Student-directed Learning Research Articles

Capability as a concept in advanced practice nursing and education: a scoping review.

The objective of this review was to map the literature about the concept of capability in advanced practice nursing education and practice to achieve greater clarity on the concept and its application. Advanced practice nursing roles make up a growing segment of the global nursing workforce. Capability has been proposed as an overarching description of the attributes of advanced practice nursing roles within complex workplace environments. Capability includes knowing how to learn, and the ability to creatively integrate prior knowledge, skills, judgment, and experience in both new and familiar situations. This review looked at the literature about capability applied to advanced practice nursing in any setting globally. We were guided by the International Council of Nurses' definition of advanced practice nursing, which includes nurses with both graduate education and an expanded scope of practice. Drawing from an initial review of the literature, we used a working definition of capability, which was a combination of knowledge, skills, experience, and competencies that enables advanced practice nurses to provide appropriate care for patients in both known and unfamiliar clinical settings. We included literature about individual capability as a concept in any setting related to advanced practice nursing and education. We searched 18 electronic databases and included qualitative, quantitative, and mixed methods study design methodologies, reviews, and reports. The gray literature search included policy and practice documents from the World Health Organization, the International Council of Nurses, and websites of 48 nursing and health organizations. Two reviewers independently completed title and abstract screening prior to full-text review and data extraction. Conflicts were resolved via discussion or with a third reviewer. Extraction was completed by 2 reviewers using a piloted data extraction tool. Articles published in English from 1975 to the present were included. Sources in languages other than English were not included in the review due to the difficulties in accurately translating the concept of capability. Thirty-five sources were included in the review with publication dates from 2000 to 2023. Most sources originated from Australia, the United Kingdom, and the United States. Sources included frameworks and clinical guidelines, peer-reviewed articles, and gray literature. Capability was discussed in a range of settings, including specialized clinical roles. Applications of capability in educational settings included the use of capability frameworks to guide nurse practitioner education, nursing practice doctorates, and postgraduate nurse practitioner training. Definitions of capability, where provided, were relatively consistent. Capability was proposed as a distinguishing characteristic of advanced practice nursing, as a descriptor of clinical proficiency that moved beyond competency, and as a framework that accounted for complexity in health care settings. Capability was used as a concept and framework to describe advanced practice nursing within complex practice environments that necessitate flexible approaches. Capability frameworks were applied holistically and to specific areas of practice or education, including in pregraduate and postgraduate advanced practice nursing education. Strategies for teaching and learning capability focused on flexibility, student-directed learning, and development of flexible learning pathways. A Norwegian-language version of the abstract of this review is available: http://links.lww.com/SRX/A58.

Symposium 5: How can Networked Learning promote student-directed learning at AUT?

Auckland University of Technology (AUT) is a young university in Aotearoa New Zealand, focusing on the student experience. This paper looks at the learning environment in that context and questions where networked learning principles could contribute to the strategic goal of student-directed learning. The paper explores central notions in networked learning as strengths and weaknesses, and redefines student-directed learning for the context of AUT.

Symposium 5: Networked Learning: Classroom Experiences at AUT

This short paper describes a proposed case study which aims at exploring to what extent Networked Learning enhances classroom experiences at the authors’ institution and how the authors’ institution could adopt networked learning in producing Great Graduates, the authors' institution mission. The case study is significant with the re-definition of Networked Learning within an institutional context. The study employs an interpretivist research approach (Erickson, 1998) with a combination of direct observation and interview-like methods to understand the experiences of students and teaching academics in on-campus Networked Learning situations among all 15 study options at the authors' institution. Participants will include volunteered students and academics from various disciplines. The literature review indicates that the adoption of Networked Learning in classroom boosts students’ self-efficacy for social networking and professional development, enhances student-centred experiences with a community focus (e.g., social presence) and provides opportunities for students to further develop their critical thinking. The changing landscape of higher education, especially in this post global pandemic era, warrants the development of a case study approach within a particular context in order to further investigate the adoption of Networked Learning in enhancing teaching and learning processes. The findings will gain insights into achieving the strategic goal of student-directed learning at the authors' institution and could be applicable to higher education in general in order to improve teaching and learning experiences further. In short, it is an iterative process of developing one’s own Networked Learning application through the affordance of the Networked Learning principles and the practical accomplishment of teaching and learning practices at the course as well as the programme level. Limitations and possible future study are being identified from this proposal.

