scholarly journals ‘Babe… you're a bit of a know it all’

2021 ◽  
Vol 15 (3) ◽  
pp. 41
Author(s):  
Danielle Dennie ◽  
Susie Breier
Keyword(s):  
Learning Styles ◽  
Information Literacy ◽  
Online Information ◽  
User Testing ◽  
Self Directed Learning ◽  
Writing Assignments ◽  
Practical Applications ◽  
Library Research ◽  
Directed Learning ◽  
New Research

This study employed a novel user experience method, the love/breakup letter, to evaluate the usefulness of an online information literacy (IL) tutorial for students writing assignments with research requirements. Thematic coding of the letters showed that this method elicited revealing responses from students about their confidence in doing library research, preferred learning styles, and intentions to use such a tool again. In contrast with highly-favourable prelaunch user testing results, the majority of students wrote breakup letters to the tutorial and several bypassed it altogether despite their explicit assignment instructions. The findings have implications for librarians exploring new research methods and investigating practical applications of online IL teaching tools designed for self-directed learning.

scholarly journals Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

2016 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Nesreen AbuAssi ◽  
Hanan Alkorashy
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
The Self ◽  
Learning Approach ◽  
Self Directed Learning ◽  
King Saud University ◽  
Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

scholarly journals PhD on Track – designing learning for PhD students

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Gunhild Austrheim ◽  
Tove Rullestad ◽  
Eystein Gullbekk
Keyword(s):  
Information Management ◽  
Information Literacy ◽  
Knowledge Creation ◽  
Research Work ◽  
Research Literature ◽  
Project Team ◽  
Specific Information ◽  
Online Information ◽  
User Testing ◽  
Focus Group Study

Three years ago we started the project "Information Management for Knowledge Creation". The project was initiated to create online information literacy modules for PhD students. The result of our endeavours, PhD on Track, will be launched in May 2013. The initial stage of the project was mapping out the information behaviour of PhD students, as well as what services they require from the library through a literature review and a focus group study. The findings of these inquiries formed the knowledge base from which we developed our information literacy modules. Our paper will focus on the interaction between content production and user testing when creating PhD on Track. Methods:User testing has been employed throughout the production stage. We have tested navigation and organisation of the web site, content and usability. The project team have conducted expert testing. Analysis:The results from our user testing have played an important part in decisions concerning content production. Our working hypothesis was that the PhD students would want an encyclopaedic website, a place to quickly find answers. However, the user tests revealed that PhD students understood and expected the website to be learning modules. Conclusions:The PhD students in the tests agreed that a site such as this would be useful, especially to new PhD students. They also liked the design, but had some qualms with the level of information. They preferred shorter text, but with more depth. The students would likewise have preferred more practical examples, more illustrations and more discipline specific information. The current content of PhD on Track reflects the feedback from the user testing. We have retained initial ideas such as one section for reviewing and discovering research literature and one section for publishing PhD research work. In addition, we have included more practical examples to indicate efficient workflows or relevant actions in context. Illustrations proved a challenge for the production team. How do you illustrate copyright or the process of getting published? The project team sees user testing as an essential part of content development. Though PhD on Track certainly mirrors the research support efforts of the academic libraries behind it, by involving the users throughout the production we have tried to make sure it is a highly relevant and qualitatively sound resource for the PhD students. "Information Management for Knowledge Creation" is a collaborative project ran by the libraries at the Bergen University College, the Norwegian School of Economics, and at the Universities of Bergen, Oslo and Aalborg. The project is funded by the Norwegian National Library.  

scholarly journals Investigating the Role of Information Literacy and Self-directed Learning in Predicting Students’ Academic Motivation

2021 ◽  
Vol 9 (4) ◽  
pp. 74-85
Author(s):  
Taghi Akbari ◽  
Keyword(s):  
High School Students ◽  
Information Literacy ◽  
Academic Motivation ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Skills Training ◽  
Self Directed Learning ◽  
School Students ◽  
Statistical Population ◽  
Directed Learning

