Self-managed Learning Research Articles

Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives

Virtual learning system (VLS) is an information system that facilitates e-learning have been widely implemented by higher education institutions to support face-to-face teaching and self-managed learning in the virtual learning and education environment (VLE). This is referred to a blended learning instruction. By adopting the VLS, students are expected to enhance learning by getting access to course-related information and having full opportunities to interact with instructors and peers. However, there are mixed findings revealed in the literature with respect to the learning outcomes in adopting VLS. In this study, we argue that the link between the precedents of leading students to continue to use VLSs and their impacts on learning effectiveness and productivity are overlooked in the literature. This paper aims to tackle this question by integrating information system (IS) continuance theory with task-technology fit (TTF) to extend our understandings of the precedents of the intention to continue VLS and their impacts on learning. By doing it, factors of technology-acceptance-to-performance, based on TAM (technology acceptance model) and TTF and post-technology-acceptance, based on expectation–confirmation theory, models can be included to test in one study. The results reveal that perceived fit and satisfaction are important precedents of the intention to continue VLS and individual performance. Later, a discussion and conclusions are provided. This study sheds light on learning system design as assisted by IS in VLE and can serve as a basis for promoting VLS in assisting learning.

The virtual classroom: A catalyst for institutional transformation

<span>This study explores the use of the virtual classroom which has been created in </span><em>myVLE</em><span>, a learning management system used by the Open University Malaysia (OUM). The virtual classroom in </span><em>myVLE</em><span> is an asynchronous-based online learning environment that delivers course materials to learners and provides collaboration and interaction using an asynchronous-based forum as the main platform to support the learners' independent study. It also provides a learning environment with learning tools, learning materials, opportunities for contextual and collaborative discussions, and individual learning and assessment. OUM uses this virtual classroom to deliver the subject </span><em>Object-Oriented Programming</em><span> (CS1) and in this paper the impact of this delivery system is explored. The study aimed to elicit students' perceptions of the virtual classroom, based on their learning experiences, how well it supported their self-managed learning, and their personal preference for this compared with face to face interactions. Findings obtained using a questionnaire indicated moderate responses (average value for the items was between 2.0 to 3.6 on a five point Likert scale) for the use of the virtual classroom, and some possible reasons for this are discussed in this paper.</span>

‘How Am I Doing?’: Advancing Management Skills Through the Use of a Multi-source Feedback Tool to Enhance Work-based Learning on a Post-qualifying Post-graduate Leadership and Management Programme

The acquisition of advanced skills and knowledge in leadership and management is cited as key to delivering a vision for quality care services. Managers need concrete tools for promoting their own learning within organisational cultures for self-managed learning to thrive. We report on the application of a tailor-made multi-source feedback tool to promote the advancement of management skills on a post-qualifying award for social work managers. This particular tool was based on English national leadership and management standards and its 10 ‘key principles’. Managers were required to analyse and reflect on their current level of skill using line-management, peer, supervisee, staff and service user appraisal. They then developed a work-based learning and development plan, supported by mentoring and supervision. How we actually measure skill and associated knowledge and values is an under-researched area. Determining the ideal structure for defining and measuring outcomes of skill development highlights the complexities involved. Data from the managers' own evaluations are used to debate the value of using skill definitions flexible enough to enable individual use and interpretation but not so general as to be meaningless. The discussion suggests that use of a multi-source assessment tool and the process were found to be useful on a number of dimensions.

Developing self-managed action learning (SMAL)

This article provides an account of self-managed action learning (SMAL), where it came from and how it has been implemented in practice. Self-managed action learning offers a way of realising action learning without the continuing presence of a set advisor in set meetings to facilitate the process. It enables participants to manage and facilitate their own set meetings. The article provides a rationale for self-managed action learning and reports on how it was tested in action in a relatively benign context and then tested again in more challenging circumstances. It concludes with consideration of potential pitfalls and its further use.

ICT IN EDUCATION: ITS BENEFITS, DIFFICULTIES, AND ORGANIZATIONAL DEVELOPMENT ISSUES

This essay describes some benefits of implementing ICT in classroom, especially within the area of collaborative and self-managed learning. However, implementing ICT in classroom is not an easy and simple matter. There are many issues which should be addressed. Those issues range from the school culture, teachers barriers, finance, leadership, curriculum, and ethical issues. Those problems are experienced by both developed and developing countries. This also refutes a widespread assumption that developing countries experience more barriers for implementing ICT than developed countries.

