Self-directed Learning Readiness Research Articles

Modeling of Online Learning Strategies Based on Fuzzy Expert Systems and Self-Directed Learning Readiness: The Effect on Learning Outcomes

This study proposes an online learning model based on fuzzy expert systems to recommend learning contents that are most appropriate for facilitating more efficient learning. The process used two computer applications which are Matlab for fuzzy analysis and the learning management system Moodle platform for online learning environment. Besides, considering the learner themselves by their self-directed learning readiness as the moderating variable in this study. To examine the learning strategies, we used aptitude treatment interaction for the learning model. Statistical analysis is used to examine the effect of this strategy and the students’ self-directed learning readiness on the learning outcomes. We found that students who are taught by online learning strategies based on fuzzy expert systems have better learning outcomes than students who are given traditional online learning strategies. Students who have high self-directed learning readiness have higher learning outcomes than students who have low self-directed learning readiness in both online learning strategies. Students who have low self-directed learning readiness are more appropriate to learn by the online learning strategies based on fuzzy expert systems to improve their learning outcomes

Development of Self-Directed Learning Readiness Scale for Vietnamese Undergraduates

This study aimed to develop a valid and reliable instrument to diagnose students’ attitudes, abilities and personality characteristics, necessary for self-directed learning among undergraduate students in Vietnam. The study was undergone into two stages including developing and testing the questionaire. Besides desk study, expert interview was utilized to 05 experts and 30 undergaraduate students in educational measurement to assess the content and construct validity of a number of items perceived to reflect self-directed learning readiness in the questionaire. At the same time, the software of SPSS 26.0 was utilized to ensure the validity and reliability of the scale after the testing stage with a sample 1200 students who are studying education science and natural science & technology. The research result showed that, Cronbach's alpha coefficients was above 0.8 and 42/42 questions have a total variable correlation of over 0.03, ensuring the reliability of the scale. That is expected to allow educators to assess and diagnose their students’ learning needs and their readiness for learning, thereby supporting the educators to implement teaching strategies that will best suit the students. Furthermore, the development of this scale will provide valuable data for curriculum development at the higher education institutions.

Teacher and Student’s Self-Directed Learning Readiness in Using Technology in the Urgency of Online Learning

Education nowadays shifted from face-to-face learning into online learning. Teacher and student readiness are the essential factors to the success of online learning. The present study aims to analyze the teacher and student’s self-directed learning readiness in using the technology in the urgency of remote education. The participants were an English teacher and a student of SMP Negeri 2 Melaya. The data collection was done by interviewing and observing the teacher and student in online learning. The instruments were an interview guide and an observation checklist. The data analysis was implemented the interactive model analysis. It involved data collection, data reduction, data display, and conclusion. The results showed that the teacher and student were ready to use the technology in online learning analyzed by their self-directed learning. The result of perceived and observed readiness showed similar results. The results of the current research is the same as the previous reserch which most of the students observed that they have good self-directed learning in learning. It also supported by the participants which familiar on using the technology.

Measuring Readiness for Self-Directed Learning in Medical Undergraduates.

PurposeTo measure the readiness for self-directed learning in medical students for the evaluation of self-directed learning in the study population.Materials and MethodsThe survey was conducted in undergraduate students. The instrument used was Fisher’s readiness scale comprising of self-management, desire for learning, and self-control domains. The data were analyzed by Mann–Whitney U-test and bivariate and partial correlations. The results were compared with the reported ones.ResultsTotal students surveyed were 300. Of these, 96 responded - 73 (76%) of preclinical and 23 (24%) of clinical classes. The mean readiness score was 124. The mean domains’ scores for self-management, desire for learning, and self-control were 38, 38, and 48, respectively. The preclinical group had a mean score of 122 for readiness, 37 for self-management and desire for learning each, and 48 for self-control. The clinical group’s scores were 129, 40, and 49, respectively. Preclinical and clinical groups differed significantly in self-management domain (P = 0.03). The difference was not significant in desire for learning (P = 0.08), self-control domains (P = 0.40) and readiness score (P = 0.12). The domains of self-control and desire for learning had a positive correlation if self-management was controlled, and self-control and self-management had a positive correlation if desire for learning was controlled (P < 0.05).ConclusionThe measurement of readiness for self-directed learning helps in knowing the true value of self-directed learning in a particular setting. Relatively lower scores in our study mean self-directed learning alone cannot be relied upon to achieve optimum students’ learning. There is also a need for implementing strategies that will help students in improving their readiness for independent learning.

