Self-directed Learning Readiness Scores Research Articles

Evaluation of Self-Directed Learning Readiness Among Medical Students in Sharjah, the United Arab Emirates.

Self-directed learning (SDL) has become an essential learning principle in medical curricula and a requirement of the professional accreditation standards. It has been advocated that SDL is an effective learning strategy for medical students to develop competence in knowledge acquisition and in promoting life-long learning. Although it has been presumed that problem-based learning (PBL) improves the learner's SDL readiness (SDLR), its effects arestill debatable. This study aimed to investigate the readiness for self-directed learning readiness (SDLR) among undergraduate medical students in problem-based learning (PBL) and non-PBL programs, examining the influence of gender, academic performance, and program year level. This cross-sectional study used a validated instrument, the SDLR instrument (SDLRI), to assess self-directed learning readiness. It consists of 20 items classified into the following four domains: learning motivation (six items), planning and implementation (six items), self-monitoring (four items), and interpersonal communication (four items) based upon a five-point Likert scale. Additionally, demographic data like academic year level, gender, and the student's final grade from the previous semester were collected. Questionnaires were administered to students in their first, third, and fifth (final) academic year across three different medical colleges in the United Arab Emirates (UAE). One of these colleges adopts a hybrid problem-based learning (PBL) approach, while the other two follow non-PBL programs. A total of 386 responses were collected, with 200 students (51.8%) from the hybrid PBL program and 186 students (48.2%) from the non-PBL programs. The overall mean SDLR score was 59.0±18.2. In both programs, the high-achieving students scored SDLR of 64.7±18.0 (n=112), which was statistically significantly higher than the eight medium- and low-achieving students, 57.8±17.2 (n=224). However, the overall SDLR score showed no significant difference in gender or between PBL and non-PBL programs. Although the SDLR increased as PBL students advanced in the program, it decreased in the non-PBL curricula. However, this difference was not statistically significant. The high-achieving students displayed a higher level of SDLR than 10 of the medium- or low-achieving students, regardless of the educational program. This highlights the essential effect of the intrinsic factor for undertaking SDL and implies that students should initiate the process. Moreover, enhancing personal development and SDL educational practices might be effective in improving SDLR if partly implemented in medical programs.

Readiness for self-directed learning among basic sciences medical students.

Self-directed learning is a required skill for medical students for remaining lifelong learners. This study focuses on measuring the readiness for self-directed learning of basic sciences medical students. In the second half of 2022, a descriptive cross-sectional study was conducted on 288 basic sciences medical students at Tabriz University of Medical Sciences in Iran. The students were selected using convenience sampling. The instrument used was Fisher's self-directed learning readiness (SDLR) scale consisting of "self-management", "desire for learning", and "self-control" domains. The data were analyzed by SPSS-25 and also by using descriptive statistics [mean, standard deviation (SD), median, frequency, and percentage] and inferential statistics techniques (Chi-square test and t-test, ANOVA, and MANOVA). Statistical significance was set at P < 0.05. The results revealed that the scores of 63.9% students were more than 150. Also, the mean total score of self-directed learning readiness was 152.98 (SD = 16.76), suggesting that the self-directed learning readiness of the students was high level. The highest score was for "self-control" (59.99 ± 6.95), followed by "desire for learning" (46.99 ± 5.64) and "self-management" (46.01 ± 7.07). The total SDLR score and its three sub-scales did not show any notable interdependence with student contextual factors (age, gender, marital and residential status). However, a higher cumulative grade point average (>17) showed a significant higher mean in the "self-management" domain of SDLR among medical students (F = 3.730; P = 0.025). To become life-long learners, self-directed learning is crucial for medical students. The basic sciences medical students participating in this study showed a high level of SDL readiness. Even though the students obtained the highest score for the self-control sub-scale, the desire for learning and self-management skills needs further improvement, which can be achieved through multi-disciplinary approaches.

