Support Self-directed Learning Research Articles

The Impact of eLearning on Self-Directed Learning and Critical Thinking Ability Development of Students’

The advent of eLearning has transformed traditional educational paradigms, offering new opportunities for Self-Directed Learning and the development of critical thinking abilities among students. This research paper explores the impact of eLearning on these educational outcomes. It investigates how eLearning environments support Self-Directed Learning (SDL) by providing flexible, accessible, and personalized learning experiences. Additionally, it examines the role of eLearning in fostering critical thinking skills through interactive, problem-based, and collaborative learning strategies. The findings are based on a review of existing literature and an analysis of primary data collected from students and educators. The study concludes that eLearning significantly enhances both SDL and critical thinking, though challenges such as digital literacy and access disparities must be addressed to maximize these benefits.

Utilization Of The Millealab Application As A Virtual Reality Media To Support Self-Directed Learning

Self-directed learning is a process of organizing, finding, and even evaluating information or learning messages without help from others. MilleaLab is a VR-based application that can provide an immersive learning experience to support learners when doing independent learning. The purpose of writing this article is to conduct a literature study related to the utilization of MilleaLab application to support independent learning. The research method used is qualitative literature study. Data collection techniques through literature study of 25 relevant research articles within the last five years. Findings: (1) MilleaLab can be used anytime and anywhere according to one's own learning initiative. (2) MilleaLab can improve the understanding of abstract concepts, learning motivation, and learning outcomes of students, (3) MilleaLab is used as an immersive and interesting VR-based alternative learning media. The results of this study not only describe the MilleaLab application, but also the utilization of VR technology through the MilleaLab application to support immersive and interesting independent learning of students.

The Effectiveness of Robot Learning Media to Support Self-Directed Learning during the Covid-19 Pandemic

The impact of the COVID-19 pandemic on practicum learning is enormous. Restrictions on learning activities make it difficult for students to accept lessons. Learning models in distance learning must be adjusted for more optimal learning. The level of effectiveness of learning methods is a measure of the success of the learning process. This study aims to test the performance and effectiveness of smart robot learning media in supporting Self Directed Learning during the Covid-19 pandemic. The study used ADDIE development procedures and, for effectiveness tests using, pre-experimental research with a model one group pretest-post-test design. The respondents were 32 students majoring in industrial electronics engineering. The data analysis technique in this study uses quantitative description. The learning media used in this study is in the form of smart robot learning media that has been tested for the material's feasibility level and the media's feasibility. The effectiveness of robot learning media obtained a moderate category predicate with an increase in a score of 6.22 and an acquisition value of 0.55. The results of the effectiveness value show that robot learning media can support independent learning in the Robotic System Control subject.

E-learning and E-modules in medical education-A SOAR analysis using perception of undergraduate students.