A Systematic Review of Assessment Practices for Self‐Directed Learning in Health Professions Education

IntroductionThis systematic review aimed to describe the assessment practices related to self‐directed learning (SDL) in undergraduate health professions education. There were three main objectives of the review: 1) evaluating the different types of assessment used to determine the effectiveness of SDL; 2) assessing the effectiveness of SDL methods on student learning; and 3) exploring how readiness for SDL is assessed.MethodsThe PRISMA standards were followed for this systematic review. A total of seven electronic databases were searched: CINAHL, Embase, ERIC, PsycINFO, PubMed, Scopus, and Web of Science. Articles published in English between 2015 and March 2020 were retrieved for further evaluation. Two independent investigators screened abstracts and full‐text articles using the inclusion and exclusion criteria. The same investigators independently extracted data from included articles: the type of participant, sample size, study design, SDL activities, and assessment methods used to evaluate effectiveness of SDL. In addition, two independent investigators evaluated study quality using the validated Medical Education Research Study Quality Instrument (MERSQI). A third investigator resolved discrepancies and disagreements.ResultsA total of 65 studies from nineteen different countries were included in the analysis. Most study participants were medical (N=33) or nursing (N=20) students. Overall, there were wide variations in the definition of SDL, SDL activities used, and in the assessments developed to evaluate the effectiveness of SDL activities. The most common type of assessment used was a student perception survey, unrelated to a SDL readiness assessment. Internally‐developed knowledge exams were also commonly used. A total of 38 studies concluded that the SDL had a positive outcome, measured by the assessment instrument, whereas 21 studies reported a mixed or neutral outcome and six studies reported a negative outcome.ConclusionsThis systematic review demonstrates the wide variations in both the SDL activities used as well as the assessment methods developed to determine SDL effectiveness. Since SDL is a necessary skill for lifelong learning and success as a healthcare professional, it must be used and assessed appropriately. It may be valuable to standardize SDL activities and assessment methods across healthcare professions education. In addition, future research should be conducted to help establish the most accurate and effective assessment methods for SDL.

Self-directed learning readiness among nurses in Malaysia

&lt;p class="Abstractandkeywords"&gt;&lt;span lang="EN-US"&gt;Self-directed learning is one of the important skills for nurses. The readiness to be self-directed in learning enhances nursing professional development and life-long learning. This study aims to determine the level of self-directed learning readiness among nurses at a selected hospital in Malaysia. The conceptual framework for the study is based on the concepts of self-directed learning readiness. This is a cross-sectional quantitative study using descriptive and correlational method for data analysis. A simple random sampling technique was employed to recruit 145 nurses. The Self-Directed Learning Readiness Scale (SDLRS) was adopted to measure the variables of the study. The findings of the study revealed a high level of self-directed learning readiness among nurses (M = 161.71, SD = 12.60). The highest subscale of SDLR was self-control (M=58.22, SD= 4.78) followed by self-management (M=53.99, SD= 4.92) and desire for learning (M=49.51, SD= 4.63). There is a statistically significant difference between age, academic qualification, and self-directed learning readiness (p&amp;lt; 0.05). This study highlights the important concepts of self-directed learning for nurses. The role of educators and administrators is essential to support nurses for self-direction in higher education. Future studies to explore barriers from self-directed learning are recommended.&lt;/span&gt;&lt;/p&gt;

Self-regulated learning levels of nursing students and their views on distance education

Aim: This study, which was planned during compulsory distance education due to the coronavirus pandemic, was carried out to determine the self-regulated learning skills and readiness of nursing students and their views on distance education.Materials and Methods: The study was carried out with a cross-sectional and correlational design. The study was conducted in the Nursing Department of the Health Sciences Faculty. The sample of this study consisted of 184 nursing students. Data were collected with a personal information form, the Opinion Scale for Distance Education, the Self-Regulated Learning Skills Scale, and the Self-Directed Learning Readiness Scale.Results: The mean score of the effectiveness subdimension of the opinions scale for distance education was low. There was a positive and significant relationship between students’ readiness for self-directed learning and their self-directed learning skills with their views on distance education.Conclusion: In order for students to have positive views and behaviors in the distance education process, their readiness for self-directed learning should be evaluated and their self-directed learning skills should be improved.

