Self-directed Learning Process Research Articles

Formalųjį švietimą papildančio muzikinio ugdymo proceso kokybės tobulinimas taikant savivaldų mokymąsi: atvejo analizė

Music education, which complements formal education, is, in the essence of the realization of its educational process, close to the essence of the self-directed learning process, therefore there are theoretical and practical possibilities for the realization of self-directed learning in a music school. The application of self-directed learning redistributes the power and responsibilities of the participants of the educational process, therefore opportune preconditions are created for the change of the interaction between the pupil and the educator and for the transition from teaching to learning. Therefore, the provision is observed that the implementation of self-directed learning in educational practice changes the quality of the educational process. The article analyzes how the self-directed learning, established in the educational process of a specific music education institution (music school) that complements formal education changes the interaction between the pupil and the educator, what circumstances are significant, what are the links with the quality of the educational process. The analysis of the results of the empirical research allows us to state that teachers understand self-directed learning and its importance theoretically, but teaching itself has not become a natural strategy for organizing the educational process; fragmentary features of pupils’ self-direction are seen, positions of learning power are more characteristic of teachers than pupils.

Evaluation of a Model of Transition-Related Instruction to Enhance Self-Directed Career Development of Students with Intellectual and Developmental Disabilities

This study was conducted to investigate the effectiveness of a transition-related instructional model (TRIO) for students with intellectual and developmental disabilities (IDD). The model promoted self-directed problem-solving concerning transition-related goals and career development. The TRIO model contained three instructional phases for problem-solving. Throughout the three phases, three essential elements were determined in the transition curriculum for the self-directed learning process, including transition-specific curriculum, self-determination instructions, and the circle of support. 79 junior high school students participated in this study doing group assignments. They were split into the experimental group (n = 36) with the TRIO instruction and the control group (n = 43). Scores on the Career Planning and Development Questionnaire before and after the intervention were analyzed. The results indicated that the experimental group showed significantly higher scores than the control group on the overall career competency and each sub-domain, and the patterns of score change were different between the experimental and control groups when applying the hierarchical linear model (HLM).

Learning Far Beyond the Classroom: An Exploratory Study of Self-Directed Learning Activities and Strategies of Adult L2 Learners in Japan

There exists a language learning industry in Japan that caters to adult learners. However, a significant number of adults do not engage in such services but rather study on their own. By better understanding this segment of the population, more effective resources can be developed and made available to L2 learners who struggle after they have left formal education. In this study, eight adult learners who engaged in self-directed learning (SDL) were asked to track their learning activities over the course of three weeks by maintaining a language diary. This was followed by interviews to gather information about the reasons behind their choices and the strategies they employed during the activities within the context of the SDL process (Reinders, 2020). The initial results showed that few learners used strategies to enhance their L2 learning, as the resources and activities were often chosen based on reasons unrelated to language learning, such as entertainment. This suggests that they may benefit from some form of guidance to enhance their self-directed learning.

A Low-Career Elementary Teacher’s Paradigmatic Shift Experience in Lesson Discussion through Cognitive Coaching

This study explored the process of cognitive coaching in relation to social studies lessons for a low-career elementary teacher. The purpose was to scrutinize the procedures and principles followed by the coach and the teacher and to identify changes in the teacher’s instructional and curricular expertise. During the coaching, the coach utilized mediational tools such as paralanguage, response behaviors, and mediative questioning to facilitate the teacher's self-directed learning process. Consequently, the teacher experienced autonomy in lesson discussions. Reflecting on lesson planning, she recognized the necessity of reading children's books and the need to restructure units. She established goals to enhance her teaching expertise, expressed a willingness to explore self-reflection methods, and hoped to improve her use of mediational tools.
 Over a span of 7 months, data were collected from the coach and the teacher. The data collection included pre-coaching open-ended survey responses, transcripts of coaching dialogue over two cycles, and open-ended survey responses from a mid-term evaluation. Additionally, instructional plans for the teacher's 6th-grade social studies class were gathered. These data were analyzed using the constant comparative method, and a validation process was conducted for the results. As recommendations, a paradigm shift focusing on teachers' thinking in lesson discussions, establishing a culture where observers mediate teachers' internal thoughts in a non-judgmental manner, reevaluation of mandatory classroom observations, providing coaching related to individual teachers' lessons within the learning community, concurrent emphasis on personal reflective thinking and sharing and discussing experiences and knowledge within the learning community, fostering collaboration between teacher training institutions and educational authorities for developing and expanding cognitive coaching training programs, and coupling training for the enhancement of instructional expertise and curricular expertise were suggested. Further studies were proposed.

