Use Of Self-directed Learning Research Articles

Trend and Usage of Internet for Self Directed Learning in Phase I MBBS Students in an Urban Medical College: Observations and Challenges

IntroductionGMR 2019 have suggested fixed hours of self-directed learning (SDL) for all subjects for helping the students to develop their learning skills and sense of responsibility for a better learning in future. Presently, the trend of SDL is becoming more e learning centric in comparison to use of text books with its consequent advantages and disadvantages. The present study aimed to analyze the challenges associated with this trend in the phase 1 MBBS students. MethodsIn an interventional educative study 203 phase 1 students from an urban medical college were assessed for an SDL based project on clinical aspects of the urea cycle at the end of the topic ammonia metabolism in Department of Biochemistry. Output from students were analysed for their trend for using resource materials, selection of relevant materials and originality of their inputs during the SDL process. Data obtained were analysed for their percentage distribution anddifference of mean values as applicable. Results Out of 197 students who submitted their SDL projects in completed form, 61% students used internet information only, 20% used books only while 19% used both their resource materials. 32% of them could not use right key words for search and produced irrelevant materials in their topic. About 58% adopted copy and paste process without any change. Interestingly, the marks obtained by text book users were significantly higher than those using e resource materials. ConclusionsThe present study reveals that in spite of having a higher inclination to use e learning resources most of the students are yet to coordinate between their study topic & internet information. Moreover, the trend for copying without comprehension was found to be significantly higher among e learners. Hence, the investigators suggest that for proper use of SDL, guidance by expert faculties regarding how to search internet properly using appropriate keywords and how to comprehend the core information of the e-resources into their own language are necessary to make it a successful component of CBME.

Perceptions of Self-Directed Learning among Nursing Students at Private Nursing Institutes in Karachi, Pakistan

Background: Nursing is a profession where theory and skills runs vice-versa but advancement and new technology increasing challenges for professionals, to update their-selves for which they required to use self-directed learning (SDL). The SDL has become a key concept in nursing education and is considered as an essential as learning of skill for nursing students and nurses to keep them motivated for lifelong learning,
 Objective: The objective of this study is to assess the readiness level of nursing students regarding self-directed learning (SDL) currently studying in the BSN program in private nursing institutes.
 Study Design: 
 Method: This study used the descriptive cross-sectional study design.
 Place and Duration of the Study: Study performed in three institutes of nursing, in Karachi, Pakistan, in duration between May to October 2019.
 Methodology: 384 BS Nursing students of I- IV year were selected by stratified random sampling technique, 203 were females and 181 males participated. Mostly (200) aged between 26-30. The data was collected using a structured self-administered questionnaire focused on self-directed learning.
 Result: Out of 384, 200 (52%) participants were between 26-30 years of age, 203 (52.8%) were females. The participants were belong from three different institutes and enrolled in BSN with the year I, II, III, IV. The 324 (84.3%) participants showed a high level of SDL, which indicates effective SDL abilities in students. All the sub-categories like awareness, evaluation, interpersonal skills, learning strategies, and learning activities were applied ANOVA; major difference observed in all sub-categories and participants’ age and total score with age group with P-value = .05.
 Conclusion: There is no difference in male and female learning abilities. SDL may enhance confidence and empowerment among students. SDL can be equally beneficial in education and clinical area. To increase SDL, various considerations are required like teacher’s role, involvement in curriculum, and other professional or academic bodies that can bring learner-oriented positive teaching-learning environment; hence effective learning strategies can enhance the use of SDL.

The Correlation Between Students’ Speaking Skills And Self-Directed Learning In Virtual English Community

This study was conducted to investigate correlation between students' speaking skills and self-directed learning in a virtual English community. This quantitative research involved 20 students who joined the speaking community at a public university in Surabaya. It used speaking rubric and a questionnaire as instrument data and was then analyzed by using SPSS 26.0 for Windows. The result of this study was the students included moderate self-directed learning users. The highest mean score was self-management (M=3.79) and followed by self-motivation (M=3.64) and self-monitoring (M=3.34). In terms of speaking skills, the students were good speakers in every speaking aspect. Sequentially, the best speaking aspect mastered was vocabulary and followed by grammar & accuracy, pronunciation, and fluency & coherence. Through correlation analysis, the use of self-directed learning was highly correlated with the students' speaking skills (r=0.669). Thus, it could be said that applying self-directed learning is a helpful way for the students' speaking skills.
 Keywords: Speaking skills, self-directed learning, English community