Enhancing Self-directed Learning Readiness at Elementary Level; a Study from American Schools

Being continual and future-oriented in all its levels, the field of education is turning towards a student-centered approach. One of the trends to investigate in lifelong learners who keep pace with the fast and unpredictable changing world is enhancing self-directed learning which is considered to be one of the most prominent phenomena for the 21st century learners. This study investigates possible ways of enhancing self-directed learning readiness in American K-12 schools. The literature highlights a three-dimension model to study the students’ self-directed learning readiness: learning resources and physical arrangements of the school dimension, diagnostic and evaluation dimension, and emotional and social environment dimension. This study aims to answer the research question of how to enhance self-directed learning readiness in American K-12 schools. For this purpose, semi-structured observations were conducted to observe a teacher with one group of third-grade students. An interview was conducted with the teacher as well in order to provide more perspective to the data. The study findings highlight the importance of all three dimensions in enhancing the students’ self-directed learning readiness. It is concluded by stating the crucial role of society represented in guardians, families, and private sector in boosting students’ self-directed learning readiness. In addition, it is found that to achieve an active and successful community partnership, the awareness of the role of society is to be raised. Consequently, the emotional and social dimension could impact on the other two dimensions positively. Finally, this study recommends the consideration of self-directed learning and its considerable implications on the Saudi context that could help in enhancing students’ self-directed learning readiness which goes in line with the Saudi vision 2030.

Self-directed learning readiness of automotive body repair student to face 4.0 learning system

This study aims to reveal: 1.) Readiness of independent learning of vocational students in the department of automotive body repair to face 4.0 learning systems; and 2.) Supporting and inhibiting factors of students in implementing a 4.0 learning system. This study uses a descriptive-analytical method with a case study approach. The subject consisted of students and teachers of vocational high school majoring in automotive body repair. Data collection techniques in this study were observation, interviews, and questionnaires. The research was conducted at SMK N 2 Depok Sleman, automotive body repair engineering department. 30 respondents filled out the questionnaire to assess the level of self-directed learning readiness of respondents according to SDLR. The readiness level of self-directed learning is divided into three categories: low, medium, and high. The results of this study are (1) Readiness of students majoring in automotive body repair techniques in the face of learning systems 4.0 is included in the medium category, and (2) The supporting and inhibiting factors found in dealing with learning systems 4.0 come from internal and external of the student learning environment.

Does Self-directed Learning Readiness Predict Undergraduate Students’ Instructional Preferences?

Self-directed learning is a process by which students take the lead, with or without the help of others, in determining their learning needs and managing their learning strategies and outcomes. Relatedly, self-directed learning readiness (SDLR) looks at the attitudes, abilities, and personality characteristics necessary for self-directed learning. In study one, we shortened, and slightly modified, the SDLR scale (Fisher et al., 2001) to make it more applicable for broader use among undergraduate university students and to examine its factor structure and reliability. In a sample of 194 students, the three-factor structure of this scale (self-management, desire to learn, and self-control) was confirmed with acceptable reliability. In study two, we examined whether the modified SDLR subscales predicted a preference for a teacher-directed or student-directed class format in a sample of 256 undergraduate students. We conducted a series of four multiple linear regressions to examine whether the three dimensions of SDLR were predictive of four classroom preference styles (knowledge construction, teacher direction, cooperative learning, and passive learning). While three of these analyses were statistically significant with small to medium-effect sizes, the results minimally supported our hypotheses. We discuss whether these results indicate a lack of relationship between SDLR and teaching style or whether these results may be characteristic of the sample.

Readiness for Self-Directed Learning Among Students of Bachelor of Science in Nursing Program of Selected Colleges in Kathmandu, Nepal

Self-Directed Learning (SDL) is a process in which the learner takes self-initiation for assessing own learning needs and work accordingly with the help of available resources for achievement of required learning, The objective of this study is to identify the readiness for self-directed learning among the Bachelor of Science in Nursing (BSN) students. A descriptive cross sectional study was conducted among BSN students of Yeti Health Science Academy and Kantipur Academy of Health Science, Kathmandu, Nepal. Complete enumerative sampling technique was used in this study where 107 students were involved. Questionnaire method with SDL scale was used for data collection. Most of the respondents 74(69.2%) had high level of readiness for self-directed learning and 33(30.8%) of respondents had low level of readiness for self-directed learning. The association between academic year with the level of readiness for self-directed learning were statistically significant (p=0.045) whereas the association between other variables (age, ethnicity, religion, marital status, family type and residence) with the level of readiness for self-directed learning were statistically insignificant (p&gt;0.05).It is concluded that depending upon the academic year, seniors are more ready towards self-directed learning than junior nursing students.