Designing Interactive Multimedia Computer Graphics Using The 4D Method as Self-Directed Learning for Students

The process of Self-directed learning of students using modules or consulting by asking for online explana-tions to lecturers is still not effective, especially for Computer Graphics courses that prioritize psychomotor aspects, namely skills. This research aims to develop learning media in the form of interactive multimedia to support Self-directed learning of Computer Graphics course students. This research uses the type of develop-ment research or Research and Development. The development procedure used adopted Thiagarajan's 4D model. This research produces multimedia products consisting of an initial page, the main menu page includes introduction, material, developer profile and quiz or evaluation. The multimedia developed effectively improves student learning outcomes through Self-directed learning in terms of an increase in the average score of pre-test and post-test results from 67.22 to 82.41, which means that there is an increase in student learning out-comes by 15.19%.

Prospective Pedagogues and Coaches Perspective on the Challenges and Solutions of Remote Studies

The conditions created by Covid-19 in the world and in Latvia have promoted the transition from traditional teaching and learning practices (contact lectures study form) to remote study form into the study process. The preparation of prospective teachers (University of Latvia) and coaches (Latvian Academy of Sport Education) is related to the need to develop various competencies. The purpose of the article is to analyse the opinions of 1st-year students, prospective preschool teachers and coaches about the benefits and difficulties of students in remote studies in the Covid 19 pandemic situation. We used theoretical method - analysis of scientific literature, and empirical methods - observation, negotiation (the total number of 1st year students in the 2021/2022 academic year in UL preschool teacher programs and LASE coaches’ programs was 590), content analysis, survey of selected 240 students (200 UL and 40 LASE) was conducted in the period from October 2021 to April 2022. The results of the empirical study show that the benefits and difficulties of distance learning have become more relevant, increasing the willingness to take responsibility for a self-directed learning process. Students are becoming more pragmatic, and goal oriented. They learn new skills and find operational solutions in various unusual situations. The research revealed that remote studies have promoted students' self-directed participation and initiative in improving the study process, self-management, and responsibility for the personal significance of their activities.

Eğitimde Öğrencilerin Öğreniminin Ölçülmesi ve Değerlendirilmesinde Klasik ve Modern Yaklaşımlar

Thanks to new technologies, learning measurement and evaluation processes are also changing. New tools used for students' self-directed or self-directed learning processes in particular have led to the emergence of different evaluation goals. Developments in the field of information processing, and in particular asynchronous (asynchronous) education based on the Internet, have increased the need for reconsideration of known educational methods and related applications by eliminating the problems of mutual interaction of non-formal educational methods, revealing a significant change in the field of education. There are also learning evaluations within these applications. Learning assessments, which are carried out in the traditional sense, are gaining a new dimension thanks to advances in information technologies. The best example of this can be given by a web-based evaluation. It is an important educational feature to know to what extent students have achieved the goals set as a result of learning-teaching activities. Because the development of the curriculum and the orientation of students are directly related to the recognition of their achievements. Conducting measurement and evaluation activities in this regard in the traditional way is both time-consuming and not always reliable and valid. Computer technology has the potential to provide important facilities to teachers and educators in the field of measurement and evaluation. Since evaluation is a decision-making process, the measurement results are compared with a criterion in the evaluation. With this method, it is checked whether the measurement result meets the condition determined by the criterion and functional data and findings are reached as a result. Key Words: Education, Student, Measurement and Evaluation, Classical Approach, Modern Approach

Motivational and emotional states in self-directed language learning: a longitudinal study

The current longitudinal case study investigated emotional and motivational states in a self-directed and mobile-assisted language learning environment. The participant of the study was a highly motivated language learner who used the Busuu application for a period of one year to learn German. Tracing the participant’s emotional and motivational journey using solicited diaries and chat-based interviews, the study revealed that the process of self-directed language learning is associated with the experience of a variety of positive and negative emotions. Joy, hope, and interest were the prevailing positive emotions that were linked to learning vocabulary; and frustration, anger, and feeling annoyed were the negative emotions in relation to learning grammar and pronunciation. In general, the study found a strong connection between positive emotions and persistence in self-directed language learning. The findings also pointed to some possible causes of high dropouts in application based language learning, as lack of enough resources for learning some language skills (such as grammar) initiated and implicated extensive processes of negative emotions. The study contributes to the growing body of knowledge in mobile-assisted language learning, and calls for further research regarding the role of emotions in technology-based and self-directed learning environments.

