Student Self-directed Learning Research Articles

The Impact of Social Support Systems on EFL Students Self-Directed Learning Skills

The Impact of Social Support Systems on EFL Students Self-Directed Learning Skills

Development and evaluation of e-comic nervous system app to enhance self-directed student learning

Technological developments in various fields are the key to progress in the digital era. The utilization of technology-based learning media in education makes learning more interactive and supports independent learning. This study aims to develop and test the practicality and effectiveness of storyline-based nervous system e-comics media to support students' independent learning. This research uses the Research and Development (RnD) method with the Lee & Owen model, consisting of the analysis, design, development, implementation, and evaluation stages. The research was conducted with the subjects in this study, class XI MIPA SMA Negeri 2 Malang students, totalling 60 people. A pre-experimental design of one group pretest-posttest was used to test the effectiveness of the media. Data were collected through questionnaires and tests. The media validation results obtained 100%, material validation 100%, and student response results 98.7% in the class trial. The effectiveness test used a Pretest-Posttest Control Group Design. The results showed a significant difference between the posttest of both classes with Sig. (2-tailed) 0.00 <0.05, there is a significant difference between the control and experimental classes. Storyline-based nerve e-comic media can facilitate independent learning more interestingly and interactively.

PENGARUH PEMBELAJARAN BLENDED LEARNING TERHADAP KEMANDIRIAN BELAJAR SISWA KELAS X SMK NEGERI 2 BONE

This research aims to determine the influence of Blended Learning on student self-directed learning in Grade X of SMK Negeri 2 Bone. The research was conducted from July to August 2023. This study is a quantitative descriptive research. The research population consisted of 304 students in Grade X of DKV at SMK Negeri 2 Bone, with a sample of 55 students. Data collection in the research process was carried out using questionnaires and documentation. Based on the research results, it is found that the respondents' perceptions of Blended Learning in relation to student self-directed learning amounted to 75%. This indicates that the respondents' opinions fall within the "agreeable," "good," or "likable" category because 75% falls within the range of 60% - 79.99%. Furthermore, the additional results of the t-test show that the calculated t-value is 0.625, which is smaller than the tabulated t-value of 2.006, and the significance value is 0.535, which is greater than 0.05. This suggests that the null hypothesis (Ho) is accepted, and the alternative hypothesis (H1) is rejected. Therefore, it can be concluded that Blended Learning has a non-significant influence on student self-directed learning.

The Effectiveness of The Tack Learning Model Using Logic Model Analysis To Enhance Self-Directed Learning

This research aims to evaluate the effectiveness of the TACK (Technological, Andragogical, Content Knowledge) learning model combined with Logic Model analysis in enhancing students' self-directed learning in the Department of Non-formal Education (PNF) at Padang State University. This research employs a quantitative experimental research approach, measuring the difference between pre-test and post-test scores to assess the impact of the TACK learning model on student self-directed learning. Data were collected through questionnaires, observations of the teaching implementation, and documentation. Logic Model analysis is utilized to map the components of the TACK model and evaluate the expected outcomes. The research findings indicate a significant improvement in student self-directed learning, as evidenced by the increase in post-test scores compared to pre-test scores. Statistical analysis supports the hypothesis that the TACK model effectively enhances students' self-directed learning in the Department of Non-formal Education (PNF). This research highlights the potential of the TACK learning model combined with Logic Model analysis as a valuable strategy for enhancing the quality of learning within university environments. Its application offers a promising approach to improving self-directed learning, which is crucial for enhancing learning outcomes. The findings of this research have implications for curriculum design and faculty training in educational institutions. Furthermore, this research contributes to the existing knowledge base on effective teaching methods for students, providing valuable insights for future learning practices.