Differences in Self-Directed Learning: Middle-School Students’ Autonomous Outdoor Studying

The use of self-directed learning (SDL) is an increasingly widespread trend in schools, although its core—the student’s attentional capability for multi-level processing—to construct relevant concepts and at the same time to keep in mind the needed sub-items, while also directing one’s own learning, has not been thoroughly investigated. We examined autonomous learning outdoors in small groups with 122 school students aged 14–16 years (the period that, through the developmental peculiarities of puberty, causes variety in cognitive skills). To detect whether individual characteristics reflect in students’ SDL progress, we measured participants’ pre-knowledge, their problem-solving strategies, and post-knowledge. We also asked about their prior SDL experience. The results showed 1) relations between one’s pre-and post-knowledge levels; 2) the impact of gender in the SDL efficacy; 3) the difficulty to memorize in the course of complex tasks while learning on one’s own. Our work gives insight into the SDL-specific heightened cognitive demand: school students’ cognitive obstacles in heavy load conditions and their prolonged maturation of executive functions—especially in adolescence as this age group passes its normal biological spurts of the human developmental path—which may differ individually.

Medical University of South Carolina College of Medicine.

Medical University of South Carolina College of Medicine.

Triple Cs of self-directed learning: Concept, conduct, and curriculum placement

Self-directed learning (SDL) is one of the teaching-learning methods that can be used in medical education at all levels. The use of SDL in undergraduate (UG) teaching is becoming common due to the implementation of competency-based education in many countries. The new competency-based UG medical curriculum in India includes lifelong learning skills as one of the major components. The SDL method is reported to increase the lifelong learning skills of students. The concept of SDL is based on experiential learning and its conduct needs proper understanding of the concept. The conduct can include two contact sessions and an intersession or gap period of few days. The contact sessions focus on introduction, facilitation, and debriefing. The intersession period is the real learning period for the students. SDL also includes the use of various assessment methods. All SDL sessions are followed by an evaluation of various stakeholders. Advancements in information technology (IT) and the advent of many innovations in teaching can be aptly used in SDL conduct and evaluation. The present coronavirus disease 2019 (COVID-19) pandemic has further provided opportunity to use IT in the new normal post-COVID-19 times. Curriculum placement must be done in alignment with other teaching-learning methods. Training of facilitators, availability of resources, and preplanning help in successful SDL conduct. If implemented appropriately, SDL can be a great method to help students in their postinstitute lives.

Investigating the Relationship Between Self-Directed Learning Readiness and Time Management Skills in Turkish Undergraduate Nursing Students.

The aims of this study were to determine self-directed learning and time management skills of undergraduate nursing students and to investigate the relationship between the concepts. The use of self-directed learning has increased as an educational strategy in recent years. This descriptive and correlational study was conducted with 383 undergraduate nursing students in Turkey. Data were collected using a sociodemographic questionnaire, the Self-Directed Learning Readiness Scale, and Time Management Questionnaire. Mean scores were as follows: self-directed learning readiness, 159.12 (SD = 20.8); time management, 87.75 (SD = 12.1). A moderate positive correlation was found between self-directed learning readiness and time management values. Time management scores were 78.42 when self-directed learning readiness was ≤149 and 90.82 when self-directed learning readiness was ≥ 150, with a statistically significant difference (p = .000). Level of self-directed learning and academic achievement were higher in students who managed their time well.

Self-directed learning on a full-time MBA – A cautionary tale

This article provides a cautionary tale of the complexities of implementing peer learning groups (PLG's) and blended learning approaches for promoting self-directed learning (SDL) in the context of competing objectives for staff and students on a full-time MBA module in the field of HRM. We suggest that existing literature on PLG's and SDL does not, so far, explore in detail messy contexts where organisational pressures on teaching teams lead to multiple, conflicting objectives that do not allow for a rational delivery of the anticipated pedagogic strategy. Recognising further the relatively limited amount of studies within a HRM teaching context, we seek to contribute to the SDL literature by outlining the problems that can occur when there are hidden objectives behind the use of SDL. We further suggest that the full-time MBA context may be particularly opposed to the use of SDL due to specific student expectations of ‘appropriate’ modes of delivery.

