The potential for digital technology to support self-directed learning in formal education of children: a scoping review

2021 ◽  
pp. 1-14
Author(s):  
Thomas Howard Morris ◽  
Matthias Rohs
Keyword(s):  
Scoping Review ◽  
Digital Technology ◽  
Formal Education ◽  
Self Directed Learning ◽  
Directed Learning

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.

Facilitating the Self-Directed Learning Efforts of Professional Meteorologists

2018 ◽  
Vol 99 (12) ◽  
pp. 2519-2527 ◽  
Author(s):  
Daphne S. LaDue ◽  
Ariel E. Cohen
Keyword(s):  
Professional Practice ◽  
Formal Education ◽  
The Self ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Climate Forecasting ◽  
Weather And Climate ◽  
Two Factors ◽  
Directed Learning ◽  
Over Time

AbstractProfessional meteorologists gain a great deal of knowledge through formal education, but two factors require ongoing learning throughout a career: professionals must apply their learning to the specific subdiscipline they practice, and the knowledge and technology they rely on becomes outdated over time. It is thus inherent in professional practice that much of the learning is more or less self-directed. While these principles apply to any aspect of meteorology, this paper applies concepts to weather and climate forecasting, for which a range of resources, from many to few, for learning exist. No matter what the subdiscipline, the responsibility for identifying and pursuing opportunities for professional, lifelong learning falls to the members of the subdiscipline. Thus, it is critical that meteorologists periodically assess their ongoing learning needs and develop the ability to reflectively practice. The construct of self-directed learning and how it has been implemented in similar professions provide visions for how individual meteorologists can pursue—and how the profession can facilitate—the ongoing, self-directed learning efforts of meteorologists.

scholarly journals Digital technology use in ELT classrooms and self-directed learning

2016 ◽  
Vol 8 (1) ◽  
pp. 51 ◽  
Author(s):  
Nehir Sert ◽  
Ebru Boynueğri
Keyword(s):  
Low Income ◽  
Digital Technology ◽  
Technology Use ◽  
High Income ◽  
Mixed Group ◽  
Self Directed Learning ◽  
Income Groups ◽  
Use Of Technology ◽  
Significant Difference ◽  
Directed Learning

The digital era is a new challenge for teachers. While children get acquainted with digital technology before the age of six, teachers, who have encountered the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use of technology within and beyond classroom settings. The aim of this study was to examine the difference between the perceptions of students in low- and high-income groups about their use of technology in a general sense and their teachers’ use of technology in ELT classrooms. It also tested the correlation between the perceptions of their self-directed learning behaviours and their own/their teachers’ technology use. The population of the study consisted of 75 students from high- and 70 students from low-income groups. Causal comparative and correlational research methods were adopted in the study. The surveys to measure the students’ perceptions about technology use were developed by the researchers. A scale, established by Demirtas and Sert (2010), was used to identify the level of self-directed learning views of the students. The data were collected at the beginning of the first term of the 2015-2016 school year. The results indicated that there was no significant difference between perceptions of the low- and high-income students regarding their own technology use. Likewise, perceptions of the low- and high-income students did not differ regarding their teachers’ technology use. There was no correlation between the perceptions of the low-/high-income mixed group regarding their use of technology and their teachers’ use of technology. Lastly, self-directed learning perceptions of the low-/high-income mixed group did not correlate with their perceptions on any aspects of technology use. The educational implications of these results were discussed and suggestions were put forward in order to produce more effective learning environments. Keywords: Digital technology, self-directed learning, ELT

Lessons of Educating Tomorrow’s Business Leaders

2020 ◽  
Author(s):  
Cynthia Wagner Weick
Keyword(s):  
Formal Education ◽  
Moral Virtue ◽  
Chief Executive ◽  
Business Leaders ◽  
Self Directed Learning ◽  
Leadership Model ◽  
Diverse Workforce ◽  
Single Person ◽  
Wide Range ◽  
Directed Learning

Narrowing the gap between chief executive officer and worker pay, contributing to social and economic amelioration, harnessing the talents of a diverse workforce, addressing climate change, managing uncertain global economic and political dynamics, and leveraging advances in science and technology: Perhaps more than ever in history, these challenges demand that we recast our concept of what makes for effective business leadership. Leadership is best viewed not as a single person but as a process that is spread throughout the organization and considers a wide range of stakeholders. The dimensions aligned with this distributed leadership model include tenacity, judgment, communication skills, sensitivity to a wide array of stakeholders and external trends, emotional intelligence, the capacity to learn, moral virtue, humility, and the ability to create environments that inspire others. Approaches for learning these dimensions include formal education, on-the-job learning, and self-directed learning. Meeting the challenges business leaders face will demand that they think deeply about the legacy they wish to create for themselves and their organizations.

scholarly journals Digital technology use by the students and english teachers and self-directed language learning

2017 ◽  
Vol 9 (1) ◽  
pp. 24 ◽  
Author(s):  
Nehir Sert ◽  
Ebru Boynueğri
Keyword(s):  
Language Learning ◽  
Digital Technology ◽  
Technology Use ◽  
English Teachers ◽  
High Income ◽  
High Income Group ◽  
Self Directed Learning ◽  
Learning Behaviors ◽  
Digital World ◽  
Directed Learning

Abstract: The digital era is a new challenge for teachers. While children get acquainted with the digital technology before the age of six, teachers, who have encountered with the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use technology particularly beyond the classroom settings. The aim of this study was to examine the difference between the perceptions of 5-8 graders in low and high income groups about their technology use skills and their English teachers’ technology use skills. It also tested the correlation between their perceptions of their self-directed language learning behaviors and their technology use skills as well as their English teachers’ technology use skills. The population of the study consisted of 145 students. Inter group comparisons and correlational research methods were adopted. The results indicated that the low and high income students’ perceptions did not differ regarding their own technology use skills, and similarly their English teachers’ technology use skills. There was no correlation between the perceptions of the low/high income group combination regarding their technology use skills and their English teachers’ technology use skills. And lastly, their perceptions on their self-directed learning behaviors did not correlate with their perceptions on their technology use skills and their English teachers’ technology use skills. The educational implications of these results were discussed and suggestions were put forward so as to produce more effective learning environments.    Keywords: Digital technology; self-directed learning; ELT, English teacher 

Lessons of Educating Tomorrow’s Business Leaders

2011 ◽  
pp. 471-490
Author(s):  
Cynthia Wagner Weick
Keyword(s):  
Learning Styles ◽  
Formal Education ◽  
Moral Virtue ◽  
Self Directed Learning ◽  
Leadership Model ◽  
Diverse Workforce ◽  
Resource Limitations ◽  
Single Person ◽  
Wide Range ◽  
Directed Learning

Regaining public trust, surviving the recession, harnessing the talents of a diverse workforce, managing globalization, addressing resource limitations, and leveraging advances in science and technology. These challenges demand that we recast our concept of what makes for effective business leadership. Leadership is best viewed not as the role of a single person, but as a process that is spread throughout the organization and considers a wide range of stakeholders. The dimensions aligned with this distributed leadership model include tenacity, judgment, communication skills, sensitivity to trends, emotional intelligence, the capacity to learn, moral virtue, humility, and the ability to create environments that inspire others. Various approaches for learning these dimensions are available beyond formal education, including self-directed learning, dialogue with others, and company-sponsored avenues. These methods are adapted to different learning styles, schedules, purposes, circumstances, and life stages, and can be made widely accessible to those who choose to improve themselves.

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