Self-directed Learning Strategies Research Articles

Learning strategies among adult CHD fellows.

Subspecialisation is increasingly a fundamental part of the contemporary practice of medicine. However, little is known about how medical trainees learn in the modern era, and particularly in growing and relatively new subspecialties, such as adult CHD. The purpose of this study was to assess institutional-led and self-directed learning strategies of adult CHD fellows. This international, cross-sectional online survey was conducted by the International Society for Adult Congenital Heart Disease and consisted primarily of categorical questions and Likert rating scales. All current or recent (i.e., those within 2 years of training) fellows who reported training in adult CHD (within adult/paediatric cardiology training or within subspecialty fellowships) were eligible. A total of 75 fellows participated in the survey: mean age: 34 ± 5; 35 (47%) female. Most adult CHD subspecialty fellows considered case-based teaching (58%) as "very helpful", while topic-based teaching was considered "helpful" (67%); p = 0.003 (favouring case-based). When facing a non-urgent clinical dilemma, fellows reported that they were more likely to search for information online (58%) than consult a faculty member (29%) or textbook (3%). Many (69%) fellows use their smartphones at least once daily to search for information during regular clinical work. Fellows receiving adult CHD training reported a preference for case-based learning and frequent use of online material and smartphones. These findings may be incorporated into the design and enhancement of fellowships and development of online training resources.

The Adaptation of Attention-Interest-Desire-Action in SPHOTIA and GEOCA Innovative Apps for Effective Teaching and Learning

SpHoTiA (Supervision in Hospitality and Tourism Industry App) and GeoCA (Geography and Culture App) are newly innovated applications for two (2) courses taken by students of Faculty of Hotel and Tourism Management in UiTM. These Apps were developed as an inventive effort taken to transform previous conventional teaching and learning method due to continuous, unsolved problem related to concentration deficiency among university students, especially when studying theory-based subjects. Though both courses seemed less complex compared to other subjects, previous researchers argue that it is challenging to memorize theories, as it involves the uses of thick reference materials and confusing contents with abundance facts. It is a common situation seeing students struggling to achieve certain required level of understanding especially when reaching tertiary level in which students need to be more independent in the learning process. Thus, this research intends to enhance effective teaching process and learning materials for the two (2) selected subjects by integrating interactive tools that able to enhance students’ experiential learning sessions whilst pursuing a convergence towards i4wrd future. Interactive tools such as info graphic slides, animation, video and games through online Apps are used to stimulate interest in both teaching and learning process. An innovative self-directed learning strategy that applies the concept of Attention-Interest-Desire-Action (AIDA) of SpHoTiA and GeoCA Apps were developed using free online Apps. Using random sampling method, respondents were required to evaluate the effectiveness of the Apps. Questionnaire using a 5- to 10- Likert Scale were applied to measure factors on perception, understanding, quality, satisfaction and recommendation. A descriptive analysis using mean and percentage were further analysed. The result indicates the effectiveness of the digital Apps to students (overall satisfaction = 78.5%), and is parallel to the efficiency of other innovated Apps. The newly innovated Apps indicate a significant influence on teaching and learning process at university level that not only create interesting learning environment, but also aid students to master challenging topics appropriately.

Cognitive Load During Online Complex Problem-Solving in a Teacher Training Context