ICT IN EDUCATION: ITS BENEFITS, DIFFICULTIES, AND ORGANIZATIONAL DEVELOPMENT ISSUES

This essay describes some benefits of implementing ICT in classroom, especially within the area of collaborative and self-managed learning. However, implementing ICT in classroom is not an easy and simple matter. There are many issues which should be addressed. Those issues range from the school culture, teachers barriers, finance, leadership, curriculum, and ethical issues. Those problems are experienced by both developed and developing countries. This also refutes a widespread assumption that developing countries experience more barriers for implementing ICT than developed countries.

Wellness in Higher Education: A Transformative Framework for Health Related Disciplines

The perceived benefits of Wellness Education in University environments are substantiated by a number of studies in relation to the place, impact and purpose of Wellness curricula. Many authors recommend that Wellness curriculum design must include personal experiences, reflective practice and active self-managed learning approaches in order to legitimise the adoption of Wellness as a personal lifestyle approach. Wellness Education provides opportunities to engage in learning self- regulation skills both within and beyond the context of the Wellness construct. Learner success is optimised by creating authentic opportunities to develop and practice self regulation strategies that facilitate making meaning of life's experiences. Such opportunities include provision of options for self determined outcomes and are scaffolded according to learner needs; thus, configuring a learner-centred curriculum in Wellness Education would potentially benefit by overlaying principles from the domains of Self Determination Theory, Self Regulated Learning and Transformative Education Theory to highlight authentic, transformative learning as a lifelong approach to Wellness.

Cooperative Learning through Communities of Practice

A community made up of a group of individuals becomes a “community of practice” when a mutual engagement is established between its members. The mutual engagement unites the participants in the carrying out of a common task (Wenger, 1998). The main aim of a community of practice is to find the solution to a problem by sharing experiences (Midoro, 2002). This paper examines the definition, characteristics, management and effectiveness of communities of practice. They are understood as being communities of self-managed learning where professional development is not based on a pre-set training course but on sharing experiences, identifying best practices and helping each other face the daily problems encountered in one’s profession (Trentin, 2000). Such communities are useful in particular working environments as an opportunity to improve digital competences. In communities of practice, it is possible to encourage ways of co-building knowledge through teaching methods such as cooperative learning. Until now cooperative learning has been limited to traditional training contexts, but it can be realised via Web technologies.

Implementing blended self-managed action learning for digital entrepreneurs in higher education

We report upon implementing blended self-managed action learning (SMAL) within graduate and postgraduate courses in digital entrepreneurship. In four out of five cases, we found that SMAL was highly motivating to our learners and integrated well with a blended and flexible approach to learning. We report a case where a SMAL set broke down due to the presence of a charismatic learner who was visibly biased against SMAL and questioned its utility from the outset. We suggest that the risk of similar breakdowns might be managed by developing a questionnaire to pre-assess participants' readiness for action learning and increasing the level or support during SMAL set meetings. While SMAL did not give rise to independent action learning sets after the courses, we were surprised and encouraged to find that learners instigated independent virtual learning networks, which flourished for up to a year after the courses. On the basis of this experiment we suggest that blended and fully virtual SMAL are worthy of further investigation in higher education and beyond.

Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance

With the rapid development of Internet technologies, the conventional computer-assisted learning (CAL) is gradually moving toward to web-based learning. Additionally, instructors typically base their teaching methods to simultaneously interact with all learners in a class based on their professional disciplines in the traditional classroom learning. However, the requirements of individual learners are frequently ignored in the traditional classroom learning. Compared to the conventional classroom learning, individual learners are the focus in web-based learning environments and many web-based learning systems provide personalized learning mechanisms for individual learners. One key problem is that learners have to frequently interact with web-based learning systems even though they lack instructors to monitor their learning attitudes and behavior during learning processes. Hence, a learner’s ability to self-regulated learning is clearly an important factor affecting learning performance in a web-based learning environment. Self-regulated learning is a goal-oriented learning strategy that is very suited to self-managed learning to promote learning performance of individual learners in a web-based learning environment. However, how to assist learners in cultivating self-regulated learning abilities efficiently is an important research issue in the self-regulated learning field. This study presents a novel personalized e-learning system with self-regulated learning assisted mechanisms that help learners enhance their self-regulated learning abilities. The proposed self-regulated learning mechanisms assist learners in becoming lifelong learners who have autonomous self-regulated learning abilities. Additionally, four self-regulated learning types, based on a self-regulated learning competence index and self-regulated learning performance index, are also proposed. Experimental results demonstrate that the proposed self-regulated learning assisted mechanisms aid learners by speeding up their acquisition of self-regulated learning abilities in a personalized e-learning system, and help their learning performance.

