Self-directed Learning Process Research Articles

Does experience stimulate or stifle creativity?

PurposeThe purpose of this paper is to explore if experience stimulates or stifles creativity. It shows that accumulation of work experience improves an individual’s judgment and reduces divergent thinking of creativity.Design/methodology/approachThis study examines the factors influencing individual creativity, including the impact of work experience, using 509 responses to questionnaires from 500 top construction companies. The research hypothesis is evaluated using structural equation modeling.FindingsThe main factors affecting individual creativity are a positive mind-set, self-directed learning, and low self-monitoring. Self-directed learning has the greatest influence on the creativity of individuals with accumulated work experience, while low self-monitoring influences the creativity of people with less work experience.Research limitations/implicationsA better way to study individual creativity is longitudinal research, which involves long-time observation of the life cycle of creativity among organizational members, who are like products with a life cycle. Further study is necessary to show why some members are creative only for a short time (short life cycle) while some are creative for a longer (very long life cycle) period.Originality/valueThis study finds that employee creativity derives from the self-directed learning process as it helps to accumulate experience. This result indicates that construction firms can train employees to improve their self-directed learning and boost creativity. Experienced workers need more attention because they are trapped in their previous experience and it is difficult to train them.

Применение системы Moodle в процессе формирования математической компетентности студентов технических направлений

The study deals with online maths courses developed for and presented to bachelor’s degree students majoring in technical fields through the Moodle e-learning platform. The research describes the platform capabilities for students and teachers. The course structure and the Moodle elements are considered. The introduction of mathematical expressions into the tests is specified as well. The e-learning kit devised makes it possible to intensify the educational process by providing the favorable environment for the differentiated and individualized learning and encouraging students to learn through a variety of forms and types of educational tasks. The components of the blended-learning technology in conjunction with the Moodle platform capabilities allow teachers to arrange effectively the self-directed learning process to prepare students for the perception of the in-class information and the consolidation of the knowledge acquired.

The impact on employees’ job performance of exercising self-directed learning within personal development plan practice

Today’s world of work is forcing companies to change their approach to learning. Their talent strategy needs to foster self-directed learning (SDL) as a process. SDL is an instructional process in which people take the primary responsibility in learning situations. To enhance job performance, their talent strategy must also include tools that support effective competence development, such as personal development plans (PDPs). In this study, we consider the effectiveness of talent strategy of this nature, by analysing longitudinal data on 3,661 employees working in 16 countries, extracted from an electronic talent management system. Two path analyses were conducted to study the relationships between SDL exercised within a PDP practice and job performance, and to test the research hypotheses. Results validate the hypotheses, confirming that SDL as a process within PDP practice positively impacts job performance. However, while the results confirm the importance of setting learning goals and including informal learning activities when exercising SDL process within the PDP practice, they do not confirm the need to integrate other components of SDL as a process. It can be concluded that learning strategy is key to job performance, and that informal learning is of particular importance. Value-added recommendations for practice are discussed.

Principles of Organizing Self-directed Learning of First-year Students within the Flipped Classroom Technology

The quality of professional education depends on the effectiveness of educational technologies. The Flipped Classroom technology is being successfully tested at the Russian Language Department of Vladivostok State University of Economics and Service within the “Russian Language and Culture of Speech” course. The article analyzes the experience of teaching with the use of the Flipped Classroom technology; it discusses the special features of teaching first-year students, and the principles for organization of self-directed learning process. In flipped learning, self- directed learning is the dominating type of educational activity. Teachers must prepare their students for self-directed learning in the Moodle electronic educational environment, they must motivate them to independently master the theoretical material and to do the practical and controlling assignments and tests. In mixed education, self-directed learning helps to intensify the educational process; forms first-year students’ self-education skills; develops such important personal qualities as independence, activity, consciousness and responsibility. When organizing self-directed learning of students, special attention should be given to the development of practical assignments for testing and control. In teaching the “Russian Language and Culture of Speech” course, the following interactive and electronic tasks are used to form skills and abilities in a reproductive, reconstructive, and creative performance: essays, glossary, mutual reviews, business games, projects, etc. Active methods of control and an electronic survey at the end of the course facilitate the optimization of the self-directed learning process. Considering the special features of mixed education of first-year students, the author defines the main principles for organizing self-directed learning. They are continuity and systematicity; regularity and rhythm; intensity and optimality of workload; interactivity, individualization, feedback and control; effectiveness of activity; development of self-educational skills and such personal qualities as independence, activity, consciousness and responsibility.

