Teacher-directed Learning Research Articles

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.

Enhancing Early Childhood English Vocabulary: Teachers’ Perspectives on Optimizing the Duolingo Application

Currently in Indonesia, a substantial number of young children lack proficiency in and awareness of English vocabulary, a crucial international language. This study aims to explore the potential of Duolingo application usage in improving English vocabulary among young children, specifically from the perspective of teachers. Employing a quantitative descriptive research method, data were gathered through questionnaire surveys. The results indicate that the utilization of the Duolingo application by teachers contributes positively to the learning environment, resulting in noticeable improvements in English vocabulary among early childhood learners. The children demonstrated enhanced vocabulary skills after using the application over a specific duration. However, the study also highlights that the Duolingo application should not be relied upon as the sole source for English language learning in early childhood education. Its usage needs to be integrated into structured and teacher-directed learning approaches. Effective management of the application is crucial to maximize its benefits for young learners. This research serves as a benchmark for the development of similar applications aiming to enhance English vocabulary for early childhood education, emphasizing the importance of combining digital tools with structured pedagogical methods.

Four Dimensions of Self-Directed Learning: A Fundamental Meta-Competence in a Changing World

Self-directed learning is a core theoretical construct of adult learning. Importantly, self-directed learning represents a fundamental meta-competence for living and working in our increasingly complex and unpredictable world. Nonetheless, the construct of self-directed learning has become obfuscated. In order to redress this concern, this theoretical paper presents a model of Four Dimensions of Self-Directed Learning. The present paper highlights two original theoretical points (1) that there are four key dimensions of the self-directed learning construct, and (2) responsibility and self-regulation required for self-directed learning is not equivocal to that required for teacher-directed learning. Theoretically, the latter point may, in part, explain why practice of years of teacher-directed learning in formal schooling does not prepare persons for competent self-directed learning in adulthood. So, adult education represents a primary opportunity to foster self-directed learning competence in adult learners, but adult education practitioners must be ready to provide support to facilitate the process.

Examining different motivational patterns in individualized learning

Past research on situated expectancy-value theory has regularly provided evidence of different motivational patterns indicating that not only can students be characterized by different levels of motivation (e.g., low vs. high), but also by divergent profiles (e.g., high success expectancies, low task values). This person-oriented two-wave study (a) identified and compared the motivational patterns of secondary school students from different learning environments (i.e., Student-Centered Learning vs. Teacher-Directed Learning), (b) analyzed the stability of and changes to these patterns during a school year, and (c) examined whether achievement-related choices and performance predicted the pattern changes. Using data from German secondary school students (T1: N = 1153; M = 13.97 years, SD = 1.37; 49% girls) multigroup latent transition analysis revealed four different motivational patterns, including a (a) High Motivational pattern, (b) Medium Motivational pattern, (c) Low Motivational pattern, and (d) Highly Confident/Hardly Interested pattern. The distribution of these patterns differed significantly between students from Student-Centered-Learning and Teacher-Directed-Learning environments. Approximately 47% of students in Teacher-Directed Learning were in the low motivational class whereas the Student-Centered Learning environment exhibited approximately half of that number. The extremely stable nature of these classes highlights the strong relevance of the educational context for student motivation and supports situated expectancy-value theory.

Comparison of Pedagogy and Andragogy teaching methods

Pedagogy can be a highly effective approach to teaching and learning for children and young learners. The key principles of pedagogy, such as teacher-directed learning, scaffolding, and active learning, are well-suited to the developmental needs and interests of young learners. Andragogy, on the other hand, is the study of teaching adults, and it focuses on the learner as the primary source of knowledge and information. In andragogy, the learner takes responsibility for their own learning, setting their own goals and objectives, and choosing their own learning activities. This approach assumes that adults are self-directed learners, and that their life experiences are a valuable resource for learning.