Readiness for Self-Directed Learning Among Students of Bachelor of Science in Nursing Program of Selected Colleges in Kathmandu, Nepal

Readiness for Self-Directed Learning Among Students of Bachelor of Science in Nursing Program of Selected Colleges in Kathmandu, Nepal

The Role of E-Learning Readiness on Workload: Perspective Engineering and non-Engineering Students

Changes in learning methods from face-to-face to online learning due to pandemic covid-19 have an impact on student readiness in learning and the mental workload felt by students, that can determine the achievement of the learning process. There are differences in the characteristics of learning demands in engineering and non-engineering majors. Therefore, this study aims to evaluate the level of readiness and mental workload of students during the implementing full online learning based on the characteristics of the education department. Data collected by distributing online questionnaires to 180 students (90 students majoring in engineering and 90 students in non-engineering). Self-directed learning (SDL), technical readiness (TC), and comfort with non-face to face communication (CFT) used to measure e-learning readiness, meanwhile NASA TLX used to measure mental workload. Results showed differences between engineering and non-engineering students, especially in the Self-Directed Learning (p &lt; 0,05). Non-engineering students perceived that they are more prepared to manage their learning process independently during online learning. Related to mental workload students perceive higher demands from online learning activities, the engineering group had higher level of time-related demands. According to correlation testing there was a negative and significant correlation between the self-directed learning dimension scores of E-Learning Readiness and the NASA TLX scores (p &lt; 0,05). These results indicated the role of student’s e-learning readiness, especially self-directed learning readiness can reduce perceptions related to the mental workload experienced by engineering students in online learning. This condition was not applied on non-engineering students. Future study needed to explore the characteristics of study programs that relate to both variables and if the condition applied on other learning conditions such as hybrid learning.

Academic motivation and self‐directed learning readiness of nursing students during the COVID‐19 pandemic in three countries: A cross‐sectional study

It is crucial to evaluate student academic motivation and self-directed learning (SDL) readiness while teaching online or flexibly. During the coronavirus disease 2019 pandemic, there were few investigations on the link between academic motivation and SDL readiness. This study investigated the connection between academic motivation and SDL readiness and the three academic motivation domains' predictive features. This cross-sectional study used convenience sampling to recruit 1187 nursing students from four nursing colleges in three countries. We utilized the Academic Motivation Scale College Version and Self-directed Learning Readiness Scale for Nurse Education to collect data. Descriptive and inferential statistics were employed to analyze the data. Extrinsic motivation received the highest mean. Most nursing students exhibited SDL readiness, whereas "desire for learning" was rated the highest dimension of SDL readiness. We found significant differences in nursing students' intrinsic and extrinsic motivation and amotivation between the three countries. Finally, country, gender, and intrinsic motivation were significant predictors of the nursing students' SDL readiness. Among Filipino, Saudi, and Thai nursing students, their SDL readiness is influenced by the intrinsic motivation domain. Therefore, nursing students with higher levels of intrinsic motivation are proactive learners for SDL.

The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic

BackgroundThe COVID-19 pandemic has initiated digital developments in higher education while closing in-person university classes. As this crisis continues, the need to revive virtual learning opportunities was seriously felt. The present study was conducted to determine the online flipped classroom’s effect on nursing students’ self-directed learning readiness and metacognitive awareness.Methods This quasi-experimental single-group study with pretest-posttest design recruited 34 sophomore students of a nursing school in Lorestan province, Western Iran selected by census according to the inclusion criteria. Online asynchronous learning and online flipped classrooms were used during the semester’s first and second eight weeks, respectively. Students filled out self-directed learning readiness scale and metacognitive awareness inventory online before, in the middle of, and at the end of the semester. Data were analyzed using paired t-test in Stata-14 software.ResultsThere was no significant difference between the mean score of metacognitive awareness before and after Online asynchronous learning (P=0.15), but the mean score of self-directed learning readiness increased significantly after OA (P=0.0004). After applying online flipped classrooms, students’ mean (SD) scores of metacognitive awareness and self-directed learning readiness were 272.03 (53.03) and 162.03 (21.77), respectively, which confirmed their significant improvement compared to before the intervention. A comparison of the mean score changes of both methods indicated that their implementation did not lead to significant differences between the mean total score of metacognitive awareness (P=0.15) and the mean total score of self-directed learning readiness (P=0.07).DiscussionOnline flipped classroom approach can be used as an effective method in nursing education by improving self-directed learning and metacognitive awareness, which are essential in online education for nursing students.

