Does culture or self-directed learning drive online performance?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Qian Wang ◽  
Chang Xiong ◽  
Jiajun Liu
Keyword(s):  
College Students ◽  
Student Performance ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Self Directed Learning ◽  
Scoring Method ◽  
Content Type ◽  
Team Members ◽  
Directed Learning ◽  
The Impact

PurposeThe foundations of internally driven discipline are similar to self-directed learning (SDL). This study examines the effect of cultural orientation and SDL on the online performance of college students. It investigates how college students pursue SDL while maintaining a collectivist cultural orientation in their learning experience. It explains why students prefer SDL to learning constrained by an externally enforced discipline.Design/methodology/approachThe explanatory sequential mixed-method design uses a quantitative method, followed by qualitative enquiry. The research was conducted in an undergraduate non-credit online course in China.FindingsThe findings show that cultural orientation has no impact on students' online performance, while SDL abilities are positively related to it. When fully mediated by SDL, a horizontal-collectivist culture has a positive effect on students' online performance.Research limitations/implicationsData were collected in a non-credit online college course, where the final assessment used a peer-rating approach and team members shared the same final score. This scoring method may not fully reflect each student's online performance.Practical implicationsThe findings suggest that, when considering cultural influence on student performance, researchers should consider learning contexts, including educational level and learning mode. This study validates that colleges should focus on ability and skill development that enhance internal motivation to improve students' online performance, rather than focussing on their beliefs.Originality/valueThis paper introduces evidence to support the impact of culture on college students' online performance, showing that SDL abilities can drive performance.

scholarly journals A Case Study on the Self-directed English Learning Experiences of Korean College Students Using Self-coaching

2021 ◽  
Vol 15 (5) ◽  
pp. 199-214
Author(s):  
Seongjhin Joh ◽  
Byungsun Kim
Keyword(s):  
College Students ◽  
Learning Experience ◽  
Self Control ◽  
Learning Ability ◽  
English Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Korean College Students ◽  
Colaizzi's Method ◽  
Learning English

The purpose of this study is to analyze the English learning experience of college students using Colaizzi's method, which is one of the qualitative research methods, using self-coaching technology as a tool to improve self-directed learning ability. In-depth interview were conducted to collect data, and 9 significant statements, 4 theme clusters, and 2 categories were derived. The results are as follows. First, it showed that the participants clearly set the reasons and goals for learning English. Second, it was confirmed that they had time to return to the positive motivation they experienced in the past and strengthened their will to overcome difficulties caused by self-coaching. Third, it was reported that they had a valuable experience of asking the questions presented for the first time, and they recollected the feelings of when they happily learned English, thereby gaining new vitality for learning English. Finally, it also showed that they experienced risk factors such as a desire to procrastinate, a desire to give up, and a rush to complete a task due to difficulty in self-control, which could lead to poor learning. Based on these results, it was suggested that self-coaching contributed to the improvement of learning English, the importance of questions, necessary factors when expanding to regular classes, and the expansion of coaching research.

Immersive live streaming experience in satisfying the learners’ need for self-directed learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ree Chan Ho ◽  
Bee Lian Song
Keyword(s):  
Technology Use ◽  
Structural Equation ◽  
Tertiary Education ◽  
Business Students ◽  
Equation Modeling ◽  
Live Streaming ◽  
Self Directed Learning ◽  
Content Type ◽  
Directed Learning ◽  
The Impact

Purpose This study aims to examine live streaming experiences of business students’ at the tertiary education level, and how the use of this interactive platform satisfies their affective, cognitive, social and hedonic needs in learning. Likewise, it explored the influence of live streaming class on the learning outcome needed in achieving self-directed learning. Design/methodology/approach Drawing on the uses and gratifications theory, a conceptual framework was developed to discover the impact of interactive live streaming platform in meeting learners’ needs required for self-directed learning. A survey was conducted with a sample of 402 business undergraduate students from 5 universities. Data was analyzed with covariance-based structural equation modeling. Findings This study confirmed that learners’ gratifications gained from live streaming encouraged them to collaborate with the instructors in meeting the learning outcomes. The findings also supported that the interactive nature of live streaming offers the opportunity for students to learn independently. Thus, it sheds new light on how a live streaming learning environment can be further developed in promoting self-directed learning. Originality/value This study offers a novel understanding of live stream class adoption by examining learners’ needs from a uses and gratification perspective. It also contributed new insight to the existing literature on live streaming technology use in education to promote self-directed learning.

scholarly journals The autonomy of informal STEM and benefits of andragogy with gifted children

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Julia E. Calabrese ◽  
Robert M. Capraro
Keyword(s):  
Extrinsic Motivation ◽  
Learning Experience ◽  
Honors Students ◽  
Task Completion ◽  
Gifted Children ◽  
Self Directed Learning ◽  
Content Type ◽  
Gray Area ◽  
Directed Learning ◽  
Survey Responses

Purpose In distinguishing the education of adults from the education of children, a gray area lies on where to classify gifted and honors students. The purpose of this study was to determine if the attitudes of students at an honors STEM summer camp paralleled the educational needs of adults, namely self-directed learning.Design/methodology/approach Researchers analyzed survey responses through an exploratory factor analysis and five t tests.Findings The interpretation of the effect sizes showed that after engaging in a self-directed learning experience, students expressed more positive self-efficacy and intrinsic motivation, experienced reduced extrinsic motivation and anxiety, and were less task-completion oriented.Originality/value The results suggest that gifted and honors students may have a propensity to learn that is more similar to that of adults rather than their same-age peers.

scholarly journals An analysis of the impact of a leadership intervention on an undergraduate work-based learning project for human resource management students