Perspectives of Students, Teachers and Parents on the WhatsApp Platform Remedy for Covid-19 Learning Restrictions in Tanzania

The study explored the WhatsApp platform's effectiveness as an alternative to traditional classroom learning during the COVID-19 pandemic in Tanzania by examining parents, students, and teachers’ perspectives regarding its use in education. The study employed the descriptive survey design. The design was particularly useful as the researchers sought to explore patterns or trends of its use in education. The study sample comprised parents, students and teachers who voluntarily participated in the study, reflecting a range of viewpoints from Tanzanian school communities. The study involved 125 participants from four schools. Data were acquired through a combination of telephone interviews, online group discussions and an online questionnaire, providing a comprehensive understanding of the participants' experiences and opinions on the use of the platform during the pandemic. Descriptive statistics, including frequencies and percentages, were applied to the quantitative data, whereas qualitative data analysis employed the thematic approach. The results indicate that WhatsApp is an effective classroom-learning platform, facilitating connectivity among students, parents and teachers during the pandemic. The study highlights benefits like improved parental involvement, enhanced student inquiry skills and subject mastery. The study recommends integrating WhatsApp into the curriculum and, during teaching, combining it with other digital tools for comprehensive student-directed learning.

Academic self-concept, achievement, and goal orientations in different learning environments

Stage-Environment Fit Theory underlines the role of learning environments and their match with students’ needs as crucial for students’ motivation and learning. This study explores the mediation role of goal orientations in the interplay of academic self-concept and achievement in mathematics and verbal domains in student-directed and teacher-directed learning environments. The sample consists of 1153 adolescent students (Mage t1 = 13.97; SD = 1.37, 49% girls) from Germany. Multi-group cross-lagged panel analyses confirm the Reciprocal Effects Model for the student-directed learning environment only, as reciprocal relation of academic self-concept and grades over time has been found. The extension of the Reciprocal Effects Model with goal orientations as mediators could not be confirmed for any learning environment.

Student-directed learning in a LIC: How do they find it? An exploration into the medical students’ perceptions of the utility of the self-directed component (‘white space’) of the Longitudinal Integrated Clerkship in the ScotGEM curriculum

Background Scottish Graduate Entry Medicine (ScotGEM) is a new four-year graduate entry medical programme. During the third year, students undertake a Longitudinal Integrated Clerkship (LIC) where they are integrated into one General Practice for two and a half days a week. The remaining time is ‘white space’, allowing students to undertake placements and portfolio work; while directing their learning. Aims To explore the students’ perceptions of the utility of the ‘white space’ of the ScotGEM LIC. Secondary aims were to explore the positive aspects of this space, the challenges of utilising this space and to explore any difference in the ‘white space’ between LIC regions. Methods An explorative case study methodology was utilised and semi-structured interviews were conducted with third and fourth-year students. 13 interviews were transcribed for inductive thematic analysis. Findings Four themes were established: the students’ usage of the ‘white space’; the tools they used to guide learning in this space; regional variations in LIC experiences and they offered suggestions to improve the utility of this space. Discussion and conclusion The findings are detailed and integrated with relevant literature to inform recommendations for future LIC practice and suggestions for future research are offered.

Creative Problem-Solving in K to 12 Physics Classroom on STEM Strand

Creativity is an important skill to be developed in STEM education and is also needed for economic development. Hence, this study identified and described the instructional practices of Physics teachers that foster creativity in problem-solving in Physics classrooms and their students creativity as influenced by these practices. Using a descriptive case study, classroom observation, semi-structured interviews, and document analysis were initiated from the purposive sample of six cases of Physics teachers. Thematic analysis revealed that the teacher participants foster creativity in problem-solving through constructivist-oriented and student-directed learning activities. The descriptive statistics further revealed that Creative Problem-Solving v6.1TM stages were moderately observed. Assessment of the students' learning outputs uncovered that relevance, effectiveness, problematization, and elegance were the criteria that were highlighted in all cases. In conclusion, the instructional practices and their extent of alignment to CPS v6.1TM can influence the level of creativity in problem-solving. Implications and recommendations were also discussed.