Application of e-learning and e-modules in medical education has been shown to have a positive impact on learning outcomes among all types of learners, across diverse educational settings. Despite its benefits, e-learning and e-modules has not yet reached its full potential in medical education in India. Objective of this study is to evaluate the perception of undergraduate students regarding e-learning and e-modules using an appreciative inquiry tool SOAR (Strengths, Opportunities, Aspirations, Results) analysis, and to identify the barriers and challenges for the same. This longitudinal study was conducted among participants from three consecutive batches (n = 250 x 3) of first-year medical students and two consecutive batches (n = 100 x 2) of first-year dental students. The sample was selected using a purposive sampling method. Two structured and validated questionnaires were developed for this study based on the modified Zhou's Mixed Methods Model; the 'Knowledge, Attitude and Practice' Questionnaire (KAPQ) on e-learning and the feedback questionnaire (FBQ) on e-modules. The questionnaires were administered via MOODLE / hard copy, before and after the implementation of e-modules, respectively. Identified strengths, potential opportunities, probable aspirations and likely results for e-learning and e-modules were tabulated based on the qualitative analysis of perceptions of large number students sampled across three years. Six hundred and ninety students returned both questionnaires representing a response rate of 76.6%. Nine themes were identified in the "Strengths" domain as follows: Regular Update of Knowledge, Innovative Learning, Availability, Knowledge Sharing, Abundance of Information, Accessibility, Source of Knowledge, Creativity, and Increased Engagement. Eleven themes were identified in the "Opportunities" domain as follows: Clinical Skills training, Timesaving, Flexibility, Creativity, Increased engagement, Standardized content, Capacity building for students, Capacity building for faculty, Skills training, and Self-assessment. Thirteen themes were identified under the "Aspirations" domain with the three key themes being "maintaining and building on current strengths", "increasing potential opportunities", and "addressing the barriers and challenges identified in the responses to the KAPQ and FBQ questionnaire". Four themes identified for 'Barriers' were eye strain, distractions, preference for conventional methodologies, and internet connectivity. The findings of this qualitative study are based on the responses received from first-year medical and dental students of a Private University in Chennai, India. In this population of students, implementation of e-learning as blended learning using structured and interactive e-modules may provide more engagement during learning as well as support self-directed learning (SDL) directly or indirectly. Adoption of blended learning with e-modules as an integral part of curriculum planning may be beneficial for the achievement of Competency-Based Medical Education (CBME) goals in India.

Gamification Strategy to Support Self-Directed Learning in an Online Learning Environment

This research measures the effect of gamification on learners’ academic performance, investigate their self-directed learning level within an online gamification learning environment and identify the relationship between learners self-directed learning level and their gamification learning experience. Pre-experimental research (single group) was carried out for a duration of 5 weeks among a group of 29 undergraduate year 2 learners from a non-major computer science course undertaking basic programming language subject. The learners SDL and knowledge on the subject was measured with a questionnaire and assessment test before and after the gamification learning intervention. A gamification experience questionnaire was used to evaluate their gamification learning experience after the intervention. The learning environment was infused with gamification in the form of competition to earn points, leaderboard ranks and python programmer badge. The learner’s academic performance has significantly improved (p=0.000 < 0.05) after the gamification injection. Leaners self-directed learning level also increased and there is a significant difference before (M=3.59) and after (M=4.22) the gamification strategy (p=0.000 < 0.05) imposed. Self-management, motivation and self-monitoring were all at high level with significance before and after (p=0.000 < 0.05) the gamified learning activities. Overall, the gamification strategy used in the online learning environment shows a positive influence to support learner’s self-directed learning.

Supporting Self-Directed Learning: Development of a Faculty Evaluation Scale

Construct: We sought to assess medical education faculty members’ ability to support students in the development of self-regulated learning skills. Background: It is broadly agreed that medical students should become self-directed lifelong learners to succeed as physicians. To that end, many instruments have been developed that measure student attributes of self-directed learning (SDL). By contrast, no such analogous valid instrument is available to assess faculty familiarity in pedagogical strategies to promote SDL among students. Approach: An item bank with 45 items was created and its content-related validity evaluated by a panel of twenty experts. The items were selected and validated in the framework of Item Response Theory (IRT). The unidimensionality of all items within four constructs was assessed by using modified parallel analysis and 2 parameter IRT model calibration. The final version of the Recognition of Learning-Oriented Teaching Strategies (RoLOTS) instrument was validated by using the IRT marginal reliability as well as 2PL model calibrations. Different Item Functioning (DIF) in student-educators and gender was examined. Findings: The final version of RoLOTS included 20 items, with five in each of four subdomains: building content knowledge; the emotional and motivational aspects of learning; leveraging the social nature of the learning process; and metacognitive processes that promote student regulation of the learning process. Construct validity and reliability of each of the four domains were well supported by the results. Significant DIF was not detected in student-educator and gender. Conclusions: The RoLOTS successfully evaluated whether a faculty member is familiar with pedagogical tools to promote medical students’ self-directed learning, which can be used as a first step in needs-based professional development. Further research is needed to provide more validity and reliability evidence among groups with diverse SDL experience.