Online courses are becoming ubiquitous and increasingly tend to use authentic learning tasks as the driving force for teaching and learning. Nevertheless, designing online courses that incorporate real– world tasks is more challenging as these problems require more cognitive processes (van Merriënboer Sluijsmans, 2009). This phenomenon can be explained by Cognitive Load Theory (CLT) introduced by Sweller (1994). CLT distinguishes three types of cognitive load: intrinsic, extraneous and germane load. The level of intrinsic load is assumed to be determined by the level of element interactivity. An element can be a definition, concept, formula and procedure that needs to be or has been learned. Extraneous load is mainly imposed by instructional procedures that are suboptimal, whereas germane load refers to the learners’ working memory resources available to deal with the complexity of the task or learning material (Sweller, 2010). Accordingly, the experienced cognitive load is mainly dependent of students’ prior knowledge. Nevertheless, cognitive load can also be determined by students’ motivation (Feldon, Franco, Chao, Peugh, Maahs-Fladung, 2018; Verhoeven, Schnotz, Paas, 2009). As a consequence, when designing an online course for complex tasks, it is important to understand how the different types of cognitive load are affected by students’ cognitive and motivational characteristics. Therefore, in the current study, a high and low complex task was developed relating to the learning and teaching of geometry. The complexity of the task was manipulated by increasing the element interactivity for the high complex task (Sweller, 2010). In the low complex task one element was questioned each time, and consequently students had to apply a single rule, formula or procedure. By contrast, the high complex task was based on a real-life context (e.g., teaching geometry), and had higher element interactivity. Subsequently, the high complex task required learners to engage in a series of cognitive activities such as analysing, decision making, implementing and evaluating, while holding several procedures and rules in mind. Accordingly, we expected the high complex task to induce more cognitive load. The same amount of support containing the same content, was provided during both tasks. Consequently, in this context, students could take initiative in diagnosing their learning needs by identifying appropriate support. Since students could consult different amounts of support, this self-directed learning strategy could also influence the perceived cognitive load (van Merriënboer Sluijsmans, 2009). Accordingly, the amount of consulted support was also taken into account during the analyses. The aim of the study was twofold. First, as a manipulation check of task complexity, we investigated differences in the experienced cognitive load while solving a high and low complex task. Secondly, we examined whether students’ cognitive and motivational characteristics influence the different types of perceived cognitive load, when taking into account the amount of consulted support for both the high and low complex task. A multivariate approach was chosen to assess the degree of interplay that may exist among students’ cognitive, motivational characteristics, consultation of support and the different types of perceived cognitive load. By conducting this study, we wanted to gain insight into whether the cognitive, motivational characteristics and consultation of support influence the perceived cognitive load differently for a high and low complex task.

The use of exam wrappers to promote metacognition

IntroductionSelf-directed learning, self-awareness, and metacognition are becoming more heavily emphasized in healthcare education. Metacognitive activities may be used to promote self-awareness and development of effective self-directed learning strategies. Exam wrappers (wrappers) are a metacognitive tool utilized in other areas of higher education that offer students the ability to learn from exam performance by reviewing missed items in a reflective manner. Wrappers encourage structured reflection and planning for future learning. MethodsPharmacy students enrolled in a pathophysiology course were provided structured exam reviews with an opportunity to utilize a wrapper. A baseline questionnaire was given two weeks before the first exam to assess baseline characteristics. Wrappers were provided before Exams 2, 3, 4, and 5, and the effects on exam performance were measured. Mixed effects modeling was utilized for final analysis of effect on student performance. ResultsExam wrapper vs. non-wrapper groups were self-selected, with 53 students participating in at least one wrapper and 35 never utilizing a wrapper. Mixed effects modeling analysis found a non-significant increase in average exam performance (p = 0.142). ConclusionWrappers have potential as an additional metacognitive tool for exam review. Further studies are needed to evaluate the effectiveness and impact more broadly in pharmacy education.

The Mediating Effect of Learning Motivation on Self-Directed Learning Time and Learning Strategy in Middle School Students

The Mediating Effect of Learning Motivation on Self-Directed Learning Time and Learning Strategy in Middle School Students

Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

The Effect of Self-Directed Learning Strategy on Korean & English Academic Achievement: Meta Analysis

The Effect of Self-Directed Learning Strategy on Korean & English Academic Achievement: Meta Analysis

Implementation and lessons learned from a mock trial as a teaching-learning and assessment activity