Educational Placement and Goal Quality for Students With Complex Support Needs

Abstract This study examined reading, math, writing, social, behavioral, and communication learning goals for a large, national sample of elementary students with complex support needs served in one of four types of educational placements. Each goal was coded for three quality characteristics: (1) strengths-focus; (2) inclusion of self-determination skills; and (3) description of the context and content of goals, and identification of needed supports. The findings suggest ongoing issues with the expectations in goals for students with complex support needs across placement types, consistent with past research. There was a general lack of focus on student-directed learning and activities as well as a lack of identification of student-initiated supports. Goal quality characteristics varied across goal domains and placements; descriptive findings suggest that goals aligned with academic standards and social-behavioral-communication competencies were more common for students in inclusive general education classrooms. Implications for research and practice are described.

Student-directed learning in popular musicianship: An action research study of university music students

This action research study provides insight into the learning of university music education students who participated in a popular musicianship experience. The participants were thirty-four music education students (i.e. pre-service music educators) at an American university enrolled in a student-directed Popular Musicianship course. Although given access to “rock band” instruments and sound equipment during the semester-long experience, they did not receive any direct instruction from the faculty instructor of record. After organizing into bands, the participants were challenged to prepare for performance two or three songs, including one cover and one original song. They also indicated the confidence they had in their ability to lead their future students in popular music making. This measure of self-efficacy was collected at the beginning, middle, and end of the experience. Also, participant written descriptions of their experiences was analyzed qualitatively. The findings of the study indicated that participants believed their overall musicianship benefited from the experience due to the challenging nature of vernacular music making, which was also enjoyable and rewarding. The experience also appeared to impact their teaching philosophies for the future. Finally, their self-efficacy increased significantly across the experience.

Enhancing Cultural Consciousness

Student engagement and empowerment promote active, first-person conversations with national and international scholars and artists through virtual presentations. The process discussed below establishes a procedure for student-directed learning and empowerment. This process can be applied to any publications, internet resources, videos, YouTube conversations, and so much more to develop multinarrative and multicultural learning opportunities. Active learning is evident in student reflections that were collected throughout the Fall 2020 semester. By accepting this process of empowering students through active, authentic learning, changes to the syllabus, curricula, and pedagogy had to be made. There is excitement about the potentiality presented by future students as they engage in a similar process of the analysis of chapters, ongoing Blackboard discussions, and how they approach encounters with scholars and artists through a virtual medium.

A Double-Flipped Virtual Classroom Format for Medical Students Learning Ophthalmology: An Approach to Clinical Rotations in the Context of COVID-19.

Purpose The aim of this study was to assess efficacy of a virtual, double-flipped clinical rotation in ophthalmology for medical students during the coronavirus disease 2019 (COVID-19) pandemic. Methods We instituted a virtual, reverse-classroom clinical elective for eight medical students interested in ophthalmology as a career. The course included required prework, interactive case-based discussions, and follow-up quizzes (first flip) entirely prepared and delivered by the students as teachers (second flip). After completion of the course, we surveyed students on five domains: (1) Autonomy and Leadership, (2) Self-Efficacy, (3) Impact on Career Selection, (4) Quality of Educational Experience, and (5) Clear Goals and Feedback using a Likert scale of 1-5 (5 being the most positive). We also asked open-ended questions regarding the overall experience, that is, strengths, weaknesses, and future recommendations for the course. Due to the small N and exploratory nature of the study, no formal statistical inference was performed. Results Seven students responded to the survey. Aggregated mean survey scores for each domain are represented in parentheses. Responses were very positive in regard to "Autonomy and Leadership" (4.5), "Impact on Career Selection" (4.1), "Quality of Educational Experience" (5.0), and "Clear Goals and Feedback" (4.4). "Self-Efficacy," which had an emphasis on ability to perform an eye exam and basic knowledge of ophthalmology, had a lower mean (3.4). The subjective responses were also very positive, but similarly alluded to the limitation of learning examination skills virtually. Conclusions A medical school clinical elective can be successfully executed in a virtual format with an emphasis on student-directed learning. The novel "double-flipped" approach was highly rated by our small sample size. However, there remained a glaring limitation in the ability to transfer clinical skills in the virtual format. In the context of limited in-person contact due to the COVID-19 pandemic, we believe that the double-flipped, virtual format was a viable replacement for a traditional clinical rotation.