Supporting Self-Directed Learning: A National Needs Analysis

It is broadly agreed that physicians must be self-directed learners, and many studies measuring medical student readiness and capacity for self-directed learning (SDL) have been reported. However, less attention has been paid to faculty tasked with guiding students to develop SDL skills. In an effort to determine whether faculty feel equipped to foster SDL, a needs assessment was developed. The faculty needs assessment for fostering SDL (FNA-fSDL) was constructed and distributed nationally to medical educators. Faculty perceptions of the value of SDL, administration support, and faculty development were queried. Items also measured faculty recognition of cognitive, affective, and metacognitive strategies shown to cultivate SDL. Descriptive statistical analysis and frequency comparison tests to identify potential group differences related to work responsibility, classroom/clinical setting, and level of learner served were performed. Among the 359 respondents representing diverse areas of medical education, there was overwhelming agreement that physicians in training should be self-directed learners and that faculty require training in educational approaches promoting SDL. Faculty were more likely to recognize strategies supporting development of metacognitive skills and least likely to identify those related to cognitive aspects of learning. Fewer than half of faculty had received training in fostering SDL at their home institutions or at conferences. While there is strong support for the development of SDL among learners, these results suggest most faculty do not feel sufficiently trained to accomplish this goal. The FNA-fSDL can be used by institutions to assess their own faculty.

Harnessing the Potential of Technology to Support Self-Directed Language Learning in Online Learning Settings––Online Symposium Review

Kungliga Tekniska Högskolan Royal Institute of Technology (Stockholm, Sweden) and the Research Institute for Learner Autonomy Education at Kanda University of International Studies (Chiba, Japan) held a joint online symposium on October 15, 2020. It was an open event for those interested in the design and use of technology and self-directed, autonomous language learning in online settings. Examining 15 of the event’s internationally focused presentations, this article aims to provide an overview of the symposium by summarizing the main themes in research and practice relating to technology and self-directed learning. The article will conclude with a commentary on the takeaways and issues for further reflection.

Supporting Self-Directed Learning in a Project-Based Embedded Systems Design Course

Contribution: This article shares the learning ecosystem of a project-based embedded systems course, identifying course elements that support self-directed learning and how assignments guide students toward becoming adaptive experts. Background: The technology advances while the fundamentals of electrical engineering remain static. Educators can increasingly prepare students to identify what they need to know to solve problems and avail themselves of resources to learn. This article seeks to further understand ways that a project-based learning approach in an undergraduate embedded systems course can facilitate students’ self-directed learning. Research Question: In what ways can a project-based learning approach in an undergraduate embedded systems course facilitates the self-directed learning amongst students? Methodology: This article, conducted in the context of an existing embedded systems design (ESD) course, relied on interviews of students, teaching assistants, and faculty along with document analysis and a mixed inductive–deductive thematic analysis. Findings: A learning ecology of the course is presented. This includes descriptions of space and facilities that influence student motivation, means by which the pedagogical intent of the instructor impacts the student experience, how the course builds on project-based learning knowledge, how the content is distributed using knowledge sharing, how Making supported the ecosystem, how students and instructor occupy similar roles, how the curricular design process was conducted, and how the open ecology promotes student self-direction.

PERFLECT: Design and Evaluation of an Electronic Development Portfolio Aimed at Supporting Self-Directed Learning

This design case describes the blueprints of an electronic development portfolio (PERFLECT) aimed at supporting the development of self-directed learning skills, including self-assessment of performance on learning tasks, formulation of points for improvement and future learning task selection. The design is described both in terms of theoretical foundation and practical characteristics. As part of the design process a small-scale evaluation study with 22 students of senior vocational education was conducted. Students hold positive perceptions about PERFLECT’s ability to help them self-assess their performance on learning tasks and formulate points for improvement. Furthermore, they were also satisfied with PERFLECTs usability and user-friendliness. However, students request a simplification of language use and need more support and guidance with the selection of criteria for performance assessment. Suggestions for improvement will be incorporated in the next iteration of the design. PERFLECT is a promising, user-friendly tool to support students’ development of SDL skills.