Effectiveness of Team-Based Project Integrated E-books in Improving Student Self-Directed Learning and Creativity

Student self-directed learning and creativity are needed to support the hybrid learning currently being implemented in higher education. This research aims to develop an integrated team-based project e-book to increase students’ self-directed learning and creativity. Products are designed according to the stages of the ADDIE model. The product is then tested for feasibility by material experts and evaluated by users. The results of the feasibility test conducted by experts show that the e-book is highly feasible for use. Meanwhile, user testing is conducted through pre- and post-tests. Furthermore, in-depth interviews were conducted with several students to enhance the depth of the obtained data. The results of user trials were analyzed using inferential statistical data analysis methods, specifically the paired sample t-test. The results of the analysis show that e-books can improve learning outcomes, students’ selfdirected learning abilities, and student creativity in cultural anthropology courses. Therefore, the results of this research can be used with students to improve learning outcomes, creativity, and students’ self-directed learning abilities among students with similar characteristics.

Designing Interactive Multimedia Computer Graphics Using The 4D Method as Self-Directed Learning for Students

The process of Self-directed learning of students using modules or consulting by asking for online explana-tions to lecturers is still not effective, especially for Computer Graphics courses that prioritize psychomotor aspects, namely skills. This research aims to develop learning media in the form of interactive multimedia to support Self-directed learning of Computer Graphics course students. This research uses the type of develop-ment research or Research and Development. The development procedure used adopted Thiagarajan's 4D model. This research produces multimedia products consisting of an initial page, the main menu page includes introduction, material, developer profile and quiz or evaluation. The multimedia developed effectively improves student learning outcomes through Self-directed learning in terms of an increase in the average score of pre-test and post-test results from 67.22 to 82.41, which means that there is an increase in student learning out-comes by 15.19%.

Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review

Self-directed learning (SDL) is one of the key competencies that provides the conditions necessary for adjustments to changes in the social context, and it should be developed from the early years of schooling. The effect of SDL on learners’ motivation and attainments has been proven, and its value in enabling learners to change has been substantiated. When applying it in practice, difficulties are faced because SDL-based pedagogy sets challenges for both school students and teachers. It is important to carry out a systematic analysis investigating factors that provide the conditions for the self-directed learning of students. A systematic analysis (applying methods of systematic reviews and meta-analysis (PRISMA)) allows us to emphasize that the liberating factors of SDL include learning environments (support/scaffolding, teaching and learning strategies, physical environment and technological resources, autonomy, assessment and self-assessment, feedback, sustainable and positive climate), obtained knowledge, abilities (self-efficacy, cognitive competence, time management, meta-learning skills), and the learner’s proactivity (collaboration, meeting learners’ needs, possibilities, search for learning support, and raising questions). The oppressive factors of SDL when dealing with learning environments for both learners and teachers (learning load, teaching and learning strategies, teacher power, anxiety, negative emotions, assessment, absence of feedback, control, lack of learning support) as well as educational institutions (teacher support, learning facilities, culture of encouragement and support) are discussed.

Predicting student-teacher self-directed learning using intrinsic and extrinsic factors: a Theory of Planned Behavior adoption.

This study set out to develop a model that illustrates the causal relationship between factors influencing Thai student-teacher self-directed learning (SDL). To achieve this, the authors analyzed and applied the Theory of Planned Behavior (TPB) to investigate the role of family support, teacher support, friend support, fellow students, and the university in influencing SDL. The research used a sample of 468 student-teachers from five academic majors randomly selected from the King Mongkut's Institute of Technology Ladkrabang (KMITL) Bachelor of Industrial Education Program during the 2021 academic year. The authors developed a questionnaire which was evaluated from both a panel of experts and a 30 student-teacher pilot test which found that item reliability was acceptable. LISREL 9.10 was used to analyze the data from the study's structural equation model path analysis. The results revealed that all the causal variables in the model positively influenced SDL, explaining the variance of influencing factors on SDL (R2) at 51%. SDL comprised five variables, when ranked in order of importance these were fellow students (FSt), teacher support (TS), family support (FS), friend support (FrS), and their university (Uni). The study also highlighted issues concerning each student-teacher's learning time management ability and their perception of the university's ability/willingness to allow each individual to choose their course, thus enhancing their SDL learning ability skills. It was speculated that some university educators even today perceive SDL as an adult education tool which they perceive is not appropriate at the university level. The authors also felt that for younger student-teachers that the COVID-19 medical emergency limited teacher/student/university interaction, thus contributing to student misconceptions about support availability. This study contributes significantly to the literature by investigating how TPB intrinsic and extrinsic factors impact a university student's self-directed learning.

