Development of the self-directed learning skills scale

2015 ◽  
Vol 34 (6) ◽  
pp. 663-679 ◽  
Author(s):  
Yildizay Ayyildiz ◽  
Leman Tarhan
Keyword(s):  
The Self ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

scholarly journals Evaluating Self-directed Learning Skills in SALC Modules

2014 ◽  
pp. 153-172
Author(s):  
Junko Noguchi
Keyword(s):  
The Self ◽  
Assessment Process ◽  
Needs Analysis ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Environment Analysis ◽  
Directed Learning ◽  
International University ◽  
Curriculum Renewal ◽  
Renewal Project

The previous four installments of this column have explicated the redesign process of the Self-Access Learning Centre (SALC) curriculum conducted at Kanda University of International University (KUIS) by the Learning Advisor (LA) team. The topics of each installment are: framework and environment analysis (Thornton, 2013); needs analysis (Takahashi et al., 2013); principles and evaluation of the existing curriculum (Lammons, 2013); and piloting and evaluating the redesigned curriculum (Watkins, Curry, & Mynard, 2014) in accordance with the flow of the curriculum process which has been adapted from the design model of Nation and Macalister (2010). Although the assessment process employed in the pilot was mentioned in the previous installment (Watkins et al., 2014), this column installment will discuss assessment for self-directed learning (SDL) in more detail, focusing on the issue of assessment in SDL in general, what kind of assessment process had been implemented at the SALC curriculum previously, and what kinds of changes have been made as part of the ongoing curriculum renewal project.

The self-directed learning readiness of access to HE students at city college Plymouth, United Kingdom

2021 ◽  
pp. 147797142110429
Author(s):  
Cyril Mbeau ache ◽  
Brian Banks ◽  
Chris Ford
Keyword(s):  
Academic Achievement ◽  
The Self ◽  
Point System ◽  
Strongly Correlated ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Learning Readiness ◽  
City College ◽  
Directed Learning ◽  
The Mean

This study examines the levels of self-directed learning skills for students on the Access to HE course at City College and how these skills relate to their academic achievement. In this study, 101 students participated in a survey and their self-directed learning readiness was measured using the Self-Directed Learning Readiness Scale (SRSSDL). Achievement was determined using the Universities and Colleges Admissions Service (UCAS) tariff point system. The findings showed that 38% of students on the course had moderate levels of self-directed learning and 62% had high levels of self-directedness. The mean SRSSDL score for all students who took part in the study indicated just an above moderate level of self-directed learning. These findings suggest that areas for improvement should be identified and evaluated and strategies adopted with the help of the teacher to help improve students’ self-directed learning skills. Results from further analysis revealed that self-directed learning is strongly correlated with students’ academic achievement and that SRSSDL total score significantly predicted UCAS points ( p = .049). Based on these findings, including components of self-directed learning in teaching for students on the Access to HE course might be beneficial in improving their overall achievement.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

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