Effects of Using the Staged Self-Directed Learning Model at Distance English Learning

This research aimed to investigate the effects of giving learners self-directed learning (SDL) instruction based on the Staged Self-Directed Learning Model (SSDLM) during distance English learning on their SDL readiness, achievement, attitudes toward English course and distance education. The study sample consisted of one hundred forty-six freshmen enrolled in two different departments at the Faculty of Education in Bolu Abant İzzet Baysal University in Türkiye in 2017/2018 Academic Year. All the participants took part in a twelve-week quasi-experimental study with pre-test and post-test. The English course program was common to both groups, but the SDL instruction program prepared according to the principles of SSDLM was unique to the experimental group only. The research data were collected using the Self-Directed Learning Readiness Scale, Attitude toward English Courses Scale, Attitude toward Distance Education Scale, and Achievement Test developed specifically for this English course. The obtained data were analyzed through the independent samples t-tests with bootstrap technique. The findings revealed no observable difference in SDL readiness scores between the groups. It may be because changing the way people learn requires longer time. However, remarkable differences in some other variables were observed in favor of the experimental group. These variables were attitude toward learning, importance of English and attitude toward distance education. These findings can be evaluated as the indication of some developments on the brink. All the findings were discussed in detail with this in mind and, suggestions were made accordingly.

Self-directed learning readiness among II and III MBBS students in a tertiary teaching hospital

Background: Self-directed learning (SDL) is defined as an instructional stratagem where the medical students, with guidance from the teacher, choose what and how they will learn. The current study is aimed at finding the readiness for SDL among medical students and its association with their socio demographic characteristics.Methods: An Institution based cross-sectional study was conducted among 100 II Bachelor of medicine and Bachelor of Surgery (MBBS) students and 100 III MBBS students of Theni Government Medical College. The readiness assessment of the students was found by using Fischer’s 40 items SDL readiness score (SDLRS) instruments. The instrument has 40 items under three domains self-management (9 items), desire for learning (16 items) and self-control (15 items).Results: Only 29% were aware of SDL. Around 55% showed high readiness for SDL (&gt;150). Females had higher readiness for self-directed learning than males (60.9% versus 39.1%) but the mean SDLR score was similar 152.5 versus 151.6. III MBBS medical students had higher score than II MBBS medical students (58.2% versus 48.8%, mean SDLR score 149.9 versus 154.2, p=0.011). Demonstrating higher readiness for SDL was not associated with area of residence, stay, presence of doctor in the family, type of schooling, medium of school education, age and gender.Conclusions: There is need of hour to address medical students’ SDL skills to update their competencies. SDL readiness scales help medical faculty to assess students’ learning capabilities and improve teaching learning strategies.

Augmented Advising

Augmenting academic advising in the era of smart cognitive computing technologies creates new dynamics of engagement that can help academic advising evolve toward a learning-centered paradigm. We examined the self-directed learning readiness of students selected through demographic variables. The results indicate that differences in employment experience, length of employment, and grade point average (GPA) are statistically significant with regard to self-directed learning readiness scores. Preparing learners for self-directed processes can augment student development when purposefully positioned in a learning-centered approach with continuity across mobile, cloud, and cognitive technology–based learning platforms and in components of academic advising processes.

Self-Directed Learning Among Nurse Learners in Sri Lanka.

Although self-directed learning (SDL) has become an essential instrument for educating nursing professionals, little is known about SDL among nurses in a developing country. Data were collected using a structured self-reporting survey, which included Fisher's Self-Directed Learning Readiness (SDLR) scale, and a multiple linear regression analysis was conducted. The mean score per item on the SDLR was 4.31 of 5. The learning-related factors that influenced SDLR were motivation for learning and self-efficacy in English proficiency, and the working-related factor was job satisfaction. These variables accounted for 17.6% of the variance in SDLR scores. The SDLR of nurse learners in Sri Lanka was influenced not only by learning-related factors but also by working-related factors. Therefore, it is necessary to develop multidimensional strategies to strengthen nurses' SDLR. [J Contin Educ Nurs. 2019;50(1):41-48.].