Background and PurposeTo describe implementation and lessons learned from use of a mock trial as a teaching-learning and assessment activity in a required evidence-based practice course. This innovative self-directed learning strategy reinforced evidence-based skills and affective domain competencies in Center for the Advancement of Pharmaceutical Education (CAPE) 2013 Outcomes and Accreditation Council for Pharmacy Education (ACPE) Standards 2016. Educational Activity and SettingDuring spring semesters 2015 and 2016, first professional year (P1) cohorts were divided into teams and assigned controversial topics to research and debate in mock trials. The activity provided opportunities for teaching-learning and assessment. Statistical analysis included inter-rater reliability (IRR), comparison of faculty-judge and student-juror evaluation of trial performance. FindingsTwo cohorts were divided into eight teams (four per cohort) to debate four issues. Students within each team were assigned individual scores. Mean individual scores are reported by trial/topic. Faculty-judges and student-jurors rated eight criteria including content/knowledge, critical thinking, application/discussion of federal/state law, citations/references, visual aids, delivery/style, and active listening. Analysis indicated students met competency expectations with overall judges’ and jurors’ mean scores above 54/60 points (90%) in 2015 and above 51/60 points (85%) in 2016. Judges’ scores showed a wider distribution than jurors’ scores. Peer evaluation mean scores were above 55/60 points in all four trials. Intra-class correlation was calculated. Judges’ scores had excellent IRR in two trials, and good IRR in a third trial, whereas jurors had good IRR in one trial. SummaryEvaluation scores demonstrated students successfully applied knowledge and skills from this and prior P1 courses, and met competency expectations for the mock trial.

Enhancing Knowledge Integration in Biochemistry among Undergraduate Medical Students through Active Learning Strategy

Introduction: Medical education today, encourages modification of traditional didactic lectures with innovations to promote active learning strategies to enhance integration of knowledge and critical thinking skills among students. Learning independently is challenging in year 1 of the undergraduate medical curriculum. However, defining the learning goals clearly by the instructor to the students will make them appreciate it and mould them into successful learners with deep approach. Aim: To enhance self-directed learning skills and to promote concept mapping ability to integrate the study of various metabolic functions and fundamental concepts in biochemistry. Materials and Methods: First year MBBS Student volunteers (n=127) in their second semester having an experience of over 30 weeks of learning biochemistry in an integrated systemwise approach were involved in this study. They were exposed to a self-directed active learning strategy for a period of 10 weeks, for linking important biochemical terms from the current learning objectives to various concepts and topics learnt earlier in the year. Student’s perspective regarding the above activity was documented by obtaining their responses in a closed ended questionnaire using Likert scale and was expressed as percentage. Results: Majority of the students (n=100, 79%) opined that it was a unique way of learning biochemistry and that they (n=111, 87%) were required to read up previous portions. Many students (n=100, 79%) felt that it made them more than mere rote learners and were able to integrate biochemistry topics more efficiently (n=109, 86%). Many students also felt that it helped them to improve their test scores (n=79, 62%). Conclusion: Active participation in the current study has made them learn the concept building skills in biochemistry and has proved to be an effective exercise of revisit to topics learnt throughout the year. Innovative curriculum delivery strategies should be designed to teach preclinical subjects in a medical school so that they shall infuse integrated learning approach in students. Concept building activities in a lecture set up shall generate curiosity in the process of learning and transform students into deep approach learners.

A collaborative action research on how flipped learning affects primary students’ learning English

Innovations in technology have enabled alternative techniques for pedagogy in language learning and teaching. In the flipped classroom, the employment of easy-to-use, readily accessible technology allows for freeing class time from lecturing. It can be also used for an expanded range of learning activities during class time. This collaborative action research was conducted by a primary school teacher with her own English class of 29 pupils during a whole academic year. Unlike the traditional positivist experimental study, this research was initiated with a view to enhance students’ engagement in English classes. The teacher adopted the flipped classroom model and assigned the instructional content as tasks to be done at home. The students utilized the time in class to work through problems and engage in collaborative learning. The analysis of the data gathered from questionnaires, observations, interviews and learning logs reveals that the flipped classroom had positive effects on students’ language skill development, vocabulary learning, motivation for learning English, and self-directed learning strategies. These pathways toward effective teaching and learning suggest alternative strategies in English education for millennial students reared on rapidly evolving technologies. The paper concludes with suggestions for teachers who consider using the flipped classroom model.