Professional and Personal Development: Professionalism, Leadership, and Effective Communication Skills

<h3>ABSTRACT</h3> Continuing professional development is a lifelong process of self-directed learning to broaden one’s knowledge. Within the medical laboratory science profession, continuing professional development promotes broadening of professional and personal knowledge and skills. This introductory article provides an overview of the interrelated topics of professionalism, leadership, and effective communication skills for leading others.

Faculty Support for Self-Directed Learning in Internal Medicine Residency: A Qualitative Study Using Grounded Theory.

Self-directed learning (SDL) is part of residency training, which residents desire guidance in implementing. To characterize SDL within the clinical context, this study explored residents' perceptions of faculty members' role in promoting and supporting resident SDL. Using a constructivist grounded theory approach, the authors conducted seven focus groups with 46 internal medicine residents at the Mayo Clinic Internal Medicine Residency Program from October 2014 to January 2015. Focus group transcripts were deidentified and processed through open coding and analytic memo writing. Guided by a previously developed SDL model, data were analyzed regarding faculty member involvement in resident SDL. Themes were organized and patterns were discussed at team meetings, with constant comparison with new data. Trustworthiness was established using two member-check sessions. The authors identified themes within the categories of faculty guidance for SDL, SDL versus other-directed learning (ODL), and faculty archetypes for supporting SDL. Clinical teachers play a key role in facilitating resident SDL and can provide guidance at each step in the SDL process. Residents discussed the distinction between SDL and ODL, highlighting the integrated nature of learning and interplay between the two approaches to learning. Residents identified themes relating to three archetypal approaches faculty implement to support resident SDL in the clinical environment (directed, collaborative, and role model SDL), with benefits and challenges of each approach. This study underscores the importance of external guidance for resident SDL and expands on approaches faculty members can use to support SDL in the clinical context.

Teaching Business Communication Skills: A Clarion Call

English is an international business communication tool and it transcends cultures. The teaching of business English is different from that of General English in the sense that it is neither teaching just the four macro-skills nor enhancing mere business vocabulary. In fact, business English is taught on the assumption that general English language skills have already been acquired. Business English learners are prospective entrepreneurs, managers and leaders of industries at national and international levels and teachers face a huge challenge of helping them acquire an international communication skill-set through English as the medium. Most people who use business English are non-native users of English. They use it frequently not only among themselves, but use it occasionally with native speakers as well. Native speakers of English, of course, control world economy, science and technology, and trade and commerce. Moreover, business English is fast moving from the planet Earth to other planets since it is the only communication tool for international space research that involves billions of dollars from across the globe in its competition to explore other planets. Thus business English is used in different cultural environments and does not represent one culture that is often tied to it nationally or internationally. It transcends cultures and at the same time it respects them all. Hence, business English teachers need to recognize the paradigm shift in its cultural metamorphosis, to design trans-cultural English language learning materials, to identify communication skill-set, and to adopt appropriate teaching- learning methods. This paper interrogates constituent parts of international communication skill-set and argues that a task-based approach of ‘learning by doing’ is the need of the hour since it exploits essential and result-oriented andragogy and heutagogy of self-directed and self-determined learning processes lifelong.

Web Knowledge Turbine as a Proposal for Personal and Professional Self-Organisation in Complex Times

This article describes a proposal for sustainable way to adapt to current complex process of global transformation, using the ‘Web Knowledge Turbine' (WKT) as a self-organised ecosystem for the co-creation of personal and collective narratives. The authors contemplate all human social systems as Complex Adaptive Systems with the capacity for self-organisation derived from a permanent learning process. Accordingly, a shift in the focus of teaching programmes from mere mechanisms of knowledge transmission, to a process focused on learning and in particular, a process of self-directed, connected, and deep learning which has at its core the profile of the eLearner as the central protagonist. The cornerstone of this process is a Complex Ecosystem of Personal Knowledge (CEPK) which will support teaching at an undergraduate level, progressively and transversely, from its outset. Considering the classroom as a networked community of learners whose objective is not only to gain a command of a particular subject (WHAT content do they need to learn?), but also HOW and WHY they need to learn it.