Students Self-Directed Learning Using Blended Learning On Reading Subject In Higher Education

Abstract. This study aimed to measure self-directed learning using blended learning in the reading subject in higher education. The researcher employed the descriptive method with a quantitative approach. Self-directed learning was the sole focus of the investigation. In line with Williamson, S. N., five aspects were to measured self-directed learning: awareness, learning strategies, learning activities, evaluation, and interpersonal skills. The researcher acquired data on self-directed learning through a questionnaire. The study's population comprised English students at Universitas PGRI Sumatera Barat during the 2022 academic year, totaling 55 students. Employing purposive sampling, the entire population of 55 students was included in the sample. Upon analyzing the collected data using SPSS 22, the researchers employed the percentage formula to ascertain the students' score distribution. The findings indicated a noteworthy 76% overall score, signifying a high level of self-directed learning. These outcomes suggest that students at Universitas PGRI Sumatra Barat exhibited robust traits of responsibility, persistence, self-control, discipline, and effective learning strategies.

“METAPAD” (METAbolic PAthways Decoded) – a gaming innovation to ease the complexity of metabolic pathways by promoting self-directed, active, participatory learning in small groups

BackgroundIn medical education, the conventional didactic lectures make the learning process tedious and cause disinterest among students. To overcome this, an effective experiential learning integrated with game-based approach that intends to make the learning process fun filled, interesting and enhance the active participation of students to understand complex topics in a simple and optimum manner should be adopted.ObjectivesThe purpose of this study is to assess the efficiency of a puzzle-based innovation, METAPAD (METAbolic PAthways Decoded) in understanding the complexity of biochemical pathways by enhancing the self-directed learning of students through active engagement in small groupsMethodsIn this mixed-method study, 103 first professional year medical students in small groups were enrolled for the METAPAD gaming puzzle-based learning activity. The puzzles were integrated with a relevant clinical case study. Decoding the puzzle after identification of the metabolic pathway involved in the case was conducted in level 1,2 and 3 with increasing complexity of puzzles at every level. Following the puzzle activity, A 21-item questionnaire was administered to evaluate the usefulness of the innovation and students’ perceptions towards different learning styles. Also, students’ feedback was obtained through personal interviews for qualitative analysis and thematic analysis was performed.ResultsOne hundred and three first year undergraduate medical students participated in the study. Most of the students perceived the METAPAD gaming puzzle to be an effective and innovative style of learning. There was not any significant association between age, gender and acceptance towards the METAPAD gaming puzzle. The predominant type of learning style among the students was multimodal (49.5%). Also, there was no great influence of the learning styles on the overall perception towards the METAPAD gaming puzzle. However, learners emphasized the need to focus more while solving the puzzles.ConclusionStudents perceive the METAPAD gaming puzzle as an actively engaging teaching-learning method that enhances their creativity, critical thinking and problem-solving abilities. It promotes self-directed learning of complex pathways in biochemistry which helps in remembering and recalling information and improves their learning skills.