Effect of Online Classes on English Phonology

본 연구는 현재 대학 교육 현장에서 진행하고 있는 온라인 수업 중 영어전공 교과인 영어음운론의 실시간 동영상 수업이 어떤 학습적 효과가 있는지에 대해 분석하는데 있다. 이에 다양한 음성 기호, 음소의 구별기호, 음운규칙의 설정과 적용 방법 등을 어떻게 하면 온라인 수업에서 효과적으로 표기하며 이해시킬 수 있는지에 집중하며 진행한 교수 방법의 효율성을 점검한다. 본 연구는 마이크로소프트 팀즈 프로그램을 이용한 실시간 온라인 강의를 진행하며 얻은 결과에 기반을 두고 있다. 아울러 이러한 영어전공 교과 교육에 있어서 어떤 교육방식을 채택하는 것이 효과적이며, 학습자들의 온라인 수업 적응 정도, 학습내용 습득의 정도, 그리고 비대면 온라인 수업을 통한 음운론 교육의 실효성에 대한 반응 등에 대해 설문조사를 통해 분석하였다. 이것은 앞으로 더 효율적인 온라인 교수방법을 모색하는 계기를 마련하는데 기여할 것이다.The purpose of this study is to investigate the effect of current online classes on English phonology and analyze the operation of the teaching method as well as the factors related to the improvement of learning effectiveness that English phonology learners can catch. This study was performed based on the results from live online classes conducted through the Microsoft Teams program. For various phonetic symbols involving diacritic marks and the manner of application of phonological rules, the method of the live online class was found to trigger influential positive results in terms of sharing textbook files, sharing PPT files of summarized learning contents, and using PC tablets. The result of a questionnaire reflects that the majority of learners preferred the current learning method in the online phonology class and were comparatively satisfied with student-directed learning and mutual communication online, supporting that the class operation of instructors and learning motivation are significant.

From education to action: Development and evaluation of a student-directed service learning program

Purpose Service learning consists of service activities that respond to community-identified concerns, active learning about the population being served, and self-reflecting on the experience. The Service Learning Program (SLP) is a novel, student-led, longitudinal volunteering experience designed to address social determinants of health (SDOH) education in the undergraduate medical school curriculum. In this program, medical students complete requirements in three domains of service, education, and self-reflection over the span of one academic year. Methods and materials Participating students are sent surveys prior to and after a year of participation in SLP, which are aimed to measure changes in their perceived knowledge, attitudes, and skills in multiple domains related to service learning and social determinants of health. Results Over the course of the 2019–2020 year, 110 students who participated in SLP responded to both pre- and post-surveys. These students reported significant improvements in their confidence in various knowledge and skills related to SDOH, such as identifying vulnerable populations and assessing community needs. They also were more likely to report that learning about social determinants of health was ‘very important’ after participating the program. Conclusions Medical students participating in a longitudinal service learning program focused on SDOH can acquire knowledge and skills that will empower them to understand, advocate, and care for underserved populations as future physicians. This program provides a model for integrating service learning into undergraduate medical education.

Instilling Resiliency in Surgical Education: The Benefits of Longitudinal Medical Student Learning

The longitudinal clerkship has been recognized as an innovative, unique model in medical education that demonstrates significantly higher student and preceptor satisfaction with comparable long-term outcomes like performance on standardized examinations. At the center of this model is the student-preceptor relationship, which promotes effective student-directed learning and personal and professional relationships with established faculty mentors. The University of California, San Francisco (UCSF) has two clerkships models: a traditional or "block" model consisting of 2-month sequential clinical rotations in seven core clerkships, and a longitudinal model that integrates parallel out-patient clinical experiences over the entire year with one-on-one faculty preceptors from each core discipline with focused 2-week intensive inpatient rotations. In the setting of the Covid-19 pandemic beginning in Spring of 2020, this arrangement allowed for a natural experiment to evaluate the resiliency of the respective models in the face of unprecedented disruptions in education and healthcare delivery. As described in this perspective, both clerkships required rapid pivots; however, students enrolled in the longitudinal clerkship were more likely to develop stronger relationships with surgical faculty and felt more prepared for making career choices. Medical school curricula may benefit from incorporating longitudinal components, as this model provided flexibility and fostered greater faculty-student mentorship in the setting of disruption to medical education.

