Self-directed Learning Readiness Research Articles

Playing to learn: developing self-directed learning skills through serious games

Purpose Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.

Predictors of Global Scientific Literacy of Pre-Service Teachers: A Structural Equation Modeling Study

The purpose of this study was to examine the relationship among pre-service science teachers' global scientific literacy and various variables within the scope of the structural equation model. Since the relations among the variables were investigated in the structural model established for this study, correlational research methodology was applied. The application was carried out with 294 pre-service teachers studying in the departments of chemistry, physics, biology and elementary science education of a state university. The data of the study were obtained with the scales of global scientific literacy, the perception of science process skills, the inquiry skills, the self-directed learning readiness in laboratory, the attitude scale towards the laboratory and the personal information questionnaire. Within the framework of structural equation modeling, the causal and relational analyses of the data were examined. The results showed that the proposed model of the relationship among global scientific literacy and the variables predicting global scientific literacy was also found to be compatible with the data, and the entire model was confirmed except for the attitude towards the laboratory. In this context, it can be claimed that these variables play an essential role in pre-service teachers’ being global scientifically literate.

Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning

PurposeThis paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.Design/methodology/approachThe researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.FindingsBeginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.Research limitations/implicationsThe first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.Practical implicationsThe presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.Social implicationsWe contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.Originality/valueBased on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

IJCM_367A: Mapping the Terrain of Learning: A Study on the Association between Self- Directed Learning Readiness and Learning Environment Dynamics among Students studying in a Public Health Institute in Kolkata

Background: Self-directed learning (SDL) is the process in which individuals take the initiative and learning environment involves all other aspects of the institute. Good SDL ability is the foundation of lifelong learning. Students’ perception of the educational environment plays a subtle role in learning and contributes to learning input and students’ achievement. Self- directed learning is integral to public health teaching Objectives: To assess the perceptions of learning environment and self- directed learning readiness and the association between the two among public health students Methodology: A cross-sectional study was conducted from July to December 2023 in a public health institute in Kolkata. A total of 102 participants across five courses were selected by Census method and their self-directed learning readiness (SDLRS) and perceptions of learning environment were assessed using a self-administered questionnaire. The collected data was analysed using descriptive and inferential statistics in SPSS, version 16. Ethical approval was taken from Institutional Ethics Committee of AIIH&PH, Kolkata. Results: The mean age of the study participants was 26.7 years and 64.7% of the study participants were from MBBS background. The median academic hours was 18 hours per week and around 37.3% of the participants were studying in the institute for less than 6 months and 20.6% for more than 24 months. There was significant positive correlation between SDLRS and Learning Environment (Spearman’s rho=0.281, p=0.004). SDLRS and perceptions of Learning environment improved with increase in duration of studying. Age(p=0.015) and prior academic qualification(p=0.016) were significantly associated with SDLRS. Conclusion: SDLRS is associated with positive Learning Environment. SDL ability can be improved by changing the learning environment to include new student-centered teaching methods. The duration of studying in the institute is also an important driver to inculcate self directed learning ability among the participants.

Effectiveness of Using a Self-Directed Learning Program to Teach Physical Examination and Health Assessment Skills: A Quasi-Experimental Study.