Curriculum Delivery Through Learning Technologies in Online Classrooms: Challenges and Prospects in Higher Education

Higher education institutions in most developing African nations have been classroom-based. This practice has been in place for decades in African countries, with many benefits for stakeholders. Lessons from the COVID-19 pandemic experiences in the global space brought a new approach to curriculum delivery. Universities in most developed countries have expanded, using various digital technologies for teaching and learning. However, the case was a severe challenge in Africa, where many were cut off from teaching and learning activities for months. The study explored the transition from conventional classroom curriculum delivery to online learning as the only alternative approach during the pandemic. Although online learning encourages self-directed learning in students, the study explains the self-determination theory as it underpins online learning. A content analysis of various literature sources on the phenomenon was employed for this systematic review. Findings revealed that many universities in South Africa encountered severe challenges in fully adopting online classes for curriculum delivery. Teaching and learning activities were grounded for months until the Department of Higher Education and Training compelled all to embrace learning technologies to salvage the academic calendar. Rural-based students were reported to be significantly challenged in accessing online learning activities. affirmExtant literature sources affirmed that higher education institutions were unprepared for the sudden transition from conventional classrooms to online learning. Hence, they needed help to take rapid measures to integrate online learning into the system. Many challenges have been encountered in this technological transformation of the teaching and learning approach; the study, therefore, recommends, among others, adequate provision of learning technologies, provision of intense technical know-how support for lecturers for effective use of online learning.

Equitable Impacts of Coaching Reports on Pre-PharmD Students Self-Directed Learning and Pharmaceutical Science Exam Performance

Equitable Impacts of Coaching Reports on Pre-PharmD Students Self-Directed Learning and Pharmaceutical Science Exam Performance

PEMBELAJARAN DARING : ADVERSITY QUOTIENT DAN SELF DIRECTED LEARNING PADA SISWA

Online learning is an alternative form of learning to overcome challenges in the world of education, which will produce different levels of effectiveness for students due to various factors, both internal and external. The purpose of this study was to empirically examine the relationship between adversity quotient and self-directed learning in students who study daring. The participants of this study were 120 students studying daring. Simple regression analysis was used as a data analysis technique in this study. The results of this study showed a significant correlation of 0.584. The higher the adversity quotient, the higher the self-directed learning in students who learn daring, and vice versa, the lower the adversity quotient, the lower the self-directed learning in students who does online learning.

Artificial intelligence-enabled evaluating for computer-aided drawings (AMCAD)

AMCAD ( www.amcad.ai ) is a web-enabled artificial intelligence (AI) system created to auto-evaluate students’ computer-aided drawing (CAD) work assignments and help students in self-directed learning. It compares two engineering drawings and highlights the differences (errors) between the two. The errors are classified into two categories: “Missing Line” errors shown in red and “Erroneous Line” errors in blue. AMCAD works in tandem with all CAD software. It uses computer vision technology to convert PDF drawings to raster subimages, and XOR to evaluate quantitatively the best-matched with best-aligned views. AMCAD, whose AI algorithms and web application were developed in Python, shows the comparison results in two display modes: superimpose and side-by-side. To encourage students in self-directed leaning, instructional videos can be included in each CAD work assignment.

Technological Self-efficacy, Learning Motivation, and Selfdirected Learning of Selected Senior High School Students in a Blended Learning Environment