Introduction of SDL in Department of Anatomy: Evaluation of Learning and SDL Readiness

Background: Self-directed learning (SDL) is a process in which individuals assume the responsibility of identifying their learning needs, setting goals, locating sources, developing and implementing proper strategies, and evaluating the outcomes of learning both individually and collectively. The advantages of SDL include, but not limited to, gaining more autonomy in learning, having higher motivation for it, acquiring lifelong learning skills, and developing greater self-control, self-confidence, and self-management. SDL has become popular in medical curricula and has been advocated as an effective learning strategy for medical students to develop competence in knowledge acquisition. Aim and Objectives: To introduce self directed learning in the Department of Anatomy, to encourage faculty members to accept SDL as a Teaching Learning method and encouraging students to develop an attitude of self directed learning &amp; to become lifelong learners. Methodology: After proper sensitization of the faculty &amp; students regarding SDL, two sessions were conducted during the Anatomy Dissection Hall timings of the First Year students. The performance of the students, in the SDL topics was assessed using the MCQ &amp; SAQ tests. Feedback regarding the SDL methodology was taken both from the students as well as the faculty. Also the Questionnaires were given to students applying Fischer’s Self Directed Learning Readiness Scale (SDLRS) &amp; Jefferson Scale of Life Long learning –Health Profession Version (JeffSLL-HSP) &amp; the results were statistically analyzed. Results: A total of 126 MBBS students of the first semester participated in SDL session. Most students scored more than mean score in the tests after SDL sessions and there was a fourfold increase in the number of students scoring more than 80% in the two SDL tests. Also participating students showed high readiness towards SDL and were oriented to become Life Long Learners. Conclusions: SDL can be effectively implemented in the Department of Anatomy and it motivates students to become life long learners. KEY WORDS: Self-directed learning (SDL), Teaching Learning method. Life long learners, MCQ, SEQ, Fischer’s Self Directed Learning Readiness Scale (SDLRS).

Self-directed learning readiness and online learning self-efficacy among undergraduate nursing students

BackgroundSelf-efficacy is a key aspect to succeed in both online learning and self-directed learning readiness. Self-directed learning is described as learning on one's initiative, with the learner taking major responsibility for the effort's design, implementation, and evaluation. AimAssess the relationship between self-directed learning readiness and online learning self-efficacy among undergraduate nursing students in Saudi Arabia. MethodsA correlational descriptive research design among 282 nursing students from 3 selected nursing colleges in Saudi Arabia. One tool was developed includes self-directed learning readiness scale and online learning self-efficacy. FindingsThe over-all mean score online learning self-efficacy of the students was 5.21 ± 1.26 which represents an expert. 39.4 % of the students show Above-average SDL readiness. There is a significant positive correlation between self-directed learning readiness and overall online learning self-efficacy (r = 0.641, p = 0.00*). ConclusionThe majority students’ self-directed learning readiness ranges between the average and above the average. The significant relationship between the two scales addresses how self-efficacy is an essential part of self-directed learning readiness.

ESL Students’ Readiness for Self-Directed Learning in Improving English Writing Skills

ESL Students’ Readiness for Self-Directed Learning in Improving English Writing Skills

Evidence for a second-order latent construct of self-directed learning readiness in virtual teams in Hungary

The study focuses on the development of virtual teams from the perspective of individuals by extending the theory of self-directed learning (SDL) beyond the extant research in nursing education and applying it to a sample of adult population working in virtual teams in Hungary. After finding the necessary theoretical steps to connect SDL with virtual teams, research was conducted to validate existing instruments or, if this is impossible, to develop a new SDL instrument for virtual teams. The results confirm the viability of the SDL theories in the context of teams that mostly work remotely. While the validity of known SDL readiness (SDLR) instruments developed for nursing education could not be reliably confirmed on the sample of working adults in virtual teams, it is supported by the conventional three-factor SDLR construct with a reduced item number. In this study, the authors advance a new measurement tool, referred to as SDLR9, which, while mirroring the three original factors known in the literature, also points to a higher-order latent SDLR variable.

Effect of national examination grade on longitudinal self-directed learning readiness in physical therapy students and characteristics of academic performance and self-directed learning readiness of those who scored lower on the national examination

Effect of national examination grade on longitudinal self-directed learning readiness in physical therapy students and characteristics of academic performance and self-directed learning readiness of those who scored lower on the national examination