Student Motivation in Response to Problem-based Learning

Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving and critical thinking. Despite the extensive research on problem-based learning, an examination of variables that affect student engagement through the implementation of PBL is lacking (Savin-Baden, 2014; 2016). Our research question examined student motivation during problem-based learning implementation in an undergraduate anthropology course (N = 49) with students with diverse subject matter experience and no previous exposure to active learning. Student motivation was examined through surveys, peer-evaluations, and self-reflection exercises. The results showed that student motivation was higher in students with more subject matter experience at the beginning of the course. During the course, motivation decreased in relation to subject matter experience, but by the end of the course the majority of students (76.7%) increased their motivation toward problem-based learning. Based on their subject matter experience, we were surprised that a particular subset of students had low motivation at the end of the course (78%). We discuss some challenges of implementing problem-based learning in a traditional curriculum, and provide suggestions to successfully implement PBL for diverse student populations.

Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: A randomized controlled trial

BackgroundPreparing nursing students for the knowledge and skills required for the administration and monitoring of blood components is crucial for entry into clinical practice. Serious games create opportunities to develop this competency, which can be used as a self-directed learning strategy to complement existing didactic learning and simulation-based strategies. AimTo describe the development and evaluation of a serious game to improve nursing students' knowledge, confidence, and performance in blood transfusion. MethodAn experiential gaming model was applied to guide the design of the serious game environment. A clustered, randomized controlled trial was conducted with 103 second-year undergraduate nursing students who were randomized into control or experimental groups. After a baseline evaluation of the participants' knowledge and confidence on blood transfusion procedure, the experimental group undertook a blood transfusion serious game and completed a questionnaire to evaluate their learning experience. All participants' clinical performances were evaluated in a simulated environment. ResultsThe post-test knowledge and confidence mean scores of the experimental group improved significantly (p<0.001) after the serious game intervention compared to pre-test mean scores and to post-test mean scores of the control group (p<0.001). However, no significance difference (p=0.11) was found between the experimental and control groups on the post-test performance mean scores. The participants evaluated the serious game positively. ConclusionThe study provided evidence on the effectiveness of a serious game in improving the knowledge and confidence of nursing students on blood transfusion practice. The features of this serious game could be further developed to incorporate additional scenarios with repetitive exercises and feedback to enhance the impact on clinical performance. Given the flexibility, practicality, and scalability of such a game, they can serve as a promising approach to optimize learning when blended with high-fidelity simulation.

Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students’ reflections, compiled through a survey, and the teacher’s classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners’ confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed.

Applying Self-directed Learning Strategy to Enhance Nursing Students' Critical Thinking Skill

Applying Self-directed Learning Strategy to Enhance Nursing Students' Critical Thinking Skill

Perfectionism and High School Adjustment: Self-Directed Learning Strategies as a Mediator

Perfectionism and High School Adjustment: Self-Directed Learning Strategies as a Mediator

Enhancing theoretical understanding of a practical biology course using active and self-directed learning strategies

Laboratories are recognised as central in science education, allowing students to consolidate knowledge and master practical skills, however, their effectiveness has been questioned. Whilst laboratory practicals are useful for students’ learning of basic procedures, they have been shown to be less effective for developing conceptual understanding of the subject. Interactive lectures and bespoke digital resources were utilised in order to enhance theoretical understanding of laboratory practical molecular sessions, thus enabling students to take responsibility for and direct their own learning, encouraging inquiry-based learning. Providing easy to access additional learning resources offered students an opportunity to better prepare themselves for the laboratory, and consolidate their knowledge through subsequent review and self-testing in their own time. Grades before and after implementation of these active learning strategies were analysed to look at the impact on student learning and this study demonstrates that integrating these into a challenging practical biology course improved grades significantly with a concomitant increase in the number of ‘A’ grades attained. Feedback to evaluate use and perceptions of both interactive lectures and digital resources were also analysed. It has been shown here that these activities enhanced student experience and understanding of the course.

Simulated Cases in Clinical Training for Pharmacists

Clinical classes are the milestones that help pharmacy students gain clinical competency and to prepare them for their professional life. Although didactic methods provide theoretical knowledge, the retention rate of information is relatively low when compared with problem based teaching methods. Simulators such as high fidelity mannequins or standardized simulated patients are often preferred by clinical teachers in schools that teach health profession. High and low fidelity mannequins, and computerized simulators require a cost and dedicated space, which can be a disadvantage. On the other hand, standardized patients are advantageous to develop communication skills. Hence, use of simulation based methods in clinical training are useful in general, because they lead students to self-directed learning strategies, critical thinking and rational decision-making. Therefore, dissemination of simulation techniques is important to improve clinical skills.