The differences between online and traditional learning are evident considering many important factors. The study of Al-Maroof et al (2021) reveals that students prefer online learning platforms depending on the content appropriate to their skills and abilities and on the quality of the platform thus meeting their expectations and satisfaction. Zheng (2021) also argues that online learning becomes an avenue for students’ self-directed learning. Moreover, Pan (2020) emphasizes that students' technology self-efficacy influences their self-directed learning, and according to Grande et al (2022) and Anette (2018) intrinsic motivation plays a big role in the student’s self-directed learning. In contrast to traditional university students, students learning online have a high correlation between self-directed learning (SDL) and academic performance. Using SDL as a teaching strategy can help students become more adept at controlling their own teaching-learning process (Khalid et al, 2020). Hence, the researcher was motivated to conduct a study to determine the level of technological self-efficacy, learning motivation, and self-directed learning of selected senior high school students of the University of Perpetual Help System –JONELTA and the relationship of each variable. The findings of this study could serve as a guide for senior high school students for them to realize their technological self-efficacy and the importance of learning motivation to their ability to self-direct their learning and a great significance in the field of education specifically policy makers and curriculum designers of Department of Education, administrators, school principals and senior high school teachers might use as reference for the outcomes in assessing blended learning in private academic institution in order to decide whether or not this modern trend in instruction is viable for other public schools. The researcher utilized the descriptive-correlational method of research using survey questionnaire in gathering data. Statistical method utilized to give credence and reliability to the work. The findings show in terms of level of technological self-efficacy, the average weighted mean of 3.97 revealed that the respondents’ level of technological self-efficacy is high. Meanwhile, for learning motivation, the average weighted mean of 4.10 revealed that the respondents’ have high level of learning motivation in terms of control of learning beliefs (4.23), goal orientation and task value (4.18), intrinsic goal orientation (4.10), teacher support (4.08) and social engagement (3.94. Moreover, the average weighted mean of 4.03 revealed that the respondents had a high level of self-directed learning. An average weighted mean of 4.03 revealed that the respondents have a high level of self-directed learning. Meanwhile, for the relationship between technological self-efficacy, learning motivation and self-directed learning, the findings showed that there was a multiple correlation between the respondents’ level of technological self-efficacy, level of learning motivation, and level of self-directed learning. A value of 0.000 indicated a high level of prediction of the dependent variable (level of self-directed learning). The obtained r square of 0.670 shows that independent variables (technological self-efficacy and learning motivation) explain 67% of the variability of the dependent variable (level of self-directed learning). Further, the ANOVA shows that the independent variables, technological self-efficacy and learning motivation, are significant predictors of the dependent variable, self-directed learning with an F-value of 86.892 and a probability value of 0.000 which is less than the 0.05 significance level. Based on the findings of the study, the following conclusion are drawn: the respondents’ level of technological self-efficacy is high; the respondents are highly motivated to learn which means students are open to learning and participation in the class and the students’ level of self-directed learning is high. Moreover, the higher the students’ technological self-efficacy, the higher their level of learning motivation; the higher the level of students’ learning motivation, the higher the level of their self-directed learning. The higher the level of the students’ technological self-efficacy, the higher the level of their self-directed learning. Finally, technological self-efficacy and learning motivation in terms of intrinsic goal orientation, extrinsic goal orientation, control of learning belief, self-efficacy, task value, and social engagement are significant predictors of the student self-directed learning.

Developing Augmented Reality Learning and Measuring Its Effect on Independent Learning Compared to Traditional Learning

Technological advances have become the concern of researchers in the embodiment of the educational process. Current students have abandoned the old learning method by switching to digital-based learning. Therefore, this study aims to develop Android Augmented Reality (AR) learning media and measure its effect on independent learning outcomes compared to traditional classroom learning. The research method combines research and development (R&D), experiment, and survey methods. The alpha test showed the learning media application of AR functions according to the expected scenario. Meanwhile, the beta test showed most students strongly agree that: AR learning media is easy to use; the content in the AR learning media is exciting and easy to understand. Besides that AR education media helps and facilitates students in learning the basics of car engine systems. The beta test on teachers showed that AR learning media for car engine lubrication and cooling system is useful and suitable for classroom learning. Furthermore, the t-test comparison test shows that the learning outcomes of students who study independently are more successful when compared to the learning outcomes of AR students who study traditionally face-to-face.So the implication is student self-directed learning can replace the teacher's face-to-face classroom teaching.