Objective: The present study aimed to predict academic motivation based on self-directed learning and information literacy. Methods: This was an applied and correlational study. The statistical population of the study includes all high school students in Ardabil City, Iran, in the academic year of 2018-2019. Of them, 360 students from the 11th and12th grades (180 girls and 180 boys) were selected by multistage cluster random sampling. To collect the necessary data, the Self-Directed Learning Scale, the Multidimensional Assessment of School Motivation, and the Information Literacy Assessment of Students were used. Pearson correlation coefficient and stepwise multiple linear regression analysis were employed to analyze the obtained data in SPSS v. 20. Results: The current research results signified a significant direct relationship between information literacy, self-directed learning, and academic motivation; information literacy also could predict academic motivation in the study subjects (P<0.01). This predictability was significant concerning self-directed learning. Conclusion: The obtained data indicated that self-directed learning skills training and improving information literacy were effective in students’ learning and academic motivation.

scholarly journals A CASE STUDY OF SELF-DIRECTED LEARNING USING MOVIE TO PROMOTE ORAL COMMUNICATION

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Mohammad Amro Mohammad Suleiman ◽  
Mahendran Maniam
Keyword(s):  
Treatment Group ◽  
Test Scores ◽  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Oral Communication ◽  
Self Directed Learning ◽  
Practical Applications ◽  
Directed Learning

The main aim of this study is to help EFL students’ improve their oral communication proficiency out-of-class. To achieve that, video-movie was chosen as a medium for improving the subjects' oral communication proficiency. It was hoped that movie could function as a pseudo-immersion for the students, an accessible and easy alternative to being in the English native countries. Based on that, this study aim has been transformed into this research question ‘what effect does self-directed learning using movies has on the students' perceived oral communication proficiency?’. To answer that, six first year students at the faculty of English language and literature, Ajloun University in Jordan, were selected based on purposive sampling and divided equally into two groups, treatment and control, based on random assignment. The subjects in both groups were asked to take the self-assessment language test twice, once before the beginning of the case study scheme and another after. Likewise, to be interviewed twice, and to fill in the study notes during the case study scheme. Only the treatment group were given eight movies with its guides and asked to self-study with it over eight weeks. The results from the case study indicated that movie could help improve the students' oral communication proficiency with higher post-test scores than pre-test scores. Methodological triangulation from both the interviews and study notes also supports the assertion that movie improved the subjects’ oral communication proficiency. The subjects in the treatment group revealed in the post-interview that movies helped improve their listening skills and two subjects suggested that it could possibly have helped improve their speaking skills as well. Their perception in their study notes also supports the results. In conclusion, it is very likely that self-directed learning using movies has improved the students’ oral communication proficiency. This study has implications for practical applications in language teaching and learning which suggests that movie can be effective out of class. In addition, the results suggest that further larger scale investigations into students' language improvement out of class will be worth carrying out.

scholarly journals Written corrective feedback on students’ thesis writing: an analysis of student-supervisory interactions

2020 ◽  
Vol 2 (1) ◽  
pp. 14
Author(s):  
Adrefiza Adrefiza ◽  
Fortunasari Fortunasari
Keyword(s):  
Speech Acts ◽  
English Education ◽  
Corrective Feedback ◽  
Linguistic Features ◽  
Self Directed Learning ◽  
Writing Assignments ◽  
Written Corrective Feedback ◽  
Directed Learning ◽  
Faculty Of Education ◽  
Thesis Writing

This study examines written corrective feedback (WCF) provided by the lecturers on their supervisee-students' thesis drafts at the English Education Program, Faculty of Education, Jambi University. Following Kumar and Stracke (2007), the analysis focuses on the types and distribution of WCF by Holmes' (2008) three main categories of speech acts: (a) Referential (editorial, organization, content); (b) Directive (suggestion, question, instruction); and (c) Expressive (praise, criticism, opinion). The use of non-linguistic features such as question mark, interjection, circle, and underline was also identified to see the supervisors' emotional expressions during the interactions. The findings show that Referential was the most frequent types of WCF identified (131 out of 271 or 48.3 %), followed by Directive (107 or 39.5 %). Expressive, on the other hand, was not very common with only 33 instances (12.2%) found in the data. Overall, the majority of the lecturers' WCF were dominated by the use of Editorial (102 = 37.6 %) but with a very limited number of Opinion (4 = 1.5%)) and Content (6 = 2.2%).  A total number of 394 non-linguistic symbols were identified along with the lecturers' WCF to show their personal and psychological expressions. Apart from its frequent absence in many students' writing assignments, the provision of WCF on the students' writing does not only play a key role in improving the students' writing but also accelerates their self-directed learning.