The validity of the self-directed learning readiness instrument with the academic achievement among the Saudi medical students

Background: Self-directed learning (SDL) is very crucial for continuous professional development for all health-care professionals. Objectives: This study aims to measure the SDL readiness of the first clinical year medical students and its relation with their academic achievement. In addition, to examine the reliability and validity of SDL rating scales. Materials and Methods: This is a quantitative cross-sectional study involving the 3rd year medical students at a Saudi medical school. The level of SDL readiness was measured by a validated Fisher’s scale which includes three subscales: Self-control (SC), self-management (SM), and desire for learning (DL), and student’s academic achievement by their grade point average (GPA). The data were collected through a self-administered questionnaire and were analyzed using the Statistical Package for the Social Sciences. Results: High SDL scores were found to have a positive relationship with students’ academic achievement. The overall mean score of Fisher’s scale was 156.73 ± 15.85. The mean score of SC was 61.2 ± 6.4 followed by the DL 48.4 ± 5.6 and SM skills 47.1 ± 6.6. Factor analysis revealed that all three-factor models and individual subscales have an average to poor fit. Conclusion: The study results showed that the high SDL readiness score is directly proportional to students’ academic achievement. The students were highly self-directed learners, but the study could not confirm that the current SDL model had a strong level of reliability and validity when tested with undergraduate level medical student’s achievement by the GPA. Although the study confirmed that our students are self-directed learners, their time management skills need to be improved.

The Correlation Between Metacognitive Awareness Level and Self-Directed Learning Readiness of Undergraduate Nursingand Midwifery Students

The aim of this study was to investigate the relationship between Self-directed Learning readiness and Metacognitionof undergraduate students nurses and midwifery. The research is conducted in a public university in the city center of Amasya with 398 undergraduate nursing and midwifery students in 2017-2018 academic years. A descriptive correlational design was used. A structured questionnaire consisted of two parts: Part I: Socio-demographic data, Part II: Fisher’s Self-Directed Learning Readiness scale and Part III: Metacognitive Awareness Inventory (Schraw &amp; Dennison, 1994).Descriptive statistics of the students’ demographic attributes were presented. In order to determine whether there was a correlation between the students’ self directed learning readiness and their Metacognitive Awareness perceived, the Pearson Moment Correlation coefficient was was calculated.The results showed that (1). There is a positive moderate but significantly relationship between metacognitive awareness and Self-directed Learning Readiness scores. (2). There is a significant relationship between metacognitive awareness and Self-directed Learning Readiness subscores.Metacognition awareness is a predictor of SDLR.

THE EFFECT OF HANDS-ON CHEMISTRY EXPERIMENTS ON SELF-DIRECTED LEARNING READINESS

The aim of this research is to examine the effects of daily life-based chemistry experiments on prospective teachers’ views about science experiments of hands-on science and self-directed learning readiness. The sample of the research is the prospective teachers’ who are studying in Hacettepe University, Faculty of Education, and Department of Chemistry Education. The research is designed in a mixed method design. A single group pretest-posttest design was used in the quantitative dimension of the study. In the data analysis, the difference between prospective teachers’ opinion scores on hands-on science experiment and self-directed learning readiness scores. The qualitative dimension of the research was carried out in accordance with the situation pattern, and focus group interviews were conducted with the prospective teachers’ on the methodological methods used and the findings obtained helped explain the quantitative results. The data is collected with views about science of hands-on science experiments scale and self-directed learning readiness scale. In the quantitative findings of the study, it was determined that the prospective teachers' opinions about the use of hands-on chemistry experiments in their lessons and self-directed learning readiness developed. In qualitative findings, it is emphasized that such experimentation practices still bring chemistry lessons more enjoyable, provide information permanence, reinforce learning and benefit theoretical lectures.

Readiness for self-directed learning among basic science and premedical students at a Caribbean medical school

This article was migrated. The article was not marked as recommended. Introduction: Self-directed learning (SDL) skills are becoming increasingly important in modern medical education. Readiness for SDL among medical students can be measured using the scale of Hendry and Ginns. The present study was conducted at an offshore Caribbean medical school to measure SDL readiness among premedical and basic science students. Methods: The study was conducted during March 2018 using the instrument mentioned previously. The survey was administered online. Gender and semester of study were noted. The total score and four subscale scores were calculated. The normality of the scores was determined and the scores compared among male and female students and among different semesters using appropriate statistical tests (p&lt;0.05) with SPSS version 20.0 statistical software for windows. Results: Fifty-seven of the total 75 students (76%) participated; 31 respondents (52.5%) were male. The mean ± SD total score was 140.95 ± 14.43 (maximum possible score being 175). The mean ± SD critical self-evaluation (CSE), learning self-efficacy (LSE), self-determination (SD) and effective organization for learning (EOL) scores were 20.77 ± 2.43, 75.37 ± 8.61, 17.17 ± 2.09 and 27.63 ± 3.52. The maximum possible scores were 25, 90, 20 and 40. The scores were not significantly different among different subgroups of respondents. Conclusion: The SDL readiness of the students was good. The SDL readiness score should be studied again in the future as the curriculum progresses toward greater degree of SDL. Studies can be conducted to examine the relationship between SDL readiness and academic performance of students.