THE CORRELATION BETWEEN THE SELF-DIRECTED LEARNING AND READING COMPREHENSION AT UNIVERSITAS RIAU

This research aimed to find out the correlation between self- directed learning and reading comprehension of the fifth- semester students of the English department of FKIP Universitas Riau. The researchers used a descriptive quantitative method as the data approach. The samples of this research were 74 students from the fifth-semester students of the English department of FKIP Universitas Riau. The research instruments are a questionnaire and a test. The questionnaire is for the data on self-directed learning while the test is for the data on reading comprehension. To analyze the data, the researchers employed SPSS Statistics 25. The data analysis showed that the mean score of the student's self-directed learning is 215.18, classified as moderate level, while the mean score of the student's reading comprehension is 56.35, categorized as moderate level. Moreover, the research finding showed the correlation coefficient of the two variables is 0.694, indicating a positive and moderate correlation. Also, the determinant coefficient is 0.48 which implies self-directedlearning has a 48% influence on the students’ reading comprehension, leaving the other 52% to other factors. After finding that there is a moderate relationship between self- directed learning and reading comprehension, it is suggested that students should apply self-directed learning activities well, for it can result in better reading comprehension. This is mainly because self-directed learning gives them the freedom to choose their own reading materials and learning objectives.

Integrating Alteryx Designer and Tableau Desktop into the AIS Course: An Analytics Mindset Model

ABSTRACT This paper presents one approach to integrating data analytics (DA) and visualization content and software into the accounting information systems (AIS) course. The proposed AIS course model—which includes core and support components—covers many topics in the proposed 2024 CPA Evolution Model curriculum. The core components include an instructor-chosen AIS textbook and Alteryx Designer and Tableau Desktop software. The popularity, availability, ease of learning, and use of the Alteryx and Tableau software motivate choosing the software. The support components include weekly homework, a class project, professional certification exams, and a course survey. The course learning objectives facilitate (1) developing an analytics mindset, (2) cultivating an interest in accounting analytics and AIS, and (3) enhancing life-long self-directed learning in students. Instructors can implement the proposed course model in provided 15-, ten-, or four-week sessions. Evidence of efficacy suggests that the proposed course model meets its key learning objectives.

Cultivating a Digital Promise: Promoting Reflective and Reflexive Activities to Enhance Self-Directed Learning for the 21st Century

Self-directed learning skills are known to influence successful learning outcomes in a higher education environment. Moreover, first year students entering higher education lack self-directed learning skills, as these are not always developed at school level. A digital promise tool was used for a first-year student cohort to reflect on their personal learning experiences and behaviour over a period of two semesters. The researchers used the augmented community of inquiry as the theoretical framework in this study, focusing on the student learning presence. Two cycles of data were collected using student reflective and reflexive responses. The first cycle included developing a digital promise, where students reflected on their typical learning behaviour and commitments during their journey. After this cycle, opportunities were given for students to adjust their digital promise for the second semester. The results from the student reflections indicated an increase in self-motivated and self-directed student learning during the second semester.

The difference of students self-directed learning outcomes between the implementation of creative problem solving model and problem-based learning model on history education subjects

This study aims to verify the difference between the Creative Problem Solving model and the Problem-Based Learning model on the self-directed learning of students in historical subjects. This study used a quantitative approach with an experimental research design. The research design used a quasi-experimental pretest-posttest, nonequivalent multiple-group design. The research sample consisted of 68 grade XI students from IPS 1 and IPS 2 classes at SMAN Balung. Data collection techniques used documentation and questionnaires. The data analysis used an independent sample t-test with SPSS 23 software for Windows. The results showed a significant difference in the self-directed learning of students who were taught using the Creative Problem Solving model and those who were taught using the Problem-Based Learning model. This can be seen from the results of the independent sample t-test on the self-directed learning variable, which obtained a significance level of 0.046 (0.046 < 0.05), indicating that there is a significant difference in the self-directed learning of students who were taught using the Creative Problem Solving model and those who were taught using the Problem-Based Learning model. The difference in the mean self-directed learning score was -0.89, a negative value indicating that the self-directed learning of students in the experimental class using the Creative Problem Solving model was better than that of the control class taught using the Problem-Based Learning model.