Lifelong Learning in the 21st Century

2009 ◽  
pp. 367-379
Author(s):  
Kathleen P. King ◽  
Sharon R. Sanquist ◽  
Seamus King
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
21St Century ◽  
College Preparation ◽  
Problem Based Learning ◽  
Approaches To Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Literacy Collaborative ◽  
K 12

Learning in the 21st century no longer ends with K-12 and college preparation. Instead, for those adults who will succeed in negotiating the demands of the 21st century, it must continue across their lifetime. More than merely a focus on lifelong learning, however, this chapter illuminates the specific needs and skills of lifelong learning integrated with life and work in the 21st century. The discussion of modern skills includes scope, definitions, issues and trends, current and emerging practices, recommended strategies, and a glimpse of the future. The cornerstones of this discussion include approaches to learning such as lifelong learning, self-directed learning, 21st learning skills, information literacy, collaborative, situated, and problem based learning.

scholarly journals Problem-based Learning Revisited, introduction of Active and Self-directed Learning to reduce fatigue among students

2012 ◽  
Vol 9 (1) ◽  
pp. 73-86
Author(s):  
Katarzyna Czabanowska ◽  
◽  
Jos H.C. Moust ◽  
André W. M. Meijer ◽  
Peter Schröder-Bäck ◽  
...  
Keyword(s):  
Problem Based Learning ◽  
Adult Brain ◽  
Student Response ◽  
Management Skills ◽  
Self Directed Learning ◽  
Public Health Programme ◽  
Self Evaluation ◽  
European Public ◽  
Directed Learning ◽  
New Research

Despite several years of successfully applying problem-based learning at Maastricht University, the Faculty of Medicine observed a slow erosion of problem-based practices and “PBL fatigue” among themselves and students. In response to this fatigue and new research into the development of the young adult brain, Active Self-Directed Learning was introduced through the new bachelor of European Public Health programme in an effort to re-energise the classical PBL model and reduce or eliminate erosion. ASDL is split into a four part learning cycle: 1) sensitisation, 2) exploration, 3) integration, and 4) application. The cycle supports problem-based learning and the developing minds of students through the integration of information, critical thinking and self-evaluation, while also teaching self-responsibility and team management skills. When applied as part of a problem-based learning curriculum, ASDL at Maastricht University helped reduce PBL fatigue and re-energised students’ interest in PBL within the first EPH cohort (2006-2009) according to survey feedback obtained after the 5th semester. The positive student response was tempered by recommendations on how to continue improving the ASDL model.

scholarly journals Development and effects of a nursing information literacy competency education program for undergraduate nursing students

2021 ◽  
Vol 27 (2) ◽  
pp. 210-222
Author(s):  
Mean Jung Jo ◽  
Mee Ock Gu
Keyword(s):  
Nursing Students ◽  
Information Literacy ◽  
Education Program ◽  
Learning Ability ◽  
Control Group ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Directed Learning

Purpose: This study was conducted to develop and test the effects of a nursing information literacy competency education program for undergraduate nursing students.Methods: A non-equivalent control group pretest-posttest design was used. The subjects consisted of 42 sophomore undergraduate nursing students who had completed a fundamental nursing course (experimental group: n=21, control group n=21). The nursing information literacy competency education program consisted of 8 steps in 8 sessions, taught over 4 weeks, which was 20 hours in total. Data were collected between January 23 and March 14, 2019 and were analyzed using Chi-square test, Fisher's exact test, t-test, paired t-test, and repeated measure ANOVA with SPSS/WIN 23.0.Results: Significant differences were shown between the experimental and control groups regarding nursing information literacy competency (F=91.74, p<.001), problem-solving ability (F=52.43, p<.001), self-directed learning ability (F=36.61, p<.001), and evidence-based practice competency (F=59.66, p<.001).Conclusion: The nursing information literacy competency education program was effective in improving the nursing information literacy competency, problem-solving ability, self-directed learning ability, and evidence-based practice competency of nursing students. Hence, we recommend the nursing information literacy education program will be included as an independent course in the nursing curriculum for undergraduate nursing students to promote a needed proficiency in nursing information literacy competency.

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