The structural relations among learning environment, achievement goals and reading achievement in China: Evidence from PISA 2018

ABSTRACT This study explores structural relations among learning environment, achievement goals and reading achievement in China. The sample contains 12,058 Chinese students from the Programme for International Student Assessment (PISA) 2018 study. Multilevel Structural Equation Modeling (Multilevel SEM) is used for data analysis. The results indicate that competitive learning environment positively predicts reading achievement. Student-centred learning environment positively predicts reading achievement both directly and indirectly. Teacher-directed learning environment negatively predicts reading achievement. Performance goals positively predict reading achievement. To improve student reading achievement in China, school leaders are recommended to create opportunities for teachers to learn how to cultivate student-centred learning environment. Reading teachers in China are recommended to adopt student-centred pedagogy rather than teacher-directed pedagogy in their teaching.

EFFECTIVENESS OF BLOCK SCHEDULING (BSS) VIS-À-VIS THE PAULINIAN REMOTE FLEXIBLE LEARNING EXPERIENCE (REFLEX) SCHEME IN ST. PAUL UNIVERSITY SURIGAO

This descriptive quantitative research determined the effectiveness of the Block Scheduling Scheme (BSS) vis-à-vis the Paulinian Remote Flexible Learning Experience (ReFLEx) scheme in St. Paul University Surigao as perceived by the college students during the academic year 2022-2023. Validated researcher-made questionnaires were administered to the 322 college students at St. Paul University Surigao who were randomly selected. Then, the Frequency Count and Percentage Distribution, Mean & Standard Deviation, Kruskal-Wallis H-test, and Mann-Whitney U-test were all employed in order to analyze the gathered data. Findings revealed that the most valuable contributors to this study were mostly 20–21 years old and were females. As to the effectiveness, the college students deemed described that the block scheduling scheme of the University vis-à-vis the Paulianian ReFLEx is highly effective with respect to the assessment of learning station, while moderately effective with respect to the independent, collaborative, and interactive teacher-directed learning stations. In relation, the indicators of the effectiveness of the BSS therefore have positively influenced the students' learning experiences at St. Paul University Surigao. Moving further, there were significant differences in the college students' perceptions of the effectiveness of BSS with respect to their college departments vis-à-vis the independent, collaborative, and interactive teacher-directed learning stations under the ReFLEx modality. Also, there was a significant difference in the college students’ perceptions of the effectiveness of the BSS with respect to sex vis-à-vis the assessment of learning station under the ReFLEx modality. In the end, the college students insinuated that BSS is deemed effective in enhancing student engagement, promoting in-depth learning, and facilitating greater independent learning, interactive teacher-directed learning, and collaboration among students. Given these significant results, the Paulinian institution should look into how to close the gaps identified in the study and further improve the implementation of the BSS vis-à-vis ReFLEx with respect to the independent, collaborative, and interactive teacher-directed learning stations to become highly effective. Moreover, the institution should continue regularly evaluating the effectiveness of BSS vis-à-vis the Paulinian ReFLEx to consistently determine the achievement of learning outcomes through the implementation of BSS with ReFLEx.

Blended Learning and Professional Development of Student-Teachers in the English- Speaking Regions of Cameroon

Aim: This study examined blended learning and the professional development of student-teachers in the two English-speaking regions of Cameroon, within the context of the socio-political crisis and the COVID-19 pandemic.
 Methods: The argument for this study anchored on Vygotsky’s Social Constructivism Theory, Tchombe’s Mediated Mutual Reciprocity Theory, Harasim’s Online Collaborative Learning Theory, Garrison’s Self-directed Learning Model, and Pavlov’s Classical Conditioning Theory. A cross-sectional survey research design, with a quantitative approach for data collection was used. A sample of 288 student-teachers, derived using two probability (proportionate stratified and simple random) sampling techniques and one non-probability (purposive) sampling technique, participated in this study. A 39-item self-designed structured blended learning questionnaire for student teachers was used to collect data. The data obtained were analyzed using both descriptive and inferential statistics. The Principal Component Analysis and Ordinary Least Squares Regression Model were used to test the specific null hypotheses.
 Results: Findings showed that, teacher-directed learning has a positive but insignificant influence on student-teachers’ professional development (Coef. .0009534; P>t=0.988), distance learning has a negative but significant influence on student-teachers’ professional development (Coef. -.1169*; P>t=0.072), self-directed learning (Coef. .1985***; P>t=0.002 and flipped learning (Coef. .23711***; P>t=0.000) both have a positive and significant influence on student-teachers’ professional development.
 Conclusion: The study conclude that blended learning has a significant influence on the professional development of student teachers in the English-speaking regions of Cameroon.
 Recommendation: The study recommend that the blended learning strategy with relevant objectives and content be provided in the training of student-teachers, as well as the training of teacher-trainers on the didactics of the blended learning model integrating information and communication technologies.