Longitudinal evaluation of a pilot e-portfolio-based supervision programme for final year medical students: views of students, supervisors and new graduates

BackgroundLittle is known about how best to implement portfolio-based learning in medical school. We evaluated the introduction of a formative e-portfolio-based supervision pilot for final year medical students by seeking views of students, supervisors and graduates on use and educational effects.MethodsStudents and supervisors were surveyed by questionnaire, with free text comments invited. Interviews were held with new graduates in their first Foundation Programme placement.ResultsMost students used the e-portfolio (54%) and met with their supervisor (62%) ‘once or twice’ only. Students had more negative views: 22% agreed that the pilot was beneficial, while most supervisors thought that e-portfolio (72%) and supervision (86%) were a ‘good idea’. More students reported supervision meetings benefited learning (49%) and professional development (55%) than the e-portfolio did (16%; 28%). Only 47% of students felt ‘prepared’ for future educational processes, though graduates noted benefits for navigating and understanding e-portfolio building and supervision. Factors limiting engagement reflected ‘burden’, while supervision meetings and early experience of postgraduate processes offered educational value.ConclusionFinal year students have negative attitudes to a formative e-portfolio, though benefits for easing the educational transition are recognised by graduates. Measures to minimize time, repetition and redundancy of processes may encourage use. Engagement is influenced by the supervisor relationship and educational value may be best achieved by supporting supervisors to develop strategies to facilitate, and motivate self-directed learning processes in undergraduates.

How can we promote and facilitate effective study skills in medical students?

This article was migrated. The article was marked as recommended. In my early years of medical school I always felt that I never learnt how to learn. When studying an MSc in Medical Education, it became apparent to me that this feeling may be commonplace amongst other medical students. Study skills can be defined as "the effective use of appropriate techniques for completing a learning task.." These are of vital importance in any educational setting - allowing learners to tackle and absorb information appropriately and efficiently. Although study skills are recognised as an essential ability, they may be overlooked by many medical curricula. This paper therefore aims to provide insight into the self-directed learning process and the development of appropriate study skills. The self-directed learning process is discussed - using an adapted form of the Self-directed Learning Cycle of Butler and Winne. This involves: the domains of learning; identifying learning deficits; setting learning goals; identifying efficient learning strategies; monitoring progress and strategy modification; and reaching goals. I also discuss the importance of learning style recognition, maintaining the desire to learn and possible methods for the assessment of study skills in medical students. Effective study skills are a vital tool in the medical student's arsenal against the vast quantity of information presented to them. These allow the learner to appropriately filter and assimilate information. When both understood and mastered, an individual can adapt these to the fit needs of various knowledge requirements. Through the understanding of memory and the core principles of learning, educators can hope to promote and facilitate the development of such study skills. In doing this, we can help our students to become self-sufficient, effective members of the medical community.

A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory

BackgroundExisting theories of self-directed learning (SDL) have emphasized the importance of process, personal, and contextual factors. Previous medical education research has largely focused on the process of SDL. We explored the experience with and perception of SDL among internal medicine residents to gain understanding of the personal and contextual factors of SDL in graduate medical education.MethodsUsing a constructivist grounded theory approach, we conducted 7 focus group interviews with 46 internal medicine residents at an academic medical center. We processed the data by using open coding and writing analytic memos. Team members organized open codes to create axial codes, which were applied to all transcripts. Guided by a previous model of SDL, we developed a theoretical model that was revised through constant comparison with new data as they were collected, and we refined the theory until it had adequate explanatory power and was appropriately grounded in the experiences of residents.ResultsWe developed a theoretical model of SDL to explain the process, personal, and contextual factors affecting SDL during residency training. The process of SDL began with a trigger that uncovered a knowledge gap. Residents progressed to formulating learning objectives, using resources, applying knowledge, and evaluating learning. Personal factors included motivations, individual characteristics, and the change in approach to SDL over time. Contextual factors included the need for external guidance, the influence of residency program structure and culture, and the presence of contextual barriers.ConclusionsWe developed a theoretical model of SDL in medical education that can be used to promote and assess resident SDL through understanding the process, person, and context of SDL.

Self-directed learning process through flipped learning.

Self-directed learning process through flipped learning.

The Roles of Teacher and Students in Self-directed Learning Process Through Blended Problem-Based Learning

Self-directed learning is an important skill highlighted in the 21st century learning. Hence, developing this skill through problem-based learning (PBL) is deemed to be potentially effective. However, PBL is still not widely implemented in Malaysian classrooms. The integration of face-to-face and online learning known as blended problem-based learning (BPBL) is potentially effective in improving PBL by enhancing teacher’s and students’ roles in self-directed learning. Thus, this research aims to investigate the roles of teacher and students in the process of self-directed learning (formulating learning issues) in BPBL by using basic qualitative approach. Data was collected from observations, interviews and documents (FILA chart). By using purposive sampling, twenty-five (25) students and a teacher from a school in Johor district were selected as the sample. The students were divided into five groups. The teacher and students’ roles in two randomly selected groups were compared. The results indicated that the teacher faced difficulties in monitoring students’ progress and some students were passive in the BPBL.