Conducting health assessments and physical examinations are essential skills for independent practice. Exploring how to teach these skills effectively is essential. This study was designed to validate the effectiveness of a self-directed learning program in improving nursing student outcomes in terms of their learning health assessment and physical examination skills. A quasi-experimental design was used, and second-year nursing students enrolled in a health assessment and physical examination course at a university of science and technology in central Taiwan were recruited using purposive sampling. Both the control and experimental groups were taught using a traditional teaching method. The experimental group additionally participated in a self-directed learning program. Structured questionnaires, including the Chinese version of the Self-Directed Learning Readiness Scale, Scales of Motivation and Learning Strategies, Interpersonal Skills Assessment Tool, the Course Satisfaction Evaluation Scale, and the Perception of Health Assessment and Physical Examination Competence Scale, were used to collect data at three time points. After controlling for the effects of pretest scores, after the intervention, the experimental group achieved significantly higher scores than the control group for self-directed learning (creative learning and love of learning), learning motivation (goal orientation, work value, expected success, and test anxiety), and cognitive strategies (total score, elaboration strategy, recitation strategy, and monitoring strategy). In addition, the health assessment exercise improved interpersonal and communication skills, and learning satisfaction was significantly higher in the experimental group than the control group. A physical examination and health assessment course designed using the self-directed learning framework can effectively improve student competence in related skills to enhance their ability to assess patient health problems in clinical settings. This study presents an alternative approach to teaching health assessment and physical examination courses and validates the positive effect of this approach on student learning outcomes.

Development of Self-Directed Learning Readiness among Undergraduate Engineering Students during the COVID-19 Pandemic

Development of Self-Directed Learning Readiness among Undergraduate Engineering Students during the COVID-19 Pandemic

Mapping the Terrain of Learning: A Study on the Association between Self-Directed Learning Readiness and Learning Environment Dynamics among Students studying in a Public Health Institute At Kolkata, India

Introduction: Self-directed learning (SDL) is the process in which individuals take the initiative and learning environment involves all other aspects of the institute. Good SDL ability is the foundation of lifelong learning. Students’ perception of the educational environment plays a subtle role in learning and contributes to learning input and students’ achievement. Self- directed learning is integral to public health teaching. Objectives: To assess the perceptions of learning environment and self-directed learning readiness and association between the two among public health researchers and also to elicit the factors associated with SDLRS. Method: A cross-sectional study was conducted from July to December 2023 in a public health institute in Kolkata. A total of 102 participants across five courses were selected by Complete Enumeration method and their self-directed learning readiness (SDLRS) and perceptions of learning environment were assessed using a self-administered questionnaire. The data was analysed in SPSS, version 16. Ethical approval was taken. Results: The mean age of the study participants was 26.7 years and 64.7% of the study participants were from MBBS background. The median academic hours was 18 hours per week, 37.3% of the participants were studying in the institute for less than 6 months and 20.6% for more than 24 months. The overall perception of learning environment was more positive than negative. There was significant positive correlation between SDLRS and Learning Environment (Spearman’s rho=0.281, p=0.004). Age (p=0.015) and prior academic qualification (p=0.016) were significantly associated with SDLRS. Conclusion: SDLRS was associated with positive Learning Environment. The overall perception of SDLRS was average and the SDL ability improved with duration of study in the institute and deteriorated with age of the study participants

The Relationship Between Nursing Students’ Life-Long Learning Tendencies and Self-Directed Learning Readiness

Frequent and various developments and changes in the nursing profession necessitate lifelong learning and self-learning for nursing profession. To cope with new developments and changes and continue professional development in nursing, it is important to develop the skills of life-long learning and self-directed learning. 
 The study was conducted with 926 nursing students. The data were collected by using an Information Form, the Life-Long Learning Tendencies Scale and the Self-Directed Learning Readiness Scale. This study was checked with the STARD checklist. The data that were obtained were analyzed by using the SPSS 20.0 (Statistical Package for the Social Sciences) software. The validity and reliability of the scales were tested by Cronbach’s alpha analysis. 
 As a result of the study, it was determined that it is needed to improve the participants’ life-long learning tendencies and self-directed learning readiness levels. A positive, weak and significant relationship was found between the participants’ life-long learning tendencies and self-directed learning readiness levels.
 Based on the results, it may be recommended consider the relationship between these two skills and improve nursing students’ life-long learning tendencies and readiness to learn by themselves by considering these together in nursing education programs.