Technology perceptions in employees' use of self-directed learning

Purpose – Service firms can improve their adaptability in turbulent environments with knowledgeable employees. Self-directed learning (SDL) is one way that employees can improve knowledge, but this research area has not examined the role of technology in employee learning. This paper aims to discuss these points. Design/methodology/approach – This paper uses nested regression to test hypotheses about the relationships between employee affinity for technology (AFT) and perceived corporate affinity for technology (PCAFT) on SDL project use in financial services employees, and extends Artis and Harris' conceptual SDL model. Findings – The relationship between the antecedents and SDL project use depends on the type of project: induced, synergistic, voluntary or scanning. The main effect of AFT impacts all except induced projects. The main effect of PCAFT only influences synergistic projects. The interaction term influences induced and scanning projects. Research limitations/implications – This paper provides the first empirical test of antecedents of SDL project use in the marketing literature. Limitations include that only employees from financial services were used; future research is needed to determine generalizability. Practical implications – These findings show that what motivates employees to engage in SDL project can be a selection or an internal communication issue depending on project type. This should help managers to determine what steps can be taken to encourage employee use of SDL projects. Originality/value – Academically, this is the first paper in marketing to empirically test antecedents of SDL projects use and provides empirical support of Clardy's SDLP typology. Managerially, this is the first empirical guidance on how firms can increase employee SDL project use to enhance knowledge.

Perspectives on Self-Directed Learning — the Importance of Attitudes and Skills

AbstractThe use of Self-Directed Learning (SDL) as a learning tool is increasing in today’s educational environment, especially in medical schools. We wanted to examine whether all students are effective self directed learners and can make use of this learning tool to achieve learning objectives. Students (n = 125) of first-year medical training program were selected and for a period of 10 weeks they were exposed to two types of teaching programs i.e. SDL sessions and regular didactic lectures. Based on the total scores they obtained in the examination that followed they were divided into four groups. The results showed that the students of higher-scoring groups had scored significantly higher in SDL topics when compared with didactic lecture topics (75.28 ± 7.85 vs. 65.56 ± 3.93, and 67.29 ± 9.37 vs. 57.23 ± 4.51, respectively). In contrast the students in the lower-scoring groups did not score significantly higher in the SDL topics. This suggests that SDL may help “good” students to understand concepts ...

The Use of Self-Directed Learning to Promote Active Citizenship in STS Classes

The purpose of this article is to outline the viability of a student-directed assignment within collegiate-level STS curricula for the improvement of the utilization of scientific knowledge and technology in society. The assignment, christened the Do Something! assignment, is a novel teaching tool that utilizes students’ individual interests to encourage in-depth learning across disciplines and capitalizes on their personal skills and talents to solve real-world problems. The Do Something! assignment has been utilized in two STS courses at The Pennsylvania State University (STS 100: The Ascent of Humanity and STS 200: Critical Issues in STS). The structure of this assignment allowed students to make small but concrete contributions toward a sustainable future by applying STS principles. Outcomes indicated that (a) students had an overwhelming positive attitude toward the assignment; (b) students developed an in-depth understanding of STS issues outside of their individual fields of study; (c) students perceived a high level of attainment, which resulted in personal fulfillment; and (d) this positive perception encouraged students to attempt similar socially beneficial actions outside of the classroom.

The Use of Self-Directed Learning during Fieldwork Education: The Students' Perspective

The University of Derby is committed to educational strategies that develop reflective practice and lifelong learning in occupational therapy education. Self-directed learning is implemented during fieldwork placements, enabling students to become active in the learning process and integrating the individual's previous experiences, application of knowledge and present learning needs. The principles of self-directed learning adopted by the university also involve students in setting and evaluating their own aims and objectives, writing a learning contract and negotiating reports with fieldwork educators. The aims of the study were to consider whether students used the principles of self-directed learning during fieldwork placements and what influenced their use. The method was a two-stage process, involving a questionnaire and semi-structured interviews. The subjects were in their final year of education. The results showed an overall increase in the use of the principles of self-directed learning at the end of 3 years' education. From the six interviews conducted, the occupational therapy department, the style of supervision and the university procedure were identified as the main influences on the use of self-directed learning during placements.