УРАХУВАННЯ МОТИВАЦІЇ У ФОРМУВАННІ МОВНОЇ АВТОНОМІЇ СТУДЕНТІВ

Background: The notion of independent, autonomous learners is the focus of modern teaching paradigm as the key to success in language learning. At the same time the analysis of students’ attitude to their learning process has shown that many university students are not ready to take the responsibility for their own progress. The research in the field of learners’ moti­vation proves that motivation is the basic ingredient of the promotion and development of the autonomous language learning environment which results in the shift from teacher-centered to student-centered approach in the language classroom. Purpose: The purpose of the article is to discuss the nature of motivation of adults’ learners as a means of fostering learn­er autonomy and to outline the strategy of building up students’ independence in the language classroom. Results: A learner’s desire to succeed which is based on his ability to control and influence the situation appears to be the major external force behind language learning. The interaction between intrinsic and extrinsic motivation has led to a wealth of practical implications such as providing students with a repertoire of learning strategies that can help them become better motivated and more autonomous learners. The result of this type of teaching is the understanding of the importance of self-control as the means of enhancing students’ motivation and, as a result, to provide opportunities for feedback improve­ment through reflection, planning how to proceed with a learning task, monitoring one’s own performance on an ongoing basis, and self-evaluation upon task completion. Self-control has a four-stage development framework of a different degree of a student’s subordination to a teacher. It is expedient to rely on a teacher’s coaching and students’ cooperation while creating an efficient learning environment to enhance students’ self-control skills. Discussion: The discussion about intrinsic motivation has always been recognized as the primary impetus to initiate foreign language learning and later a driving force to sustain the self-directed learning process. Yet, “external” rewards such as passing grades or better employment opportunities, are essential for developing learner autonomy too. Thus extrinsic mo­tivation can be viewed as a stimulus to the degree of fostering the autonomous learning in case an adult learner lacks intrinsic motivation.

Penggunaan Template Study Planner untuk Menunjang Proses Self-Directed Learning - Sebuah Studi Literatur

Background: Self-directed learning is a form of independent learning where in the process it is advisable that students create a study planner so that the learning process is more focus and effective. A study planner can be used as a reference that will assist students in evaluating and reflecting the learning process. This study aimed to find out how the application of study planner can support the process of self-directed learning, this will be based on a literature study.Method: This research was in the form of a literature study which covered the application of study planner and its relation to self-directed learning. The literature searches were conducted with two databases (e-sources national library and ERIC), by using 11 keywords, in order to obtain more amounts of readings available, that were in relation to the utilization of study planner in order to support self-directed learning. Based on five inclusion and exclusion criteria were used to select 22 journals that obtained from the results of database searches, two journals that can be used to answer research questions were found. Data were extracted systematically by segmenting and coding. Followed by determining patterns to find broader category. Results: Based on segmenting and coding process and determining important patterns, two broad categories were found, that are (1) The benefit of study planner in self-directed learning; and (2) Factors that affect study planner and self-directed learning.Conclusion: Study planner can assist students in developing their self-directed learning skills, that will be handy to support their lifelong learning skills. Study planner can also give motivations to students in performing self-directed learning

Exploratory Study of Rural Physicians' Self-Directed Learning Experiences in a Digital Age.

The nature and characteristics of self-directed learning (SDL) by physicians has been transformed with the growth in digital, social, and mobile technologies (DSMTs). Although these technologies present opportunities for greater "just-in-time" information seeking, there are issues for ensuring effective and efficient usage to compliment one's repertoire for continuous learning. The purpose of this study was to explore the SDL experiences of rural physicians and the potential of DSMTs for supporting their continuing professional development (CPD). Semistructured interviews were conducted with a purposive sample of rural physicians. Interview data were transcribed verbatim and analyzed using NVivo analytical software and thematic analysis. Fourteen (N = 14) interviews were conducted and key thematic categories that emerged included key triggers, methods of undertaking SDL, barriers, and supports. Methods and resources for undertaking SDL have evolved considerably, and rural physicians report greater usage of mobile phones, tablets, and laptop computers for updating their knowledge and skills and in responding to patient questions/problems. Mobile technologies, and some social media, can serve as "triggers" in instigating SDL and a greater usage of DSMTs, particularly at "point of care," may result in higher levels of SDL. Social media is met with some scrutiny and ambivalence, mainly because of the "credibility" of information and risks associated with digital professionalism. DSMTs are growing in popularity as a key resource to support SDL for rural physicians. Mobile technologies are enabling greater "point-of-care" learning and more efficient information seeking. Effective use of DSMTs for SDL has implications for enhancing just-in-time learning and quality of care. Increasing use of DSMTs and their new effect on SDL raises the need for reflection on conceptualizations of the SDL process. The "digital age" has implications for our CPD credit systems and the roles of CPD providers in supporting SDL using DSMTs.