International Students and Autonomy in Service-Learning English for Academic Purposes Courses

Finding an answer to the effectiveness of autonomous learning in contrast to traditional forms of teacher-directed learning has significant pedagogical ramifications. Our study sheds light on the effects of increased autonomy in SL on the development of students and the role of the instructor. Furthermore, we focus on international student experiences in order to understand the ramifications for their development, in the context of increased internationalization. Our study compares autonomous (self-directed) and instructor- (other-directed) groups of students who engaged in SL as part of a university-level English language course. We collected data from 143 students’ pre- and post-service surveys over 8 semesters. Both other-directed and self-directed groups benefited from the SL experience, suggesting that students can develop holistically in a SL English for Academic Purposes (EAP) course. Other-directed students appeared to benefit more in terms of learning about specific social issues, service, and the target communities. Self-directedness was associated with perceived language gains more than other-directedness. Due to its potential to support the multi-dimensional development of international students, we recommend SL EAP and make pedagogical suggestions.

Title Pending 3208

<strong>This is an accepted article with a DOI pre-assigned that is not yet published.</strong> Finding an answer to the effectiveness of autonomous learning in contrast to traditional forms of teacher-directed learning has significant pedagogical ramifications. Our study sheds light on the effects of increased autonomy in SL on the development of students and the role of the instructor. Furthermore, we focus on international student experiences in order to understand the ramifications for their development, in the context of increased internationalization. Our study compares autonomous (self-directed) and instructor- (other-directed) groups of students who engaged in SL as part of a university-level English language course. We collected data from 143 students’ pre- and post-service surveys over 8 semesters. Both other-directed and self-directed groups benefited from the SL experience, suggesting that students can develop holistically in a SL English for Academic Purposes (EAP) course. Other-directed students appeared to benefit more in terms of learning about specific social issues, service, and the target communities. Self-directedness was associated with perceived language gains more than other-directedness. Due to its potential to support the multi-dimensional development of international students, we recommend SL EAP and make pedagogical suggestions.

Teacher Professional Development and Practice of Project-Based Learning in Taiwan: The Moderating Effect of Self-Efficacy

ABSTRACT Throughout the world, educational leaders are pushing for a movement away from teacher-directed learning to engaging students in student-driven learning. Project-based learning (PBL) has been adopted as an instructional approach that promotes student inquiry and cognitive growth. At the national level, Taiwan has launched a curriculum reform to encourage PBL-type learning opportunities for students. This study draws on the Teaching and Learning International Survey (TALIS) of 3,835 lower secondary teachers to investigate the degree to which Taiwan teachers engage in PBL. We identify influential factors for PBL using “the form” rather than “the content” of professional development and consider self-efficacy as a moderator to examine if the effect of professional development on PBL varies in teachers with different self-confidence in professional competence. The result indicates that teachers do not engage in PBL teaching strategies regularly. However, certain types of professional development do predict PBL practices, and self-efficacy is a significant moderator of this relationship. Professional development should attend to the advancement of teacher self-efficacy, primarily focusing on fostering capabilities of managing classrooms so the impact on teacher pedagogical practice can be greater. Additionally, school leaders should provide experiential learning and create enabling environments to sustain teachers’ drive for innovative teaching strategies.