Listening to students

Written assessment feedback has not been widely researched despite higher education students continually expressing the need for meaningful and constructive feedback. This qualitative study employing focus groups captures and interprets the student perspective of written assessment feedback. Participants were Registered Nurses and non-traditional entrants to higher education. The findings generated a framework of themes and categories representing the feedback process experienced by the students. The themes were `learning from', `the process of receiving' and `making sense of' feedback. When this framework incorporates strategies such as `feed-forward', self-managed learning and personalized guidance it then represents a heuristic model of effective written assessment feedback. The model, created as a result of the research, should enhance the student experience and aid understanding of the complex processes associated with providing written assessment feedback.

ICT IN EDUCATION: ITS BENEFITS, DIFFICULTIES, AND ORGANIZATIONAL DEVELOPMENT ISSUES

This essay describes some benefits of implementing ICT in classroom, especially within the area of collaborative and self-managed learning. However, implementing ICT in classroom is not an easy and simple matter. There are many issues which should be addressed. Those issues range from the school culture, teachers barriers, finance, leadership, curriculum, and ethical issues. Those problems are experienced by both developed and developing countries. This also refutes a widespread assumption that developing countries experience more barriers for implementing ICT than developed countries.

Discussion of “Self-Managed Learning Model for Civil Engineering Continuing Training” by S. T. Muench

In his paper, the author proposes a very thoughtful critique of the current approach to the continuing training of practicing engineers. He identifies some of the shortcomings of this approach, and suggests an attractive way to improve the situation. Even though it is difficult to argue against the soundness of the author’s general assessment, some aspects of his analysis seem to warrant further discussion. Terminology in the field of self-directed learning is notoriously confusing Candy 1991 . The same terms are routinely used by different people to mean different things, while different terms often mean the same thing. In that context, it is not surprising that the author uses the expressions “self-directed learning,” “selfmanaged learning,” or “self-paced learning” interchangeably, in spite of the very different connotation, these three expressions have relative to the level of control of the learner over what is learned and how the learning occurs. Toward the end of the paper, however, it becomes clear that the learning process the author is really referring to, involves only the selection by the learner of a prepackaged learning product and a decision as to the pace at which the learning occurs with that package. Perhaps the label of “self-managed learning” is appropriate for these activities, which amount to significantly less than what the term “self-directed learning” generally encompasses in the literature e.g., Candy 1991 . The extent of learning to which the author alludes requires the online availability of some prepackaged product, put together by the learner’s company’s training department or by a third party provider. One might wonder if the author does not, in effect, address only a very small part of the training needs of engineers; in other words, if he does not merely touch upon the emerged part of a very large iceberg. The discusser’s experience, based on interviewing scores of practicing engineers, is that in many cases, their learning needs are too individual, too specific, and often too constrained in time to be serviceable by educational software developers. This is particularly the case for learning needs in critical areas that are key to the competitiveness of their company. For example, some engineers at Ford or General Motors GM may have to constantly stay on top of the research on fuel cells or biofuels, and cannot afford to wait for some provider to put a package together on the latest developments in these areas. In situations like these, in the absence of any viable alternative, engineers have to try to learn autonomously or with the assistance of coworkers. To deal with this submerged and unfortunately rarely mentioned part of the training iceberg, i.e., the truly “self-

Closure to “Self-Managed Learning Model for Civil Engineering Continuing Training” by S. T. Muench

Closure to “Self-Managed Learning Model for Civil Engineering Continuing Training” by S. T. Muench

Self-Managed Learning Model for Civil Engineering Continuing Training

Engineering is largely a knowledge-based profession; value comes increasingly from what an organization or individual knows rather than possesses. Continuing training is the principal means by which engineers maintain and expand knowledge once in the profession. Within civil engineering, the rapid pace of technological change and the increased retirement of experienced personnel have placed increased pressure on training to provide more content, timelier delivery, and more flexibility for the same or less money. These pressures necessitate a training market shift from an employer-centered model, which is inherently inefficient and slow, to an employee-centered model, which is more efficient, individualized, and timely. Typical abilities and strengths of engineers indicate an approach to employee-centered training called self-managed learning could be successful. In order to increase the chances of success for such an approach, the array of training options available to civil engineers must be broadened to include more quality online self-directed learning options. This addition would better enable civil engineers to select training options that closely match their needs, schedule, and learning style preferences.