Exploring Students’ Self-Directed Learning in Problem-Based Learning

Introduction: The present study examined the extent to which problem-based learning (PBL) as a learning context influence the attributes of self-directed learning process (SDL) indicated in Candy’s four dimensional model of SDL. The model has four components related to SDL; personal autonomy (PA), self-management in learning (SML), independent pursuit of learning (IPL), and the learner control of instruction (LI). The study also investigated aspects of PBL that supports the development of SDL in medical students. Methods: Undergraduate medical students at Melaka Manipal Medical College (MMMC), Manipal Campus, Manipal University, India were requested to respond to a questionnaire on a 4 point Likert scale (4 = Strongly agree, 3 = Agree, 2 = Disagree, 1 = Strongly disagree), focusing on Candy’s model of SDL. For the first four items, they were requested to indicate the reasons for the scores they have given. Additionally, students were also requested to mention two or three attributes of PBL that supported SDL, in the same questionnaire. Results: Eleven, five, and two items pertaining to self-management of learning (SML), independent pursuit of learning (IPL), and learner control of instruction (LI) respectively were found to have obtained a positive response from more than 75% of students. Relatively low response rates were observed for Item 10 (53.6%), Item 11 (54.5%), Item 14 (54.5%) and Item 17 (50%). Conclusions: The present study revealed that even though majority (˃75%) of students were found to have aspects related to all four components of SDL mentioned in Candy’s model, some behaviours related to independent pursuit of learning as well as learner control of instruction were found to be below the expected level. This finding implies that tutorial group functioning and case design, which are pivotal factors influencing SDL of students in PBL, are the areas which needs refinement in the present PBL context

Understanding self-directed learning in the context of mobile Web 2.0 – case study with workplace learners

ABSTRACTThis paper presents the findings from a multiple-case study which has investigated the impact of mobile Web 2.0 technologies on self-directed learning (SDL) of workplace learners by exploring participants’ learning experiences with a mobile App. Drawing on existing literatures, we examined learners’ SDL personal attributes and process in the context of mobile Web 2.0. Results show that there are specific personal attributes that could benefit from features of the latest mobile Web 2.0 technologies. These features were utilized increasingly during the learning process and appear to have the potential to enhance learning outcomes. The findings within five individualized cases of adult learners in China using mobile phones for informal learning are provided, followed by a discussion of the overall context. Directions for future development are suggested at the end of the paper.

The Role of teacher in medical student self-directed learning process

Self-directed learning (SDL) is essential in medical education. The rapid development of medical science and the expansion of health problems need a physician who can meet that challenges. A physician must have lifelong learning ability. SDL is one of the important requirements for lifelong learning ability. In SDL, learners are the controller of learning and learners have the freedom to learn according to their needs. Therefore, it is necessary to explore the role of the teacher in the SDL process, particularly in medical education. This study used a qualitative exploratory design. Twelve teachers and 23 medical students were selected by purposive sampling. There were seven themes that emerged from the analysis. The role of teacher in the SDL process includes: (1) Competent; (2) Concern; (3) Creative; (4) Facilitator; (5) Motivator; (6) Partners; and (7) Role Model.

Effect of Workshop Training on Self-Directed Learning Skills of Students at Shiraz University of Medical Sciences

Introduction: Self-directed learning (SDL) is the most important factor in the future success of students in medical schools. In self-directed learning, each student takes responsibility for his/ her own learning activities. The main purpose of this study was first to determine students’ most common learning problems and then familiarize them with the concept of self-directed learning in a teaching workshop. Teaching emphasized SDL skills and processes. Methods: This study used a pre-post interventional design and was conducted in Shiraz Medical School. The first step of the study was a self-administrated questionnaire to investigate the students’ study problems and in the second step all first year medical students (90 students) were involved in a teaching workshop. It is worth mentioning that inclusion criteria of the study included participants’ willingness to participate in the study, and exclusion criteria included unwillingness of participants to continue the study or not completing the questionnaires. Descriptive data analysis was performed by SPSS version 18. Results: The findings showed that the most important study problem was related to the amount of materials and content, according to 68 students (75.8%), and teaching SDL skills could increase their motivation to learn, according to 83 students (92%). Conclusion: Teaching SDL skills to students can motivate their willingness to learn and could be used as a strategic approach to teaching. It seems universities should invest on students’ learning skills.