RELATIONSHIP BETWEEN ACADEMIC SELF-EFFICACY AND COGNITIVE LOAD FOR STUDENTS IN DISTANCE LEARNING

The COVID-19 global pandemic has forced the education process worldwide to change its form to distance learning. This empirical study contributes to recently limited knowledge about the remote learning process. The study aimed to determine how academic self-efficacy is related to subjective cognitive load to predict achievement results in different forms of distance learning. The research method used was a quasi-experimental pilot study. The research questions were: (1) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement results in teacher-directed distance learning? (2) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement in student-directed distance learning? (3) What is the difference between teacher-directed and student self-directed distance learning settings regarding relationships between academic self-efficacy, subjective cognitive load, and achievement results? The measurement of academic self-efficacy and subjective cognitive load in the context of task assessment results were compared in different distance learning settings in two independent groups of 9th graders. The results suggest a significant relationship between subjective cognitive load and achievement results in student self-directed but non-significant between all variables in teacher-directed distance learning settings. In contrast, settings themselves demonstrated no influence on any measured factors.

Viability of outcome-based education in teaching English as second language to chemical engineering learners

Outcome-based Education (OBE) is a student-directed learning system that enables learner autonomy, skill development, and life-long learning. Pakistan Engineering Council (PEC) has started implementing OBE in her affiliated engineering institutions at the undergraduate level, being a full signatory of the Washington Accord in 2017. PEC has made it obligatory for all institutions offering engineering degree programs to implement OBE at the undergraduate level. In this regard, the present study investigated the prospects of OBE implementation in the English as Second Language learning classroom of Chemical Engineering students. A quasi-experimental method was adopted to analyze the effectiveness of OBE in ESL learning. A group of 29 students were taught through traditional pedagogy in the first half of the semester and were provided treatment over the second half. Pretest and post-test were conducted to examine the learners’ outcomes for the ESL course for chemical engineering students. The teachers’ beliefs were recorded through semi-structured interviews regarding the prospects and potential challenges to OBE in Pakistan. The quasi-experiment results showed a rise in the students' course learning outcome in the content and skills. The teachers highlighted several challenges to OBE in Pakistan, including lack of training for non-engineering faculty, teachers’ and students’ reluctance to shift to student-centered mode, institutional dictation regarding teaching and assessment, and large classrooms. This work suggests teacher training of non-engineering courses and adopting a unified learning management system.

The role of the learning environment in adolescents\u2019 motivational development

Past research has continuously shown that motivation in school declines across adolescence. To counteract potential declines in educational practice, the present study examines the motivational development of early and middle adolescent students within one school year and across two distinctive learning environments: a conventional teacher-directed learning environment and an individualized student-directed learning environment based on competency matrices. Based on a sample of 1153 (Mage = 13.97, SD = 1.37, 49% girls) students from grades 7 to 10, latent change analyses were conducted to examine within-school year changes in general self-efficacy and intrinsic value. Significant interaction effects of age and learning environment suggest that motivational trajectories may diverge from the consistent motivational declines that have been demonstrated by past research. Students from both learning environments differed in their general self-efficacy, but not in their intrinsic value.

Development of Instructional Design Models Based on PBL Model for Software Modeling Course at the Information Technology College in Indonesia