Experience effects on the accuracy of self-assessed user competence

Self-managed learning is the normal way that users learn to work with software within organizations. To be effective, self-managed, learning requires individuals to self-assess their IT knowledge; ...

Experience effects on the accuracy of self-assessed user competence

Self-managed learning is the normal way that users learn to work with software within organizations. To be effective, self-managed, learning requires individuals to self-assess their IT knowledge; accurate self-assessment helps them optimize the capabilities they possess and be aware of those they do not. This study demonstrated that, in general, individuals did not accurately self-assess their knowledge of the software they used. However, we also found that the accuracy of self-assessment increased with greater experience in, and better understanding of, IT domains. Organizations need to recognize the self-assessment problem to facilitate effective software learning and to gain the most from their software investments.

The Influence of the Teaching and Learning Environment on the Development of Generic Capabilities Needed for a Knowledge-Based Society

The effect of the teaching and learning environment on the development of generic capabilities was examined through a survey of 1756 undergraduate students at a university in Hong Kong. The survey assessed students' perceptions of the development of the six capabilities of critical thinking, self-managed learning, adaptability, problem solving, communication skills, and interpersonal skills and groupwork. Students were also asked to rate the quality of nine facets of the teaching and learning environment. Structural equation modelling was used to test a model of the influence of teaching on the nurturing of the six capabilities. The model grouped the nine facets of teaching and learning under the three higher-order latent variables of teaching, teacher–student relationship, and student–student relationship. The model showed a good fit to the data, indicating that the teaching and learning environment had a significant impact on the development of the generic capabilities while the students were taking their degree. The teaching latent variable had the strongest effect on the development of all six of the capabilities. A suitable teaching environment was characterised by a focus on understanding, the active participation of students in learning activities, a coherent curriculum, and assessment which focused on analytical skills and self-learning capability. Strong student–student relationships nurtured communication and interpersonal skills. There was a mutually reinforcing effect between the type of teaching, teacher–student relationships and student–student relationships.

Self‐managed learning groups in higher education: Students' perceptions of process and outcomes

Self-managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method. This study aimed to identify the domains of process issues that students perceive as relevant to their participation in self-managed learning groups, and how these processes are perceived to influence group outcomes. Participants were undergraduate psychology students who were members of self-managed learning groups. The first study employed qualitative methods (namely, students' written accounts, interviews, and observation) to study learning groups (N = 180 students) and identify the process domains. In the second study, first and second year students (N = 207) used a questionnaire (based on the domains identified in Study 1) to evaluate the processes and outcomes of their learning groups. Analysis of qualitative data (Study 1) identified seven process domains: task focus, staff support, process learning, environmental fit, managing differences, equity and responsibility, and collaboration and cooperation. Factor analysis of students' responses (Study 2) identified an underlying structure of two process factors: personal responsibility and collaborative climate, and staff support and environmental fit. Both process factors were associated with the self-reported satisfaction and productivity of this group of students. University students' perceptions of the processes of self-managed learning groups have a clear structure. These process factors are associated with perceived group outcomes in systematic and theoretically consistent ways.

‘Food for Engineers’: Intellectual Property Education for Innovators

Intellectual property competence can assist individuals and organizations to capitalize on opportunities presented by accelerating developments in the knowledge economy. Engineers translate ideas into concrete solutions, which are frequently useful and commercially valuable, if the intrinsic intellectual property has been identified and protected. Professional bodies are beginning to acknowledge the importance of intellectual property competence as an enterprise skill for new graduates. Universities must rethink undergraduate curricula to enhance students' entrepreneurial skills and widen participation, while research strategies must take account of the growing fuzziness of disciplinary boundaries. Where faculties are expected to deliver to new agendas, despite shrinking resources and an overcrowded syllabus, self-managed learning activities work with assessment strategies to achieve new independent learning outcomes.