Understanding self-directed learning behaviors in a computer-aided 3D design context

Self-directed learning (SDL) has been employed in design education to support students' effective learning and designing. However, it is still unknown how students engage in an SDL process and how students’ SDL behaviors affect performance in a design context. In a computer-aided 3D design context, this study used cluster analysis to identify SDL behavioral patterns based on the trace data of 193 middle school students and further examined the differences in the perceived SDL ability and creative performance. Four distinct SDL behavioral patterns were identified: fully engaged, planning and reflection engaged, execution and regulation engaged, and minimally engaged learners. There were significant differences in the perceived SDL ability and creative performance between the four SDL behavioral patterns. The fully engaged learners showed the highest levels of perceived SDL ability and creative performance; the minimally engaged learners showed the lowest levels of perceived SDL ability and creative performance; the planning and reflection engaged learners had higher levels of perceived SDL ability and creative performance than the execution and regulation engaged learners. The findings provide insights for better understanding SDL from a behavioral perspective and for effective incorporation of SDL in a design context.

메타버스를 활용한 교과 융합학습 방안 연구

Objectives This study aims to investigate the convergent learning method using a Metaverse platform that integrates four subjects, such as Korean, English, Science and Music, based on the choice of common learning topics of a myth of Jeju creation, Cheonjiwangbonpuri. Methods This study examined the characteristics and functions of Metaverse as edu-tech through bibliographic research and carried out the case study about community-based convergence learning that could use the functions of Metaverse effectively. Based on the bibliographic research results, the study found out useful ways of community-based convergence learning, by building a platform suitable for convergence learning of four subjects, and implementing it. Results In this paper, the learner-centered convergent learning plan through Metaverse was designed and made it applicable to the classrooms appropriately. In order to study the myth Cheonjiwangbonpuri, learning topics and learning objectives were selected, and the major topics of learning activities and class organization were designed and they were presented in a sequence of six steps, such as warm-up, understanding, deepening, transforming, expressing, and closing respectively. Conclusions The theme-based convergence learning using an online Metaverse platform makes students determine self-directed learning processes beyond the limited time and space of classroom practices, and it helps them do inquiry activities related to a variety of themes connected with several programs. Thus, it is significant that this study moves towards the autonomous design and management of the local curriculum, by understanding and deepening the contents of Cheonjiwangbonpuri under the integration of four subjects.

Designing and psychometric analysis of an instrument to assess learning process in a virtual environment

BackgroundToday, methods that enable students to benefit from online programs to the fullest and learn independently and self-directed are of critical importance. Many scales have been developed to measure self-directed learning in the physical classroom. This study was conducted to design and assess the psychometric properties of an instrument to assess learning process in a virtual environment.Materials and methodsA questionnaire for assessing s learning process in a virtual environment was developed following six steps. The process began with a systematic search for related articles. A qualitative study was then conducted to identify self-directed learning strategies and processes in virtual environments. The identified strategies were then compared with those from a literature review, and the scale items were developed accordingly. Expert validation, exploratory factor analysis, and reliability analysis were conducted to ensure questionnaire validity and reliability. This study included online postgraduate students from Iranian medical science universities in 2019.ResultsThe scale consisted of 5 factors and 44 items. In exploratory factor analysis, five subscales explained 90% of the total variance. Cronbach’s alpha was 0.91 for the total scale. The interclass correlation coefficient between the test and retest was 0.77.ConclusionA questionnaire designed to assess learning process in a virtual environment for postgraduate virtual students has reasonable psychometric properties, including reasonable internal reliability and construct validity.

Some approaches to the development of resources for self-directed learning of foreign languages in a technical university