Readiness for self-directed learning: How bridging and traditional nursing students differs?

BackgroundThe dean of the nursing college has an initiative to reform the BSN program in the college to minimize the use of lecturing and maximize interactive and lifelong learning. Appropriate assessment of how our students are prepared to be self-directed learners is crucial. ObjectiveTo compare traditional and bridging students in regard to their SDLR scores in the nursing college in Saudi Arabia. DesignThis was a comparative study to compare traditional and bridging students in regard to their self-directed learning readiness scores (SDLR). SettingsThe data was collected at the Nursing College, King Saud University, Riyadh, Saudi Arabia. ParticipantsA convenient sample of undergraduate nursing students at the sixth and eighth levels in both regular and bridging programs were recruited in this study to indicate their SDLR scores. MethodsThe study used Fisher et al.'s (2001) Self-Directed Learning Readiness Scale to measure the self-directed learning readiness among undergraduate nursing students. ResultsThe total mean score of SDLR was 144 out of 200, which indicated a low level of readiness for SDL. There were significant variations between the included academic levels among participants. Students in the sixth academic level scored higher in the total SDLR scores compared to eighth-level students. There were no significant variations with gender and program types in the total SDLR scores. ConclusionsA comprehensive plan is needed to prepare both faculty members and students to improve the SDL skills.

Cross-sectional online survey of nursing graduates’ academic difficulties and related factors

Objective: The aim was to explore the ratio of and differences in academic difficulties experienced by nursing graduates with associate or diploma degrees and baccalaureate degrees and the factors related to these difficulties.Methods: A quantitative cross-sectional online survey was conducted with graduate students in the master’s program in nursing from 144 graduate schools throughout Japan. Data were collected from November 2014 to December 2014. Of 1,366 potential respondents, 304 completed the survey (22.3%) and the data of 268 respondents who met the criterion were included in analysis. Experience of academic difficulties was regressed onto characteristics of respondents, such as nursing degree, Self-Directed Learning Readiness (SDLR) score, and having experience in academic activities.Results: Of the respondents, 227 (84.7%) reported they have always or frequently experienced academic difficulties. However, there was no difference in the extent of academic difficulties experienced by respondents with the different nursing degrees. Not having experience in academic activities (odds ratio [OR] = 2.05; 95% confidence interval [CI], 1.02-4.25) and reporting SDLR score less than 150 points (OR = 2.40; 95% CI, 1.18-4.83) were significantly associated with academic difficulties in the graduate school.Conclusions: Most respondents experienced academic difficulties. To promote effective education in the graduate school, pre-educational programs conducted by universities where students can gain experience in academic activities may be effective in reducing academic difficulties experienced by them. Simultaneously, examining how to inculcate an autonomous learning attitude is necessary for both nursing graduate students and graduate schools.

Among Students' Internal Factors, Should Motivation be Used as One of Recruitmen for Admission of Medical Students in Indonesia?

Background: Indonesia medical education recruitment system recruits students directly from high school who had been influenced by mostly teacher centered learning. As part of pedagogical approach in higher education, those students will be obligatory to learn independently and effectively. Self-directed learning (SDL) is an important aspect in latest medical educational evidence which would determine students’ successfulness in learning. Self-directed learning readiness (SDLRS) is influenced by several factors including motivation, age, culture, and previous education experience. Today, the admission process in Indonesia is based on knowledge-test based only. This study aims to reveal correlation between several factors which influence students’ Self Directed Learning Readiness (SDLRS).Methods: This study used SDLRS questionnaire as a valid and reliable toll to measure the students’ self directed learning readiness and correlate with those several factors.Result: From 540 distributed questionnaires, 412 questionnaires returned back. The Spearman correlation showed significant ratio between students SDLRS score and students’ motivation. While, the analysis on age showed that age of 20 has significant ratio with students’ SDLRS score.Conclusion: among age, previous education experience, and culture; students’ internal motivation should be considered as important factor for students’ SDLRS which will determine their successfulness in learning in medical education. These factors should be regarded as one requirement of students’ admission in medical education.