SOLS: An LOD Based Semantically Enhanced Open Learning Space Supporting Self-Directed Learning of History

SOLS: An LOD Based Semantically Enhanced Open Learning Space Supporting Self-Directed Learning of History

Blended Learning-Based Self-directed Learning on Classroom Action Research Training to Improve Teacher Competency Research

Abstract: Although classroom action research (CAR) is considered useful for teacher development but this activity has not been implanted yet effectively in Indonesia. In this paper, we report the alternative way to overcome this problem. It addresses how blended learning support self-directed learning and enhance teacher competency research. Through questionnaire, interview and document analysis, the result showed that blended learning-based self-learning can improve teachers performance in conducting classroom action research (CAR) and enhance their ability in compiling the research report.

학습분석학 관점에서 학습자의 자기주도학습 지원을 위한 학습 데이터 탐색 연구

학습분석학 관점에서 학습자의 자기주도학습 지원을 위한 학습 데이터 탐색 연구

Fostering postgraduate student engagement: online resources supporting self-directed learning in a diverse cohort

The research question for this study was: ‘Can the provision of online resources help to engage and motivate students to become self-directed learners?’ This study presents the results of an action research project to answer this question for a postgraduate module at a research-intensive university in the United Kingdom. The analysis of results from the study was conducted dividing the students according to their programme degree – Masters or PhD – and according to their language skills. The study indicated that the online resources embedded in the module were consistently used, and that the measures put in place to support self-directed learning (SDL) were both perceived and valued by the students, irrespective of their programme or native language. Nevertheless, a difference was observed in how students viewed SDL: doctoral students seemed to prefer the approach and were more receptive to it than students pursuing their Masters degree. Some students reported that the SDL activity helped them to achieve more independence than did traditional approaches to teaching. Students who engaged with the online resources were rewarded with higher marks and claimed that they were all the more motivated within the module. Despite the different learning experiences of the diverse cohort, the study found that the blended nature of the course and its resources in support of SDL created a learning environment which positively affected student learning. Keywords: self-directed learning; online resources; postgraduate teaching; higher education; prior knowledge (Published: 17 March 2016 Citation: Research in Learning Technology 2016, 24 : 29366 - http://dx.doi.org/10.3402/rlt.v24.29366 Supplementary files : To access the supplementary material to this article, please see Supplementary files under ‘Article Tools‘.

Blended Learning Supporting Self-Directed Learning and Communication Skills of Srinakharinwirot University's First Year Students

The expansion of the Internet offers online courses which provide flexibility and individual learning to accommodate students’ learning styles, including the face-to-face learning. Blended learning has been employed in classrooms to nurture the skills of students in the 21st century. This paper has studied the effectiveness of the blended learning model in self-directed learning and the development of communication skills of students by using the experimental research methodology. Data collecting tools consisted of self-directed learning and communication skill tests. The sample group used in this study comprised 84 first-year graduate students in the Faculty of Science at Srinakharinwirot University who registered in the Information Literacy Skills course in the first semester of 2013. They were divided into two groups. Forty-one students were placed in the experimental group and forty-four others were placed in the control group. Percentage, mean, standard deviation and t-test were used for data analysis. The results revealed that the blended learning classroom students had higher scores in self-directed learning and communication skills than the normal classroom students. This suggests that blended learning is beneficial not only for the Information Literacy Skills course but also for general courses that assist the first-year students to adjust to university life and prepare them for the work place.

