Motivation in Relation to Self-Directed Learning and Collaborative Learning Questionnaire

2016 ◽  
Author(s):  
Doris Choy ◽  
Feng Deng ◽  
Ching Sing Chai ◽  
Hwee Ling Joyce Koh ◽  
Pei-Shan Tsai
Keyword(s):  
Collaborative Learning ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Validation of a questionnaire assessing students’ self-directed and collaborative learning with and without technology in Canadian middle school classrooms

2019 ◽  
Vol 45 (2) ◽  
Author(s):  
Chantal Labonté ◽  
Veronica R. Smith
Keyword(s):  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Collaborative Learning ◽  
Model Fit ◽  
Self Report ◽  
Self Directed Learning ◽  
School Students ◽  
Confirmatory Factor ◽  
Directed Learning

In the current study, the researchers examine the validity of a questionnaire assessing students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed an 18-item questionnaire for use in assessing high school students’ perceptions of their learning in Singapore. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students’ perceptions of their learning. Dans la présente étude, les chercheurs examinent la validité d’un questionnaire évaluant les perceptions qu’ont les élèves de leur apprentissage autonome et collaboratif, avec et sans technologie, au sein d’un groupe d’élèves d’écoles intermédiaires canadiennes. Lee et ses collègues (2014) ont développé un questionnaire de 18 items pour évaluer les perceptions qu’ont des élèves d’écoles secondaires quant à leur apprentissage. Trois cent vingt élèves d’écoles intermédiaires à travers l’Alberta, au Canada, ont rempli le questionnaire. Les résultats d’une analyse factorielle confirmatoire ont révélé que le questionnaire avait été insuffisamment ajusté au modèle. Les chercheurs se sont servis d’une procédure de jackknife afin de supprimer systématiquement quatre items afin d’obtenir un questionnaire solide sur le plan psychométrique. Les résultats suggèrent que le questionnaire raccourci est un instrument utile pour l’auto-évaluation des perceptions qu’ont des élèves d’écoles intermédiaires quant à leur apprentissage.

Students' perceptions of self-directed learning and collaborative learning with and without technology

2014 ◽  
Vol 30 (5) ◽  
pp. 425-437 ◽  
Author(s):  
K. Lee ◽  
P.-S. Tsai ◽  
C.S. Chai ◽  
J.H.L. Koh
Keyword(s):  
Collaborative Learning ◽  
Self Directed Learning ◽  
Directed Learning

Editorial

Relay Journal ◽  
2021 ◽  
pp. 1-4
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Reflective Practice ◽  
Undergraduate Students ◽  
Self Directed Learning ◽  
Graduate Studies ◽  
The Past ◽  
Learning Journey ◽  
Directed Learning ◽  
Difficult Times

We welcome you to Volume 4, Issue 1 of Relay Journal. Undoubtedly, all of us, whether as educators, advisors, other professionals, or learners, have continued to experience great change in our work or learning over the past year or more. During times of change, in order for the change to be developmental, an individual must be able to reach a sense of equilibrium (Zittoun, 2006, Zittoun et al., 2013). This concept of equilibrium is also referred to by Damasio (2019, p. 6) as a sense of “homeostasis” to which all living beings constantly are driven to in order to feel fulfilled and satisfied. Through change and the subsequent restructuring of how we function in our teaching or learning in order to reach a new stability, our umwelt (see Uexüell, 1987; Zittoun, 2006), i.e., our own semiotic world, can also be altered. In the context of language learning, going through changes, finding balance, and undergoing a transformation of perspectives are all experiences that learners and teachers alike face. Engaging in reflection can help students to cope with these transitions and ultimately better understand and benefit from the process (Kato & Mynard, 2016). It is also through reflective practice that educators are likewise able to successfully handle and grow from potentially difficult times of transformation or development (Argyris & Schön 1974; Farrell, 2015, 2019). In this issue, we are happy to present a collection of papers which represent examples of such reflections. Readers can get a closer look at various aspects of advising in language learning through analytic accounts of its implementation by educators. Additionally, valuable insights into the learning journey may be gained from reflections on topics such as self-directed collaborative learning among undergraduate students or the evolution of a distance learner’s identity while engaging in graduate studies. Finally, those who are interested in the intersection of technology and self-directed learning will find something valuable in these articles as well.

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