generalist teachers revealed that a lack of confidence compelled them to take part in intentional, incremental, self-directed learning experiences to further develop their knowledge and skills for the elementary music classroom. The pandemic largely halted music activities, creating new barriers for generalist in-service teachers who teach music. The enduring gaps identified by this research are how to build more opportunities for generalist preservice teachers to practice their newly acquired skills while on practicum; and how to better support generalist in-service teachers to acquire additional skills for teaching music once in the classroom.

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

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

Teachers’ Self-Directed Online Learning Strategies and Experiences: A Longitudinal Study

This study examines the strategies used by teachers during a series of self-directed online learning (SDOL) experiences. Over a period of four months, the authors met with 12 practicing elementary teachers three separate times. During the meetings, the teacher participants informally used the Internet for their professional learning in literacy. Their online navigations were captured using screen-recording software. Immediately following their navigations, a virtual revisit think aloud was conducted where participants verbalized their thoughts aloud while viewing a screen-recording of their navigation. Semi-structured interviews with each participant were conducted following the three meetings. Data were analyzed both qualitatively and quantitatively. Findings relate to the cognitive and behavioral strategies in which participants engaged during their SDOL experiences and how these strategies changed over time.

Nursing students' self-directed learning experiences in web-based virtual simulation: A qualitative study.

Since the start of the COVID-19 pandemic, virtual reality simulation, including web-based simulation, has increased in nursing education. This study explored nursing students' self-directed problem-solving in web-based virtual simulation experiences. Convenience sampling yielded 16 Korean senior nursing students who had experienced clinical practice in the last semester. Data were collected from August 2020 to January 2021 through in-depth Zoom video interviews and organized using NVivo version 12.0. Thematic analysis was applied to analyze the data. The following four themes were identified from nursing students' learning experiences during the web-based virtual simulations: "self-awareness of a lack of nursing competency in virtual reality," "applying new learning strategies learned from failure," "voluntary learning behavior," and "cognitive shift toward a holistic understanding." Web-based virtual simulations activated various cognitive and metacognitive factors of self-directed learning, and the system's prompt feedback and students' reflections facilitated learning effects. Nursing students corrected their cognitive errors while learning from their failures and mistakes and gained a holistic view of nursing practice. In this study, web-based self-directed learning activated the metacognition of nursing students in a virtuous cycle. The virtual environment with no actual harm to the patient has become a space for learners to experience a sense of confidence, achievement, and satisfaction. Web-based virtual simulation can be an effective teaching method to improve nursing students' self-directed learning abilities and nursing competency.