Self-directed learning with knowledge management model to enhance digital literacy abilities

2020 ◽  
Vol 25 (6) ◽  
pp. 4797-4815
Author(s):  
Aime-acha Silamut ◽  
Sirirat Petsangsri
Keyword(s):  
Knowledge Management ◽  
Digital Literacy ◽  
Management Model ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255177
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Yuriy Bilan ◽  
Judit Oláh
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Learning Outcomes ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

Methodology for Knowledge Management and Self-Directed, Science Program Engineering Computing

2017 ◽  
pp. 63-81
Author(s):  
Marcos Levano
Keyword(s):  
Knowledge Management ◽  
Computer Science ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
The Self ◽  
Science Program ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Generic Competences ◽  
Self Learning

The following chapter shows the development of a learning methodology used to validate self-directed learning generic competences and knowledge management in a competence-based model in the engineering computer science program of the Universidad Católica Temuco (UCT). The design of the methodology shows the steps and activities of the learning-by-doing process, as shown gradually in the learning results of the competence. The designed methodological process allows creating working schemes for theory-based teaching and learning, and also for practicing and experimenting. The problematology as controlled scenarios is integrated in order to answer problems in engineering, allowing the process of validation in the self-learning and knowledge management competences. Thus, the achievements in the results have allowed helping the teachers to use their learning instruments.

scholarly journals Emotional Intelligence, Knowledge Management Processes and Creative Performance: Modelling the Mediating Role of Self-Directed Learning in Higher Education

2021 ◽  
Vol 13 (5) ◽  
pp. 2933
Author(s):  
Zahid Shafait ◽  
Zhu Yuming ◽  
Natanya Meyer ◽  
Włodzimierz Sroka
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Creative Performance ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
Knowledge Management Processes

Grounded on the Knowledge Based View (KBV), this study examines the effects of a knowledge management enabler (Emotional Intelligence) on knowledge management processes (KMPs) in research universities. It investigates the direct effect of KMPs on creative performance. This study further examines the mediating role of Self-directed Learning in a relationship between KMPs and creative performance. This study used a sample frame of 248 academic and administrative personnel from Higher Education Institutions (HEIs) in Pakistan. The relationships were tested through a partial least squares structural equation modelling method. The results reveal that Emotional Intelligence (EI) as an enabler has a positive and significant impact on KMPs. However, a direct relation between self-directed learning and creative performance is insignificant. Also, established associations were found to be positive and significant. This study’s findings validate the academic experience of EI and suggest how academics and administrators of HEIs can value KMPs and the self-directed learning that strengthens creative performance. With the increased importance of EI and KMPs in HEIs, there is a lack of studies investigating the relationship between EI, KMPs and creative performance. This study empirically examines the interface of EI, KMPs and creative performance in HEI’s and enriches the existing literature by exploring the mediating role of self-directed learning.

scholarly journals DIGITAL LITERACY IN USING GEOGEBRA LEARNING MEDIA IN TERMS OF SELF-DIRECTED LEARNING

MaPan ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 40
Author(s):  
Maylita Hasyim ◽  
Henny Fathul Kurniawati
Keyword(s):  
Digital Literacy ◽  
Mathematics Learning ◽  
Student Response ◽  
New Work ◽  
Self Directed Learning ◽  
Digital World ◽  
Directed Learning ◽  
High Level ◽  
Instructions For Use ◽  
Practice Questions

Digital literacy is important to improve the quality of education, especially in mathematics learning which can develop and engage students in exploring the efficient digital world for learning mathematics. The purpose of this study is to analyze the digital literacy of grade VIII students of SMP Negeri 1 Karangrejo in using GeoGebra learning media in terms of self-directed learning. This type of research is descriptive qualitative. The subjects of this study consisted of six students, and the instruments used were lesson plans, self-directed learning questionnaires, student response questionnaires, and interview guidelines. The result of this research shows that digital literacy with students who have high level for self-directed learning are able to fulfill all of indicators for digital literacy including being able to understand instructions for use and how to use the GeoGebra application, explain the information in the GeoGebra application, do the exercises correctly, participate in exchanging ideas with friends and develop their creativity into a new work in the GeoGebra application, students with moderate self-directed learning are only able to meet five digital literacy indicators including being able to understand instructions for use and explain the information in the GeoGebra application, do the exercises correctly, participate in brainstorming with friends and try to develop their creativity into a new work on the GeoGebra application, and students with low self-directed learning are only able to meet two digital literacy indicators including able to understand the instructions for use and be able to do practice questions correctly.

scholarly journals Peer Collaboration and Learner Autonomy in Online Interaction Spaces

Relay Journal ◽  
2019 ◽  
pp. 450-458
Author(s):  
Ward Peeters ◽  
Jo Mynard
Keyword(s):  
Foreign Language ◽  
Digital Literacy ◽  
State Of The Art ◽  
Literacy Skills ◽  
Peer Collaboration ◽  
Ministry Of Education ◽  
Self Directed Learning ◽  
Communicative Functions ◽  
Directed Learning ◽  
Online Setting

This paper summarizes the initial phases of a study which investigates how learners of a foreign language interact with one another in an online space as part of their self-directed learning course, how they make use of their peers, and what communicative functions they use. The authors provide a state of the art, a description of the project and its objectives, and comment on how the project supports the goal of the Japanese Ministry of Education to improve students digital literacy skills, while also benefitting from increased interaction with their peers in an online setting.

Sign in / Sign up

Export Citation Format

Share Document