How creativity is oppressed through traditional education

PurposeCreativity has been positioned as a critical workplace competence, especially in societies in which conditions are rapidly changing. The fact that traditional educational processes oppress creativity is theoretically important. The purpose of the present paper is to theoretically map the process of teacher-directed learning and how the process oppresses creativity.Design/methodology/approachA theoretical paper in which a conclusion is drawn that there is a primary and secondary process of creativity oppression with traditional teacher-directed learning.FindingsIt is proposed in the present paper that the primary process of creativity oppression is that the pathway to a “high achieving pass” is for learners to make knowledge constructions that mirror that of the educator (rewarding non-creative learning outcomes). A secondary, silent and powerful mechanism of creativity oppression is where the learner does not “buy in” with the educator to accept their knowledge inculcation. The student here may indeed produce a creative learning outcome from the process, but they are likely to be judged for that work as a “low achieving pass” or a fail.Originality/valueThe paper seeks to identify the mechanism in which creativity oppression may accumulate over time until learner creativity is quashed.

Executive Function Skills and Classroom Behaviors of U.S. Prekindergartners With Special Needs

This study explores the executive function (EF) skills in a sample of 4-year-old children enrolled in inclusive prekindergarten (pre-k) classrooms. We compare the EF skills and important classroom behaviors of children with and without identified special needs as well as a sample of English language learners (ELL) in the same classrooms. Identification of special needs and ELL status were each examined as these factors have previously been shown to be associated with young children’s EF skills. Compared to their classroom peers, children with identified special needs not only began the year with lower EF skills but made fewer gains over the school year, a similar pattern was observed for children identified as ELL. Compared to their peers, children with identified special needs were observed as engaging in lower levels of involvement, sequential behaviors, and social learning interactions and higher levels of unoccupied and disruptive behaviors, a pattern that was also found for children’s entering EF skills (e.g., lower entering EF scores associated with lower levels of involvement). Lastly, children’s classroom behaviors differed across teacher-directed and children-directed learning with level of involvement and social-learning interactions higher during child-directed learning, and sequential behaviors higher in teacher-directed learning, a pattern that held across all groups of children.

ANDRAGOGICAL IMPROVEMENTS FOR EFFECTIVE LEARNING OF MODULES EXPERIENCING POOR ACADEMIC PERFORMANCE. A CASE OF THE COLLEGE OF BUSINESS EDUCATION, DAR ES SALAAM

Mastering of the subject area and andragogical skills simplifies the teaching and learning process, thus, improves the academic performance of students in their respective examined modules. The current study explored the best andragogical approaches for effective learning of modules experiencing poor academic performance in Tanzania. The study was conducted in the College of Business Education (CBE) whereby a mixed methods approach was employed in the study. Interviews, questionnaires, and document review were used in data collection. A stratified random sampling technique was used to select 105 bachelor and 70 diploma students at CBE, Dar es Salaam Campus. The study employed a content analysis technique for qualitative data collected through interviews and document review, while the data collected through questionnaires were analyzed using SPSS version 25. The findings indicated that most of the methods used by instructors to modules experiencing students’ academic failure were those characterized by teacher-directed learning approaches rather than students’ self-directed learning. Some of the identified weaknesses in those methods were boredom, less participatory, not providing feedback on time, not sharing learners’ experiences and being theoretical oriented rather than being practical. It was also observed that some of the instructors lacked important attributes while interacting with students for effective learning such as being courageous, readiness of volunteering to help students, motivating students, being flexible and fair, and provision of guidance and counseling services to students. Based on the findings, the study recommends that there should be an in-service training on andragogical knowledge and skills to instructors to enable them to effectively perform instructional delivery and assessment activities. In addition to that, all instructors with modules experiencing poor academic performance should be ready to learn from other instructors whose modules or subjects do not experience poor performance.

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

An increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build theory and self-determination theory as a theoretical framework to determine whether students in self-directed and teacher-directed learning environments differ in the interplay of positive emotions and learning strategies of students in secondary education. The study also compares the mediating role of autonomy support on the relationship between positive emotions and learning strategies. Questionnaire data from 787 German secondary school students in the sixth and seventh grades were analyzed. The results of the latent mean comparison indicated that students in the self-directed learning environment demonstrated more adaptive learning behaviors. Further, a multigroup structural equation model identified strong differences in the interplay of the variables between students in the self-directed and teacher-directed learning environments. In the teacher-directed learning environment, autonomy support was not found to mediate the relationship between positive emotions and learning strategies.

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.