Students' Self-Directed Learning Readiness with the Online Learning Model

This research aims to reveal the level of Students' Self-Directed Learning Readiness with the Online Learning Model. The research was conducted on students of the Arabic Language Education Study Program, Faculty of Islamic Religion, University of Muhammadiyah Malang with 66 respondents selected using purposive techniques. Research data was collected through a questionnaire with the Self-Directed Learning Readiness Scale (SDLRS) instrument developed by Guglielmino, and was analyzed using the SPSS Windows Release 7.5.1 program. The research results show that the level of students' Self-Directed Learning readiness with online learning model is in the average category with the score of 223.6, which means that students have the ability to successfully study independently, but are less ready to face challenges and solve problems independently.

Institutional Factors Influencing Self-Directed Learning Readiness among Nursing Students in Medical Training Colleges in Siaya County, Kenya

Context: Self-directed learning (SDL) is a prominent pedagogical approach in nursing education. The success of self-directed learning hinges upon an individual's readiness, which is influenced by the complexity of factors. Self-directed learning readiness represents an individual's capacity and willingness to take charge of their learning journey. Evaluating factors influencing self-directed learning readiness is pivotal for educational planning, aiding in selecting appropriate instructional methods tailored to students' academic strengths and weaknesses.
 Aim: The study aimed to investigate institutional factors influencing self-directed learning readiness among nursing students in Medical Training Colleges in Siaya County
 Methods: A cross-sectional analytical study design was adopted. The study was conducted among 404 nursing students in the Bondo and Siaya campuses of Kenya Medical Training College. Data on socio-demographics and institutional factors were collected using a self-administered questionnaire, and individuals' readiness was measured using Fisher's self-directed learning readiness scale.
 Results: The majority of the students were female (67.1% n=271) compared to males (32.9% n=133), and overall, the self-directed learning readiness level among both of them was high among 73.5% of the studied students, with a mean score of 157.2. Notably, institutional factors that significantly influenced self-directed learning readiness were access to the institution's internet connectivity (OR=0.635; 95% CI=0.407-0.991; p=0.046) and self-directed learning mentorship (OR=0.402; 95% CI=0.213-0.76; p=0.005).
 Conclusion: Access to internet connectivity and self-directed learning mentorship are crucial institutional factors significantly influencing self-directed learning readiness among nursing students. This study recommends strengthening mentorship strategies for self-directed learning and providing reliable internet connectivity to students at all times to enhance their readiness to learn.

The relationship between Self-Directed Learning Readiness and Online Learning Engagement among Nursing Students

The relationship between Self-Directed Learning Readiness and Online Learning Engagement among Nursing Students

Computer science and engineering students’ self-directed learning strategies and satisfaction with online learning

There is an increasing need for computer science and engineering (CSE) online education. This study examined CSE online learners’ perceptions of self-directed learning (SDL) readiness, strategies, and satisfaction. The researchers surveyed 225 students and conducted semi-structured interviews with 15 online CSE students. The quantitative survey data and the qualitative interview data were analyzed using descriptive statistics and thematic analysis, respectively. The findings were as follows: (1) Both extrinsic motivation strategies (e.g., future career development, building a learning routine) and intrinsic motivation strategies (e.g., interest in learning) were utilized; (2) Diverse metacognition strategies (e.g., assignments, quizzes, and tests, discussing with peers, tracking progress, staying in touch with professors and teaching assistants) and cognitive strategies (e.g., watching recorded lectures, taking notes, reading books, seeking out information) were used to monitor learning; (3) Time-management (e.g., priority, checklist, fixed schedule, time-block for study) and resource management strategies (e.g., focused on lectures, textbook reading) were leveraged; (4) Specific designs or instruction promoted students’ SDL skills, such as access to documented learning materials, reminders sent from instructors, availability of the instructor, group interaction, and flexibility, and (5) Student satisfaction depended on the design of the course. The advantages and disadvantages of online learning were identified. The findings indicated that the instruction strategies and online course design are critical for CSE students’ SDL.

Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman

This study investigates the preparedness of school students in grades 9-12 to engage in physics project-based hybrid learning within the Sultanate of Oman. Using survey methodology, the research employed the online learning readiness scale and self-directed learning readiness scale following an evaluation of the questionnaire’s reliability. A total of 383 physics students participated in the electronic survey conducted across 11 educational governorates in Oman, and descriptive statistics were employed for the analysis. Most participants, predominantly from grade 9, were situated in the Muscat Governorate, consistent with the targeted research population. The findings indicate a generally moderate level of readiness among school physics students (grades 9-12) for engaging in project-based hybrid learning. The study enhances the comprehension of student readiness dynamics amid evolving educational methods, specifically in physics project-based hybrid learning in the Sultanate of Oman.

The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception

The contemporary landscape of education is witnessing a paradigm shift toward innovative instructional methods, with the flipped learning approach gaining considerable attention. The purpose of this research was to investigate the impact of the flipped learning approach on students’ perception and acceptance throughout an entire semester in the ‘Introduction to Programming with Java’ course. The research utilized a research design with a quantitative approach, ultimately aiming to inform educational practice and advance our knowledge of innovative teaching methods in higher education. This study was conducted at a university with 174 students involved, divided into two groups: 87 students in the experimental group and 87 students in the control group. The data collected through the scales were analyzed by using descriptive and inferential statistical analysis techniques in statistical software. At the end of the measurements, the technology acceptance level and self-directed learning perceptions of engineering students who received education with flipped learning were high. The results suggest that educators should consider students’ readiness for self-directed learning when implementing the flipped learning approach and focus on creating an environment that supports their autonomy and engagement. This research offers valuable guidance for instructors, curriculum designers, and educational policymakers seeking to enhance the effectiveness of flipped learning in higher education courses.

Self-Directed Learning Readiness Model: A Mediating Role of Self-Efficacy among Need-Supportive Teaching Style, Transformational Parenting and Emotional Intelligence

<p style="text-align:justify">The study aimed to explore the self-directed learning readiness model and its relationship with various factors such as emotional intelligence, transformational parenting, need-supportive teaching style, and self-efficacy as potential mediators. The research was conducted with 415 junior high school students in Surabaya, Indonesia. To ensure the reliability and validity of the instruments used in the study, confirmatory factor analysis was performed. The loading factor values of all the items in the instruments were found to be greater than .50 indicating a satisfactory level of validity. Additionally, the reliability coefficient of all the instruments exceeded .90 demonstrating good internal consistency. Analysis using structural equation modeling (SEM) demonstrated that the theoretical model of self-directed learning readiness was consistent with empirical conditions because it meets the standard value of goodness of fit. Furthermore, through the indirect effect tests, it was discovered that need-supportive teaching style, emotional intelligence, and transformational parenting significantly influenced self-directed learning readiness, with self-efficacy acting as a mediator. Among the factors examined, self-efficacy was found to have the greatest impact in explaining readiness for self-directed learning readiness.</p>

The Assessment of Self-Directed Learning Readiness Among Generation Z Kurdish EFL Undergraduates

The aim of this study is to determine the level of self-directed learning readiness among undergraduate students belonging to Generation Z in the Kurdistan Region of Iraq. The study sample was 225 undergraduate students in the English language and literature departments across three universities located in Erbil, Halabja, and Sulaymaniyah. The study used a quantitative approach using a questionnaire. The results showed that there was no significant difference between male and female students in terms of self-control and self-management. However, a slight difference emerged in terms of their desire for learning. A considerable variation was found between first- and fourth-year students in terms of their level of self-control. Furthermore, the results revealed a significant difference between the cities, with students from Erbil demonstrating a higher readiness level for self-directed learning compared to their peers in the other two cities. These findings provide valuable insights into the self-directed learning preparedness of undergraduate students in Kurdistan. They suggest the need for targeted efforts to promote self-directed learning, particularly in areas where readiness level is lower.

