The impact of cooperative learning on self-directed learning abilities in the computer applications technology class

2018 ◽  
Vol 37 (4) ◽  
pp. 482-494 ◽  
Author(s):  
Elsa Mentz ◽  
Sukie Van Zyl
Keyword(s):  
Cooperative Learning ◽  
Computer Applications ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Directed Learning ◽  
The Impact

scholarly journals How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education

2019 ◽  
Vol 8 (3) ◽  
pp. 678 ◽  
Author(s):  
Zamzami Zainuddin ◽  
H. Habiburrahim ◽  
Safrul Muluk ◽  
Cut Muftia Keumala
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Learning Activities ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Classroom Activities ◽  
Vocabulary Skills ◽  
Video Lectures ◽  
Directed Learning ◽  
The Impact

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES BlendSpace’ to promote students’ self-directed learning in EFL flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ self-directed learning abilities. The observation of students’ learning activities on the TES BlendSpace was also recorded to support the interview data. The LMS was adopted to distribute and receive information. Thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate the learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES BlendSpace is recommended to be performed in teaching EFL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in terms of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replacing other non-educational favorite websites. The finding of this study indicates that the students’ online culture was predominantly formed by the interesting contents posting on the LMS, especially the video lectures and an easy way to use. Additionally, instructors should develop activities in and around the LMS with a number of benefits and rewards. Hence, the students will be motivated to log in the LMS for learning purposes.

scholarly journals E-Learning for Enhancement of Medical Student Performance at the Objective Structured Clinical Examination (OSCE) in the COVID-19 Era

2020 ◽  
Author(s):  
Kyong-Jee Kim ◽  
Yeon Ji Lee ◽  
Mi Jin Lee ◽  
Young Hyo Kim
Keyword(s):  
Student Perceptions ◽  
Educational Intervention ◽  
Clinical Performance ◽  
National Average ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Clinical Competencies ◽  
E Learning ◽  
Directed Learning ◽  
The Impact

Abstract Background: This study aimed to investigate the impact of student self-directed e-learning on the development of clinical competencies.Methods: The study participants were 3rd year students (n = 43) at a private mid-sized medical school located in a South Korean suburb on a four-year medical program. Educational intervention was implemented to enhance student clinical performance. Students engaged in learning activities that intended to promote their self-directed learning abilities and clinical performances using e-learning resources. Intervention was conducted for the duration of six months during the 3rd year and its effectiveness was investigated by comparing student performances in OSCEs in a pre- and post- comparison format and also by comparing them with national scores. In addition, student perceptions of the impact of e-learning on their OSCE performances were assessed using a questionnaire, which included 36 items that elicited student perceptions of their experiences of e-learning and readiness for e-learning.Results: Student OSCE scores improved significantly after educational intervention in all domains of clinical competencies assessed and for total scores (p < 0.001). Furthermore, students achieved higher OSCE scores than national average scores in the post-test, whereas they had performed lower than national average scores in the pre-test. Students showed neutral or slightly positive responses to the effectiveness of e-learning, and their perceptions of e-learning were not associated with their e-learning readiness scores.Conclusions: The study shows student OSCE performance improved significantly after educational intervention. Our findings indicate the effectiveness of e-learning supporting self-directed learning of clinical performance by medical students. Despite significant improvements in student OSCE scores after e-learning, their perceptions of its effectiveness were neutral. Furthermore, student perceptions of e-learning were not associated with their readiness for e-learning. Suggestions are made to help students use e-learning more effectively to enhance their clinical competencies.

scholarly journals The Effects of Situational Teaching, Cooperative Learning, and Self-directed Learning on Mathematical Learning Abilities in China

2021 ◽  
Vol 11 (4S) ◽  
pp. 174
Author(s):  
Chen Lei ◽  
Fazilah Razali
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Junior High School ◽  
Junior High ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Mathematical Learning ◽  
Learning Abilities ◽  
Directed Learning

The junior high school stage is a significant stage of education because students thinking skills develop the fastest in junior middle school. In addition, the quality of junior high school education impacts the students learning ability, especially in mathematics, and the teaching methods also play a key role in students' mathematical learning ability. Therefore, this research explores the impact of problem-based learning on junior high school students’ mathematical learning ability, and studies their impact on students’ mathematical learning ability from the core principles of problem-based learning, including learning situations, cooperative learning, and self-directed learning. A total of 240 students from Meixi Lake Changjun Middle School participated in this research based on quantitative research methods collected of such as the "Mathematical Ability Scale" and other questionnaires. The correlation analysis revealed that situational teaching, self-directed learning and cooperative learning have a moderately positive correlation with students’ mathematical abilities. In this study, an independent sample t-test analyzed the significant correlation between gender and mathematical learning abilities. This research aims to find better learning methods to improve the mathematical learning abilities of Chinese junior high school students and their performance in mathematics subjects.

The impact of complete denture making instructional videos on self-directed learning of clinical skills

2015 ◽  
Vol 59 (2) ◽  
pp. 144-151 ◽  
Author(s):  
Haruka Kon ◽  
Michael George Botelho ◽  
Susan Bridges ◽  
Katherine Chiu Man Leung
Keyword(s):  
Clinical Skills ◽  
Complete Denture ◽  
Self Directed Learning ◽  
Instructional Videos ◽  
Directed Learning ◽  
The Impact

scholarly journals The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intervention Group ◽  
Cost Effective ◽  
Self Directed Learning ◽  
Related Factors ◽  
Learning Readiness ◽  
Quasi Experimental ◽  
Directed Learning ◽  
The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

scholarly journals Measuring impacts of an holistic farm business management training program

2004 ◽  
Vol 44 (6) ◽  
pp. 531 ◽  
Author(s):  
D. Cameron ◽  
S. A. Chamala
Keyword(s):  
Formal Education ◽  
Business Management ◽  
Management Training ◽  
Self Directed Learning ◽  
Study Approach ◽  
Management Objectives ◽  
Directed Learning ◽  
Highly Correlated ◽  
Farm Business ◽  
The Impact

A case study approach within an action research framework incorporating qualitative and quantitative domains was adopted to explore the impact on Queensland farmers of a farm business management extension programme. Three new indices were developed to quantify changes perceived by participants. The first measure, the Bennett Change Index, provided statistically significant evidence that attitudinal and behavioural changes were more frequent in participants with less formal education, but also more frequent in participants who had high urbanisation and self-directed learning index scores. The other 2 new indices, Management Constructs Change and Management Objectives Change, provided evidence of statistically significant changes in participant beliefs about, and attitudes towards, farm business management. Although highly correlated with each other, these changes were unrelated statistically to any of 6 other commonly used biographical or psychometric indices employed; including level of formal education. It is concluded that these new measures, with context-relevant modifications, have potential as aids to programme impact evaluation in a range of agricultural and wider applications. They may provide insights into personal psychological issues that complement direct behavioural measures of change.

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