Founders’ Continuing Roles in Schools Supporting Self-Directed Learning

What should be the continuing role of founders in schools supporting self-directed learning? To answer this, the founders’ views of two North American schools for self-directed learners will be compared. One school is exam-focused and private; the other is, test-free and public. The founders of both schools have comparable beliefs regarding the importance of self-direction in education: Dr. Able, the founder of Able School, sees the primary value of the school as constructing a cohesive “tribe” based on the Socratic method of questioning. Dr. Green, influenced by A. S. Neill’s Summerhill in founding Unschool, considers freedom to live life as one chooses as the principle value. Although both founders played a substantial role in the formative years of their schools, only the founder of Able School still holds a prominent position in the school. Why does this discrepancy exist in the continuing role of the founders? What continuing role for a founder is most compatible with democratic society? The answers to these questions provided in this paper are based on personal communications with Dr. Green after a visit this founder of Unschool made to Able School December 12, 2013 to meet with Dr. Able. The names of the founders and their schools are pseudonyms.

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

Editorial: Special Issue on Supporting Self-directed Learning

Welcome to issue 4(2), June, 2013 which is a special issue on “supporting self-directed learning”. As professionals working in the field of self-access learning, we know that simply providing a self-access centre and expecting learners to become autonomous and engaged in self-directed study without help is unrealistic (Benson, 2011). Educators worldwide are providing support for learners in developing their self-directed learning skills in various ways: as part of a language class, as a stand-alone awareness-raising course, as self-directed learning modules outside class, through portfolio-based independent study, through online courses, through workshops offered by a self-access centre, and through face-to-face and written advising. This special issue looks at reasons why support for self-directed learning is needed, and provides examples of ways in which structured support is given.

Supporting Self-Directed Learning: A Framework for Teachers

The language learning process is a complicated one, and although classroom study forms the backbone of this process for many learners, motivated students will also engage in their own language study independent of the teacher. This paper examines four aspects of the learning process that self-directed learners are generally understood to be able to navigate: planning, implementing, monitoring, and evaluating; it then suggests ways in which teachers can foster these abilities in the language learning classroom. By teaching specific strategies for different learning tasks, encouraging reflection and self-analysis, and raising learners’ awareness of their own learning processes in addition to features of the language they are studying, teachers can help learners to assume more responsibility for their own learning, and thus to become more effective language learners. In order to be successful, most language learners will have to engage in independent study to some degree to master a language; the growth of self-access centres in institutions around the world is a reflection of the importance of this process. Institutions and managers have realised that learners can only reach their full potential when they have the flexibility to study according to their own needs, learning styles, and interests, and that classroom-based learning scenarios are only a small part of the overall process of learning a foreign language. Of those learners serious about mastering a language, even those who do not have access to a state-ofthe-art resource centre will likely be engaging in their own self-directed study, independent of their class work or homework set by the teacher. This willingness to seek out their own learning opportunities and engage with the language on their own terms is a common theme seen in studies of identified “Good Language Learners” (Griffiths, 2008). Such good language learners often develop very effective strategies which help them make considerable progress in their language learning; however, for every successful, motivated, independent learner, there are many others who, despite their efforts, struggle to make meaningful progress or experience problems with self-motivation and lack of confidence in their study strategies. In these circumstances, the role of the teacher is vital. By providing support and guidance for learners, teachers can help their students develop the skills to be successful self-directed learners with clear goals, appropriate resources, and effective learning strategies. This paper aims to provide a framework to help teachers support their learners in developing autonomous learning skills which can enhance their language learning both inside and outside the classroom. It draws on the experience of the author, a Learning Advisor in a Self-Access Learning Centre in Japan, in encouraging learners to analyse their own situations and develop the skills to be able to take full control of their own learning process. While a self-access centre in which learners are aware of the need to make their own decisions about their learning may Language Education in Asia, 2010, 1(1), 158-170. http://dx.doi.org/10.5746/LEiA/10/V1/A14/Thornton Language Education in Asia, Volume 1, 2010 Thornton Page 159 be an ideal environment for learners to engage in such analysis, classroom teachers can also foster independent learning skills in their students in a similar fashion by incorporating simple activities into their lessons and encouraging self-analysis during classroom tasks.

Supporting Self-Directed Learning

Supporting Self-Directed Learning