The Conventional instructional design methods using teacher-centered learning approaches provide few opportunities for students to be actively involved during the learning process. This process is not relevant to the characteristics of the Software Modeling course which ideally emphasizes student-centered learning. As a result, instructors cannot control the learning system efficiently, so students cannot reach the minimum competency standards planned in the learning design. In this work, we propose an instructional design model that integrates Problem-Based Learning (PBL) into the instructional deign of Software Modeling course. Three main elements of the PBL learning system model are proposed, namely: Elementary Curriculum that emphasizes the use of problems as the starting point of student learning; Element Group that emphasizes collaboration systems (group discussion-based learning); and Student Elements that emphasizes the Student-Directed Learning (SDL) system. The three main elements of PBL are applied thoroughly and proportionally to each particular learning topic in Software Modeling course. This concept is different from PBL concepts which have been widely applied as learning models, which do not apply the three main PBL elements to each learning topic. This concept is also designed to improve the weaknesses of the PBL model which only places individual learning in small portions, or even none at all. This research uses the Research and Development (R&D) method which consists of three main stages, namely: analysis of system requirements, system development, and formative evaluation. In formative evaluation we do the expert validation, one-to-one student evaluations, and small group evaluation to test the effectiveness of the system. The result of expert validation (related to content, instructional design, and media design) shows that the instructional media product based on PBL that is developed is very suitable to be used as a learning resource, with an average validation percentage of 83.2%. The students' responses to the one-to-one student evaluation and small group trials show that the instructional design products that are developed are feasible to make student actively involved during the learning process, with an average value (related to product display, Usability, and benefits aspects) reach 82.6%. The average level of mastery of students on certain topics reaches more than 96%.

Introducing WebQuests in Mathematics: A Study of Qatari Students’ Reactions and Emotions

There is a need to investigate didactic strategies that can enhance engagement in science and mathematics education. This paper reports on the introduction of WebQuests, as part of collaborative inquiry, to enhance students’ engagement in their mathematics lessons in Qatar. We present interview data gathered from eight student focus groups (grades 5 to 9) before and after the introduction of WebQuest lessons. Constant comparative analysis was used to examine students’ reactions to using WebQuests in developing student-directed learning and collaboration in relation to support for learning. The analysis identified prospective reactions that were often confirmed retrospectively following the WebQuest lessons. These reactions were further analysed as external expressions of affect encoded by trait-like emotions that were similar to Goldin et al.’s (2011) notion of engagement structures. We suggest that the confirmation of reactions and emotions was influenced by students’ levels of tolerance for ambiguity as a common element across engagement structures.

Hypothesis Driven Gross Anatomy Learning for Brain and Cranial Cavity Dissection Using MRI Imaging of Cadavers and Delivered Utilizing XR‐Web Technology

As part of the AAMC accreditation process, medical school faculty must “define patient types and clinical conditions that all students are expected to encounter” and generate learning experiences (LCME Standard 6: www.lcme.org/publications). The purpose of this study was to develop a multi‐departmental workflow for gross anatomy dissection utilizing our unique “patient” group represented by our Willed Body Program (WBP). This workflow was applied to the Head and Neck dissection series. MRI scans of WBP donors were obtained, subsequent to embalming, and were uploaded to rad3d.com. “Subject (S)”, “Medical History (M)” and “Physical Exam (PE)” data were uploaded followed by “Radiology (R)” and “Pathology (P)” reports. Students were presented with initial assessment information that was discussed within groups. Hypotheses were generated and recorded with Google Forms. Students were subsequently presented with R and P reports while using the software during the interactive session. Students also accessed relevant 3D segmented, photogrammetric and illustrative models. Diagnostic features were reviewed and diagnoses were rendered, which were subsequently tested in a dissection exercise. The models were also viewed as XR models using zSpace computers. Results of the hypothesis testing revealed that students were able to identify neurological abnormalities related to radiological findings in cadavers. However, some hypotheses were disconnected from the official cause of death. A survey of seven questions was conducted to assess student opinion (n=73) using a 5‐point Likert scale. Results showed that students found MRI scans of cadavers to be useful while dissecting and that MRI scans provided an understanding of relevant anatomy, as demonstrated by a mean score of 4.14 (SD 1.1) and 4.34 (SD 0.9). 78.1% of students used Rad3D software to view MRI scans of cadavers. However, difficulty of use was found to be average as demonstrated by a mean score of 2.92 (SD 1.0). 41.1% of students used zSpace technology with a majority of students agreeing that it provided an understanding of spatial relationships of the diseased structures, as demonstrated by a mean score of 3.60 (SD 1.0), while 97.3% of students reported wanting more interactive sessions using MRI scans of cadavers. Based on these results, we conclude that cadaveric MRI scan visualization promotes medical student hypothesis generation and is useful in students’ understanding of anatomical dissections and Problem‐Based Learning cases. Furthermore, we conclude that this approach is consistent with student directed learning and deserves further exploration as the basis for gross anatomy dissection in the medical curriculum.Support or Funding InformationSupported, in part, by XLR8UH and Quake VC.