Problem. The rapid development of technology leads to the obsolescence of professional knowledge by the time students graduate from institutions of higher education. In addition, some acquired competences, as, for example, in foreign languages, need constant refreshing after students leave the classroom, otherwise there is a threat of their complete loss. This causes the active search for innovative pedagogical approaches that would ensure the continuity of education of university graduates, one of which is a self-directed learning, which is considered as independent study of additional material in relation to the main course, as a learning process in which students take responsibility for their own learning, setting their goals, developing and planning their own training program and evaluating the results of their activities. Goal. To determine the essence of self-directed learning, to analyse the peculiarities of self-study of foreign languages, to propose new approaches to its organization using innovative tools in the digital environment of a technical university. Methodology. The following features of self-directed foreign language learning are highlighted: the self-directed learning process is initiated by the students themselves and is carried out according to their plans, the teacher’s activity has an evaluation and stimulating character; learning goals are put forward by students based on personal needs; in self-directed learning, it is not the amount of knowledge that is important, but the ability to use it independently; students find sources of explanation of unfamiliar material on their own; the main way of determining the effectiveness of self-study is the ability to practically apply the learned material in professional and everyday activities. The students were offered a number of courses designed for independent study using the method of audiovisual translation, which, as a modern trend in linguistics, is rapidly developing as digital technologies are constantly improving. This method was adapted for our purposes using parallel translation of lexical items and texts, which were voiced and placed on the YouTube platform. Results. The volume of training lexical and grammatical tasks, which students perform independently, was increased, and the opportunity to independently study a significant number of socio-cultural and professional topics was provided. Originality. The double presence of lexical items, available both as symbols on the screen and as a sound series, helps students refresh and consolidate it, and parallel translation gives them a full understanding of the statement in the shortest possible time. Practical value. The proposed approach with the usage of audiovisual translation has a great potential in the field of self-directed learning of foreign languages, as it offers a variety of convenient, affordable and accessible digital resources for self-study.

Developing a Conceptual Model of Self-Directed Learning in Virtual Environments for Medical Sciences Students

Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students’ effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill.

Nexus of Emotional Intelligence and Learning Outcomes: A Cross-Country Study of China and Pakistan Higher Educational Institutes

The purpose of this empirical study is to investigate the effects of emotional intelligence (EI) on learning outcomes (e.g., social, cognitive, and self-growth outcomes) and satisfaction with the university experience of academics and administrative staff at Chinese and Pakistani research universities. This study also investigates the mediation of self-directed learning (personal autonomy, personal responsibility, and personal growth) and knowledge management processes (KMPs) concerning the relationship between EI and learning outcomes. Moreover, this study explores the relationship between learning outcomes and creative performance (creative self-efficacy and leadership/supervisor support). The survey method was considered appropriate for the data collection and was completed simultaneously through paper and electronic mediums. The partial least squares structural equation modeling (PLS-SEM) method with a measurement assessment, structural assessment, mediation, and multi-group analysis was applied to a sample of 729 academics and administrative staff from Chinese and Pakistani research universities. A few dissimilarities surfaced with regard to EI and learning outcomes while evaluating the higher education institutions (HEIs) from both countries. Moreover, an indirect relation between EI and learning outcomes was established via self-directed learning and KMPs. Lastly, the intended direct statistical association between learning outcomes and creative performance was also documented. This study may serve as an initiative to equate and differentiate EI in relation to learning outcomes and creative performance among higher education professionals in China and Pakistan. The considered framework is novel and supports both EI and learning outcomes while adhering to the perceived value of the two adjacent regions.

Research on the Cultivation Plan of College Students' Autonomous Learning Ability Based On Blended Teaching Mode

Research on the cultivation plan of college students' autonomous learning ability based on blended teaching mode is the main focus of this paper. Self-directed learning is actually metacognitive monitoring of learning It is a process in which students proactively adjust their learning strategies and efforts according to their own learning ability and the requirements of the learning task. The process of Self-directed learning requires individuals to have conscious awareness and response to the questions of why, whether, what, and how they learn. and how to learn. In the process of the teacher-student interaction, learning feedback and online mutual evaluation are the main ways for teachers and students to communicate. We give the new suggestions of improving the performance.

대학생의 인지욕구에 따른 학습참여 차이 및 자기주도 학습과정을 매개로 한 인지적 역량에 대한 인지욕구의 영향

Objectives The purpose of this study was first to explore whether high/low need for cognition groups differ in the level of learning engagement, and second to examine the effect of the need for cognition on cognitive competency development through the self-directed learning process.
 Methods Using the data of 1,110 students in four-year colleges from the 9th-year (2014) Korean Education Longitudinal Study 2005, independent sample t-tests and three-step linear regression analysis suggested by Baron and Kenny (1986) were conducted.
 Results First, t-tests found that students with a high need for cognition showed higher mean scores for the self-directed learning process, classroom engagement, reading books, taking classes, and studying than those with low need for cognition. Second, after controlling for a variety of control variables, the higher need for cognition predicted a higher self-directed learning process and higher cognitive competency development. In addition, the self-directed learning process was found to have a partial mediation effect on the relationship between the need for cognition and cognitive competency.
 Conclusions This study found the significant role that the need for cognition, which has received limited attention in higher education research, plays in learning engagement and in cognitive competency development through self-directed learning process. The results added empirical evidence to the individual-level predictors that are important for college student learning and cognitive competency development among college students.