비대면 학습 환경에서 대학생의 자기주도적 학습전략이 학업만족도에 미치는 영향

Objectives The purpose of this study is to understand the structural role of professor-student interaction and cognitive presence in the relationship between self-directed learning strategies and academic satisfaction of university students who took full online classes in the context of untact learning environment during the semester caused by COVID-19. Methods To this end, data were collected from a total of 400 students, 100 students per grade, who participated in untact lectures at H University in Gyeongsangbuk-do. For data analysis, basic statistics, correlation analysis, and double mediation analysis were conducted using SPSS 21.0 and SPSS Process Macro 3.0. Results The results of this study are as follows. First, as a result of examining the relationship between major variables, it was found that there were significant positive correlations between self-directed learning strategies, professor-student interactions, cognitive presense, and academic satisfaction. Second, in an untact learning environment, it was found that professor-student interaction and cognitive presence sequentially mediate the relationship between self-directed learning strategies and academic satisfaction. This means that the higher the self-directed learning strategy, the higher the professor-student interaction, the higher the cognitive realism, and the higher the academic satisfaction. Conclusions If untact learning is prolonged, an environment that can improve self-directed learning should be provided to increase students academic satisfaction, and instructors’ efforts inside and outside classess are needed to increase professor-student interaction. Also, preparations at the university level should be prepared so that student’s practical learning should be advanced.

비대면 학습 환경에서 대학생의 자기주도적 학습전략이 학업만족도에 미치는 영향

Objectives The purpose of this study is to understand the structural role of professor-student interaction and cognitive presence in the relationship between self-directed learning strategies and academic satisfaction of university students who took full online classes in the context of untact learning environment during the semester caused by COVID-19. Methods To this end, data were collected from a total of 400 students, 100 students per grade, who participated in untact lectures at H University in Gyeongsangbuk-do. For data analysis, basic statistics, correlation analysis, and double mediation analysis were conducted using SPSS 21.0 and SPSS Process Macro 3.0. Results The results of this study are as follows. First, as a result of examining the relationship between major variables, it was found that there were significant positive correlations between self-directed learning strategies, professor-student interactions, cognitive presense, and academic satisfaction. Second, in an untact learning environment, it was found that professor-student interaction and cognitive presence sequentially mediate the relationship between self-directed learning strategies and academic satisfaction. This means that the higher the self-directed learning strategy, the higher the professor-student interaction, the higher the cognitive realism, and the higher the academic satisfaction. Conclusions If untact learning is prolonged, an environment that can improve self-directed learning should be provided to increase students academic satisfaction, and instructors’ efforts inside and outside classess are needed to increase professor-student interaction. Also, preparations at the university level should be prepared so that student’s practical learning should be advanced.

비대면 학습 환경에서 대학생의 자기주도적 학습전략이 학업만족도에 미치는 영향

Objectives The purpose of this study is to understand the structural role of professor-student interaction and cognitive presence in the relationship between self-directed learning strategies and academic satisfaction of university students who took full online classes in the context of untact learning environment during the semester caused by COVID-19. Methods To this end, data were collected from a total of 400 students, 100 students per grade, who participated in untact lectures at H University in Gyeongsangbuk-do. For data analysis, basic statistics, correlation analysis, and double mediation analysis were conducted using SPSS 21.0 and SPSS Process Macro 3.0. Results The results of this study are as follows. First, as a result of examining the relationship between major variables, it was found that there were significant positive correlations between self-directed learning strategies, professor-student interactions, cognitive presense, and academic satisfaction. Second, in an untact learning environment, it was found that professor-student interaction and cognitive presence sequentially mediate the relationship between self-directed learning strategies and academic satisfaction. This means that the higher the self-directed learning strategy, the higher the professor-student interaction, the higher the cognitive realism, and the higher the academic satisfaction. Conclusions If untact learning is prolonged, an environment that can improve self-directed learning should be provided to increase students academic satisfaction, and instructors’ efforts inside and outside classess are needed to increase professor-student interaction. Also, preparations at the university level should be prepared so that student’s practical learning should be advanced.