ESL Teachers’ Readiness During Covid 19: Guglielmino Readiness Scale

The new line of research in language policy and planning acknowledges the importance of decentralized language policy decisions. There is widespread dissatisfaction with central governments' top-down approach, and it is time to redirect the wheels. Covid 19 imposed a hybrid education model in Morocco: teacher-directed versus self-directed learning. The purpose of this paper is to investigate ESL teachers’ readiness in sustaining a self-directed learning language policy using Guglielmino readiness scale. The results will sustain research in critical language policy and seek ways to involve teachers in policymaking.

Teacher-Directed Learning Approaches and Science Achievement: Investigating the Importance of Instructional Explanations in Australian Schools

This study investigated the relationships of teacher-directed approaches with science achievement in Australian schools. The data for this study were drawn from the Program for International Student Assessment (PISA) 2015 database and analysed using multilevel modelling (MLM). MLMs were estimated to test the contribution of each item to students’ science achievement scores and to estimate the mediation effect of teacher explanations on these relationships. Only explicit, teacher-directed practices demonstrated a significant, positive association with science achievement. The positive, significant nature of the item ‘the teacher explains scientific ideas’ (B = 29.61, p < 0.001) suggested that this practice should take place in all science lessons. In the mediation model, the explicit, teacher-directed approaches in the inquiry scale revealed a significant indirect effect on science achievement, through the process of the teacher explaining scientific ideas. This indicated that effective explanations also underpin other instructional approaches such as contextualised science learning. These findings, accompanied by an analysis of the teacher-directed items and their relationships to science outcomes, give teachers and policymakers clear guidance regarding the effective use of instructional explanations in the science classroom.

Cooperative and Teacher Directed Learning Classrooms: Places for the Development of Metacognitive Skills for Reading Proficiency

Introduction. Persistent abysmal academic achievement among adolescents in Nigerian secondary schools has become a concern among stakeholders in the Nigerian system of education. This, over time, has been linked to poor reading culture and reading skills, worsened by unproductive instructional approaches adopted by teachers for reading proficiency. An investigation into effective instructional approaches to arm adolescents with metacognitive skills for reading proficiency becomes imperative. This study, therefore, investigated the impact of cooperative learning and teacher-directed learning approaches on secondary school students’ development of metacognitive skills for reading proficiency. Method. We adopted a quasi-experimental research design in our study. One hundred and eighteen early adolescent students were sampled from three public secondary schools in Anambra state. The instrument used in the study is an open-ended metacognitive skill for reading proficiency questionnaire (OMSRPQ). Three operations were used for the experiment: 1) task understanding, 2) strategy understanding, and 3) management of learning process. The sum of these three operations is the overall metacognitive skills of the students. Results. Our findings showed that students in cooperative integrated reading and composition (CIRC) learning approach differed significantly from those in the teacher-directed instructional (DI) approach and the control group (C1) in task understanding operation F (2, 118) = 8.783, p &lt;.01, strategy understanding F(2,118) = 6.324, p &lt;.01and the overall metacognitive reading skills F(2, 118) = 7.047, p &lt; .01. No significant mean differences occurred among the groups in management of learning process skills F (2,118) = 2.949, p &gt;.05. Adjusted omega squared (est. ω2) test showed large to moderate effect sizes in the operations that were significant. Discussion and Conclusion. We concluded that metacognitive skills for reading could be better enhanced in cooperative learning approach. Based on these findings, the researchers recommended that CIRC can be used in developing metacognitive skills needed in secondary school reading classrooms.

Interest, flow and learning strategies how the learning context affects the moderating function of flow

Using a sample of 787 German students in 6th/7th grades (Mage = 12.9; SD = .70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, and persistence) were compared from two contrasting learning contexts [teacher-directed learning (TDL) and making (self-directed learning)], and based on this, the interplay of the variables was compared, taking into account the moderating role of flow experience. The results of the multi-group structural equation models show that students in making (SDL) experience more interest, flow, elaboration, and persistence. No differences were found in terms of control strategies. In SDL, flow positively moderates the relations between interest and learning strategies. In TDL, all relations between interest and learning strategies are negatively moderated and indicate restrictive learning context conditions.