Self-directed learning readiness and nursing competency among undergraduate nursing students in Fujian province of China

AimsWe examined the relationship between self-directed learning readiness (SDLR) and nursing competency among undergraduate nursing students. BackgroundThere is little evidence-based data related to the relationship between self-directed learning (SDL) and nursing competency. MethodsA descriptive correlational design was used. We conducted convenience sampling of 519 undergraduate nursing students from three universities during their final period of clinical practice. We investigated SDL according to the SDLR scale for nursing education (Chinese translation version), and used the Competency Inventory for Registered Nurses to evaluate nursing competency. ResultsThe mean SDLR score of the students was 148.55 (standard deviation [SD] 18.46), indicating intermediate and higher SDLR. The mean score for nursing competency was 142.31 (SD30.39), indicating intermediate nursing competence. SDLR had a significant positive and strong relationship with nursing competency. ConclusionSDLR is a predictor of nursing competency.

Self-directed learning readiness among fifth semester MBBS students in a teaching institution of South India.

Lifelong learning is a skill that must be acquired by medical graduates and proposes that students take the responsibility for learning process. The present study was carried out to measure readiness for self-directed learning among fifth semester MBBS studentsin a tertiary care teaching hospital. Readiness assessment was carried out among 87 fifth semester MBBS students using Fishers' 40-item self-directed learning readiness score (SDLRS) instrument after taking informed written consent. A total of 40 items were classified into three domains: Self-management (9 items), desire for learning (16 items) and self-control (15 items). Institute scientific society and ethical committee clearance was obtained. The data were entered and analyzed using IBM-SPSS version 21. Chi-square test was used to elicit relationship between readiness assessment and gender, presence of a physician in family and area of residence. Out of 87 students, 64 (73.5%) students consented to be assessed for readiness toward self-directed learning. The mean SDLRS score was 140.4 ± 24.4, with 19 students (30%) scoring more than 150 indicating high readiness.The mean scores in the three domains of self-management, desire for learning and self-control were 38.8 ± 9.8, 47.3 ± 6.9 and 54.3 ± 10.4, respectively. Males had a higher readiness for self-directed learning than females (P = 0.045). Self-directed learning scores were lower among our MBBS students than reported elsewhere in the literature.

Information sharing, self‐directed learning and its implications for workplace learning

PurposeThe purpose of this paper is to investigate the relationship between self‐directed learning readiness (SDLR) of business students in Germany and the USA and their attitudes towards information sharing and to ascertain implications for workplace learning.Design/methodology/approachThis empirical study used a survey research design.FindingsThe study finds that surveyed US business students have higher SDLR scores than their German counterparts, implying that they are more self‐directed when it comes to learning. In both countries, the higher the SDLR score of a person, the more likely this person is willing to share information. The motivation behind it is primarily to help others. This means that employees with high SDLR scores can support and foster workplace learning as they distribute information more freely.Originality/valueThe findings are significant because the relation between SDLR and information sharing, as well as the implications for workplace learning, have not been analyzed in previous studies. Additionally, the international focus of the research adds a cross‐cultural perspective to the debate in self‐directed learning.

Self-directed Learning Readiness of Extension Clientele in Doctor Arroyo, Nuevo Leon, Mexico

The purpose of this study was to describe the level of self-directedness of selected extension clienteles in Doctor Arroyo, Nuevo Leon, Mexico. The population for this study included 44 farmers and ranchers attending participatory rural development workshops near Doctor Arroyo, Nuevo Leon, Mexico. Data were collected through hand delivered questionnaires. Overall, research participants mean Self-directed Learning Readiness Scores (SDLRS) were similar to the worldwide adult mean. Participants’ individual scores, however, tended to be either below average or above average. An implication exists that both pedagogically and andragogically based teaching methods need to be used by agricultural and extension educators to educate this particular clientele group.