Self-Direction in Physics Graduate Education: Insights for STEM from David J. Rowe’s Career-Long Methods

The ability to self-direct a research program determines graduate degree completion. Yet, research on incompletion of science, technology, engineering, and mathematics (STEM) graduate programs assumes students’ present level of self-direction adequate and neglects to recognize a lack of self-directed learning (SDL) as key. This essay explores SDL for STEM, presenting the work of theoretical nuclear physicist David J. Rowe as a key example of applying a process of SDL in practice. Rowe focused on this challenge of physics graduate education by promoting SDL through the type of research flow that has been found to bring the greatest satisfaction to researchers regarding their insights. Strategies he explored involved his space, time, open mindedness and theoretical contributions with students and in collaboration with colleagues. A self-directed learner himself, Rowe developed methods of mentoring for encouraging physics graduate students to recognize symmetry as valuable in identifying solutions to problems quickly—helping students take the lead in finding insightful resolutions to complex, multidimensional, mathematical physics uncertainties. These strategies for supporting SDL in this context are examined here, with the use of narrative research to interpret the texts and conversations exchanged with the author. The process of SDL developed by Rowe is presented with recommendations on how Rowe’s methods may be modeled to improve self-direction in STEM graduate education more widely.

온라인 대학 글쓰기 교육과 자기주도학습

Due to the coronavirus pandemic (COVID-19), the university implemented nonface-to-face classes to prevent class loss and maintain stability despite quarantine. In a situation where online classes are becoming routine, it is important to study the efficacy of classes. Self-directed learning process is essential for writing efficacy. Self-directed learning refers to an active learning process in which students take the initiative to acquire knowledge. This study is important as a proactive learning process must be premised for online classes.
 Writing classes involve a self-direction since it is required for the completion of a piece of writing. However, students feel the burden of communication, and the instructor feels the burden of a large number of people. This was found to be a phenomenon in which learning management was hindered and a sense of isolation deepened.
 Self-directed learning activities in online classes were established as a process of mutual cooperation through step-by-step learning goals and group meetings. This, in turn, strengthened deep knowledge of specific subject areas and the knowledge of social context. The survey also showed similar results. Students showed a sense of achievement in the process of mutual cooperation and problem solving. Self-directed learning is not an outcome that must be accomplished alone. Self-directed learning becomes possible when combined with problem-solving team work based on respect.

Design of a learning dashboard to enhance reading outcomes and self-directed learning behaviors in out-of-class extensive reading

ABSTRACT Self-directed learning (SDL) requires students to take initiative to learn and control their own learning process. Literature highlights the importance of SDL for lifelong learning. Yet, little understanding is known regarding how to support SDL at the school level, specifically for out-of-class learning context. To fill up this gap, this research developed a learning dashboard and integrated SDL process management in GOAL system. It was implemented to provide support for out-of-class online self-directed extensive reading (SDER) at a high school level. A two-group study conducted during a three-week spring vacation found the experimental group (N = 35, with SDL support) achieved significantly more reading outcomes than the control group (N = 12, without SDL support). Detailed GOAL interaction behavior analysis of the experimental group showed that viewing learning dashboard was significantly correlated with reading outcomes as well as interactions related to SDL process management. These findings highlights positive effect of SDL support in GOAL on students' out-of-class SDER outcomes as well as their SDL behaviors. The study provided implications for research related to extensive reading and SDL support for out-of-class learning.

Improving the pronunciation of English learners through new learning process

<span lang="EN-US">In Thailand, the achievement of English learners has been disappointing, despite the constant efforts to develop English education, and there is an urgent need for Thai learners to focus on the pronunciation of English. The research identified Thai English learners’ specific English pronunciation problems. It also designed and facilitated a new self-directed learning process for learners to improve their English pronunciation, which is based on a combination of a community of practice (CoP) and self-directed learning. There were 15 participants selected purposively involved in this study. This study demonstrated how to use new learning process to identify specific problems and shares how to solve problems by practicing among participants so that the objectives can be reached. The new learning process was useful in helping users to improve their English pronunciation to communicate effectively in real life. The new learning process also can be used for other language learners.</span>