An Inquiry into the Learning Principles Based on the Objectives of Self-directed Learning

Background: Student-centred learning is characterized by constructive, collaborative and contextual learning; derived from the constructivism theory. We studied the principle of “Tut Wuri Handayani” / TWH (to follow the learners to achieve their utmost potentials) which was initiated in 1922 by Dewantara, who was the first Ministry of Education, Republic of Indonesia.Method: A qualitative method with ‘content-analysis’ was used to study the articles written by Dewantara published in Indonesian newspapers between 1920-1960. We reflected the articles into current evidences of student-centred learning principles. Validations were done through three times focus group discussions (FGDs) by 30 students of a master’s of health professional education program and in-depth interview with two national experts in higher education.Results: In the period of early 20th century, Dewantara’s ideas had arrived at ‘contextual’ and ‘collaborative’ principles; the basis of current philosophy of student-centred learning. Dewantara’s exceptional initiatives were: (1) emphasizing equity between learners and teachers regardless the strong hierarchical social culture among Indonesian, (2) making the best use of cultural events and instruments as rigorous learning resources to enhance the sensory abilities and social sensitivity of the students towards community’s needs, (3) promoting observation-based learning to promote self-directed learning by helping the students to reflect on their mistakes, to be independent thinkers and to be responsible persons, to minimize gaps between attitudes and behaviours, and to provide role models and opportunities for students to actively participate in learning.Conclusion: “Tut Wuri Handayani” or ‘to follow the learners to achieve their utmost potentials’ revealed as a student-centred learning principle emphasizes life-long learning. Dewantara may be regarded as one of the world-wide leaders in education.

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Systematic Instructional Design

Advanced Methods in Distance Education ◽

10.4018/978-1-59140-485-9.ch006 ◽

2011 ◽

pp. 99-117

Author(s):

Kim E. Dooley ◽

James R. Linder ◽

Larry M. Dooley ◽

Atsusi Hirumi

Keyword(s):

Instructional Design ◽

Creative Thinking ◽

Thinking Skills ◽

Team Approach ◽

Self Directed Learning ◽

Learner Centered ◽

Directed Learning ◽

Learner Differences ◽

Learning Principles ◽

Content Specialist

In Part II, we explored adult learning principles, learner differences, and engaging learners to promote self-directed learning. Now, in Part III, we will examine systematic instructional design, including the student- or learner-centered approaches that promote lifelong learning. Although many trainers and instructors serve as both the content specialist and instructional designer, some institutions use a team approach with various people providing expertise. This chapter provides an overview of learner-centered instruction and instructional design models to help you or a team of developers conceptualize instructional planning. What are the components of instructional design? What is meant by teacher-centered versus learner-centered paradigms of instruction? How can we design instruction that will promote active learning and the use of critical and creative thinking skills?

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Innovating to build GP trainer capacity in London

British Journal of General Practice ◽

10.3399/bjgp19x703541 ◽

2019 ◽

Vol 69 (suppl 1) ◽

pp. bjgp19X703541

Author(s):

Andrew Tate ◽

Nerys Carter ◽

Sarah Osborne

Keyword(s):

Self Directed Learning ◽

Face To Face ◽

Compulsory Attendance ◽

Directed Learning ◽

Care Training ◽

Training Courses ◽

Training Community ◽

Teaching Learning ◽

Learning Principles ◽

Gp Training

BackgroundA new GP trainer programme was developed by Health Education England (HEE) London in recognition of the need to expand GP trainer capacity across London, providing a flexible, non-accredited course within existing resources. An evaluation of its effectiveness was commissioned to assist the future development of primary care training courses.AimThe aim of the new GP trainer programme was to provide GP educators with access to authentic, practical, ‘real world’ experiences of GP training. It was also to build and connect the GP community; in particular, the GP training community. Indeed, the course aimed not only to encourage GPs to become trainers but in a very real sense ensure their preparation for practice.MethodThe programme consisted of five compulsory face-to-face taught days; self-directed learning via online modules, podcasts and reading; compulsory attendance at local GP trainer workshops; and an optional reflective portfolio.ResultsThe rationale behind the development of the programme was that the appropriate education of primary healthcare practitioners is dependent on trainers having a sound understanding of key adult learning principles as well as the necessary practical and professional skills to facilitate effective teaching, learning, and assessment in practice. It purposefully lowered barriers to participation by emphasising and focusing on the practical application of relevant educational theory, and ensuring that assessments of GP trainer’s competence are appropriate and proportionate.ConclusionThis presentation will discuss the processes and decisions involved in developing and designing this programme, as well as the implications of a recent evaluation of its impact.

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