Flipped classroom model versus conventional teaching method:effects on nursing students' self-directed learning readiness in a research methodology course

Flipped classroom model versus conventional teaching method:effects on nursing students' self-directed learning readiness in a research methodology course

Readiness for Self-directed Learning amongst First-year Medical Undergraduates in the Northern Part of Kerala, India: A Quasi-experimental Study

Introduction: The ability for independent learning is considered a critical component for university graduates to engage in continuous learning. Self-directed Learning (SDL) is necessary for learners to transition from passive to active learners. With the implementation of competency-based education, the concept of SDL is becoming increasingly important in undergraduate teaching. However, many students find the concept of self-learning unfamiliar, causing them undue anxiety. The improvement of lifelong learning thus depends critically on having an effective understanding of SDL skills. Aim: To assess the readiness for SDL and emphasise the need for assessing students’ readiness towards SDL. Materials and Methods: This quasi-experimental study involved 100 first-year medical students who provided informed consent. Readiness for SDL was determined using the Fisher SDL Readiness Scale (SDLRS). An SDLRS score of >150 is considered an acceptable level of SDL readiness. Six SDL sessions were conducted, and participants were assessed based on their performance in SDL. The study participants were grouped as high, mid, and low achievers, and their SDLRS scores were correlated. The data obtained were statistically analysed using descriptive and inferential statistics. Results: The median SDLRS score was 149, with 54 (54%) of students scoring below the acceptable level of 150. The median scores for the subscale of self-management were statistically high (p-value<0.001) among the high achievers. The SDLRS scores and SDL session test scores of the three groups of students showed a significant moderate positive correlation (r-value=0.356, p-value<0.001). Conclusion: The present study concluded that 54% of medical students scored below the acceptable level on the SDLRS, and there was a moderate positive correlation between SDLRS scores and SDL session test performance.

A Longitudinal Assessment of Self-directed Learning Readiness and Development in Medical Students.

Self-directed learning (SDL) competency is important for physicians to stay abreast of advances in their field and to provide the best available evidence-based care to their patients. Therefore, an essential responsibility of medical educators is to ensure the development of SDL skills in their students. The first objective of this study was to investigate longitudinally the degree to which medical students were ready to engage in SDL. The second objective was to examine students' perceptions of their SDL development throughout training. A 2-part study of preclinical and clinical medical students was carried out at a midwestern U.S. university. In Study A, a longitudinal assessment of preclinical medical students' readiness to engage in SDL was conducted by administering an SDL readiness survey (SDLRS). In Study B, third- and fourth-year medical students were asked to reflect on their SDL development, in addition to completing the SDLRS. After validating the Hendry and Ginns version of the SDLRS in preclinical medical students during Study A, we found that 3 of the 4 subscales remained constant over the 3 iterations of the survey while the self-determination subscale increased significantly between the first and third iteration of the survey. In Study B, an analysis of the clinical medical students' comments indicated a perceived increase in their SDL abilities and a growing appreciation of SDL. However, the SDLRS scores of clinical students did not differ from the results observed in preclinical students in Study A. The results of the SDLRS indicated that the experience of students in our medical school has a positive influence on self-determination by the end of the preclinical years. Furthermore, analysis of the reflections of clinical students indicated ongoing development of SDL skills throughout their medical school training that were influenced by a wide range of experiences.

대학생의 자기주도학습준비도, 초인지 학습전략, 창의적 성취의도가 학습리더역량에 미치는 영향

The purpose of this study was to examine the effects of self-directed learning readiness, meta-cognitive learning strategy, and creative achievement intention on the learning leader competency of Korean university students. It also investigated differences in these variables by gender, major, and grade. The study samples were 757 students from University A in Seoul who were taking liberal arts courses. Data were collected using scales on self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency. The data collected was analyzed using two independent samples t-test, one-way analysis of variance, and multiple regression analysis. The findings are as follows: First, there were significant relationships between self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency. Second, self-directed learning readiness, meta-cognitive learning strategy, and creative achievement intention had significant effects on learning leader competency. Finally, there were differences in self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency based on gender, major, and grade.