2019 ◽  
Vol 11 (1) ◽  
pp. 53-62
Author(s):  
Trevor Gerhardt
Keyword(s):  
Content Analysis ◽  
Action Research ◽  
Human Resource ◽  
Self Directed Learning ◽  
Group Leaders ◽  
Content Type ◽  
Mature Adults ◽  
Directed Learning ◽  
The Impact ◽  
Leadership Intervention

Purpose The purpose of this paper is to analyse the impact of an action research intervention during a work-based learning (WBL) project among human resource management (HRM) students at a business college in London. The intervention was the researcher’s meeting with the nominated group leaders to facilitate reflection on their leadership and instil confidence. Design/methodology/approach This paper is based on an action research leadership intervention on a broader undergraduate WBL module taught across nine disciplines and numerous projects. The action learning involved the phases of action, reflection, learning and planning. The sample was five group leaders on one of the projects for HRM students. A content analysis of their assessment submissions was included in the reflection, learning and planning phases. Findings Based on a content analysis, most of the group leaders acknowledged the leadership intervention in their submissions in varying degrees of quantity and quality. The findings reflect the impact of the intervention upon leadership confidence and the application of theory on practice. Specific leadership input would enhance the impact. The intervention did address confidence which impacted self-directed learning. Research limitations/implications The research is limited to a specific context and small sample. It is limited by the fact that reflective assessment work could not be used in comparison with the project assessment submissions. Practical implications The research demonstrates directly from the assessed submissions of students the benefit of WBL with a specific focus on confidence, leadership, reflection and self-directed learning. It demonstrates as an example the application of action research on a small WBL sample. Social implications The research is the evidence of the importance of leadership and confidence among mature adults in WBL contexts. Originality/value This paper demonstrates the impact of WBL on the learning of mature adults and, furthermore, the impact of a leadership intervention on the motivation of students for self-directed learning.

Does experience stimulate or stifle creativity?

2019 ◽  
Vol 22 (3) ◽  
pp. 422-445 ◽  
Author(s):  
Han-Kuang Tien ◽  
Bang-Lee Chang ◽  
Yen-Ku Kuo
Keyword(s):  
Life Cycle ◽  
Work Experience ◽  
Longitudinal Research ◽  
Equation Modeling ◽  
Cycle Period ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Content Type ◽  
Directed Learning ◽  
The Impact

Purpose The purpose of this paper is to explore if experience stimulates or stifles creativity. It shows that accumulation of work experience improves an individual’s judgment and reduces divergent thinking of creativity. Design/methodology/approach This study examines the factors influencing individual creativity, including the impact of work experience, using 509 responses to questionnaires from 500 top construction companies. The research hypothesis is evaluated using structural equation modeling. Findings The main factors affecting individual creativity are a positive mind-set, self-directed learning, and low self-monitoring. Self-directed learning has the greatest influence on the creativity of individuals with accumulated work experience, while low self-monitoring influences the creativity of people with less work experience. Research limitations/implications A better way to study individual creativity is longitudinal research, which involves long-time observation of the life cycle of creativity among organizational members, who are like products with a life cycle. Further study is necessary to show why some members are creative only for a short time (short life cycle) while some are creative for a longer (very long life cycle) period. Originality/value This study finds that employee creativity derives from the self-directed learning process as it helps to accumulate experience. This result indicates that construction firms can train employees to improve their self-directed learning and boost creativity. Experienced workers need more attention because they are trapped in their previous experience and it is difficult to train them.

Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace

2018 ◽  
Vol 26 (4) ◽  
pp. 281-290 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Corinne Jacqueline Perera
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Self Directed Learning ◽  
Content Type ◽  
Student Activities ◽  
Video Lectures ◽  
Flipped Classrooms ◽  
Directed Learning ◽  
Social Interface ◽  
The Impact

Purpose This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class. Design/methodology/approach This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace. Findings Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area. Originality/value This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.

scholarly journals The impact of peer learning on student performance in an architectural sustainability course

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
M. Amparo Núñez-Andrés ◽  
Antonio Martinez-Molina ◽  
Núria Casquero-Modrego ◽  
Jae Yong Suk
Keyword(s):  
Student Performance ◽  
Peer Tutoring ◽  
Sustainable Design ◽  
Learning Experience ◽  
Peer Learning ◽  
Architecture Education ◽  
Innovative Teaching ◽  
Content Type ◽  
Design Skills ◽  
The Impact

Purpose The importance of sustainability in architecture currently necessitates the integration of innovative teaching strategies on the subject into architecture programs. This study aims to introduce and examine peer learning pedagogy by peer tutoring to educate architecture students in sustainable design. Design/methodology/approach Based on class assignments proposed in two different architecture sustainability-focused courses in the second and fourth years of the Bachelor of Science in architecture program, a total of 103 students assessed the proposed peer learning experience and its impact on their sustainability mindsets and education. Subjective surveys for evaluating the peer learning experience were designed and delivered at different stages of the course sequences. A total of 502 survey responses were obtained in the study. Findings The qualitative and quantitative data analysis confirms that the proposed peer learning by peer tutoring increased students’ knowledge, motivation and commitment to sustainable design. In addition, participants became more confident in applying sustainable design skills and their academic grades improved more than 25% compared to previous courses using traditional teaching methods. Originality/value Traditional architecture education has long been criticized for their pedagogical methodologies based primarily on passive learning. Recently, these programs have begun to prepare students to become active learners and communicators in collaborative and multidisciplinary environments. A mixed-method approach of combining pre-/post-experience surveys and analysis of final grades was used to determine the level of success and the quantifiable behavior change delivered by students involved in this peer learning experience.

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
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