Internal Assessment with External Moderation of a Course in Occupational Therapy

1983 ◽  
Vol 46 (7) ◽  
pp. 182-184 ◽  
Author(s):  
Diana Grellier
Keyword(s):  
Occupational Therapy ◽  
School Staff ◽  
Self Directed Learning ◽  
Clinical Supervisors ◽  
Internal Assessment ◽  
Directed Learning ◽  
Do So ◽  
The Way

This article describes the way internal assessment with external moderation has been put into practice at a School of Occupational Therapy, and the particular problems involved in being the first to do so. It explains the role of the Validation Board and the moderators, how this School's submission was prepared, presented and approved, and what the effect has been on the students, School staff, and clinical supervisors. The author believes that although more work is necessary by all concerned in the initial stages, there is greater satisfaction for staff and benefit to the student through self-directed learning and a fairer system of assessment.

Contracting in Fieldwork Education: The Model of Self-Directed Learning

1989 ◽  
Vol 56 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Barbara Gaiptman ◽  
Arlene Anthony
Keyword(s):  
Occupational Therapy ◽  
Traditional Model ◽  
Self Directed Learning ◽  
Occupational Therapy Students ◽  
Educational Role ◽  
Directed Learning ◽  
Learning Contract

The educational role of fieldwork supervisors has become an increasingly salient one in Occupational Therapy programs. This paper discusses the model of self-directed learning and the use of this model as a framework for the fieldwork education of occupational therapy students. The assumptions underlying the model of self-directed learning are presented and contrasted with the assumptions underlying the traditional model of learning in fieldwork education. The learning contract as a tool in the implementation of the model of self-directed learning is described and the four components of the learning contract are discussed. Areas for further investigation are identified.

scholarly journals Job Seekers’ Self-Directed Learning Activities Explained Through the Lens of Regulatory Focus

2021 ◽  
pp. 089484532199164
Author(s):  
Adam M. Kanar ◽  
Dave Bouckenooghe
Keyword(s):  
Job Search ◽  
Regulatory Focus ◽  
Self Efficacy ◽  
Learning Activities ◽  
Job Seekers ◽  
Self Directed Learning ◽  
Significant Relationships ◽  
Directed Learning ◽  
Job Searching

This study aimed to understand the role of regulatory focus for influencing self-directed learning activities during a job search. The authors surveyed 185 job-searching university students at two time points to explore the conditions under which regulatory focus (promotion and prevention foci) impacts self-directed learning activities and the number of employment interviews secured. Both promotion and prevention foci showed significant relationships with self-directed learning activities and number of interviews, and positive and negative affect partially mediated these relationships. The relationships between both regulatory focus strategies and self-directed learning were also contingent on self-efficacy. More specifically, prevention focus and self-directed learning showed a positive relationship for job seekers with high levels of self-efficacy but a negative one for job seekers with low levels of self-efficacy. This research extends the understanding of the role of regulatory focus in the context of self-directed learning during a job search. Implications for research and practice are discussed.

scholarly journals Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255177
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Yuriy Bilan ◽  
Judit Oláh
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Learning Outcomes ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

An Exploration of How Competency-Based Education Can Support Self-Directed Learners and Learning

2022 ◽  
pp. 193-208
Author(s):  
Naomi Rose Boyer ◽  
Jessica Mason ◽  
Michelle Navarre Cleary ◽  
Julie A. Telkamp
Keyword(s):  
Future Research ◽  
Strong Impact ◽  
Continuous Learning ◽  
Self Directed Learning ◽  
Workplace Skills ◽  
Competency Based Education ◽  
Directed Learning ◽  
Competency Based ◽  
The Relationship

At a time when workplace skills are rapidly evolving, continuous learning is increasingly important, and the responsibility for learning has shifted from others (parents, schools, teachers, employers) to individuals. Self-directed learning (SDL) can help learner-earners thrive in a skills-based economy. Competency-based education (CBE) is well suited to appeal to self-directed learners and to scaffold learner self-direction; however, existing research on the relationship between SDL and CBE programs is limited. This chapter uses case studies of the experiences of two self-directed learners in a CBE program to explore the role of self-direction in their learning journeys. The key takeaways are that (1) self-direction can have a strong impact on learner success and (2) CBE programs are uniquely positioned to support self-directed learners. The chapter concludes with a discussion of considerations for future research.

The role of self-directed learning in studying 3D design and modeling

2020 ◽  
pp. 1-14
Author(s):  
Bowen Liu ◽  
Yonghe Wu ◽  
Wanli Xing ◽  
Shouchao Guo ◽  
Lijuan Zhu
Keyword(s):  
Self Directed Learning ◽  
3D Design ◽  
Directed Learning

scholarly journals Reclaiming the Role of Lawyers as Community Connectors

Daedalus ◽  
2019 ◽  
Vol 148 (1) ◽  
pp. 30-36
Author(s):  
David F. Levi ◽  
Dana Remus ◽  
Abigail Frisch
Keyword(s):  
Low Income ◽  
Legal Profession ◽  
The Poor ◽  
Innovative Solutions ◽  
Pro Bono ◽  
Do So ◽  
The Way ◽  
Justice Gap

With the prospect of nonlawyers stepping in to do low-fee legal work, how should the legal profession conceive of its relationship to that work and ensure that nonlawyers bolster rather than undermine the value that lawyers add to society? Lawyers should reclaim their role as connectors in their communities: interstitial figures with the knowledge, skill, and trust to help resolve disputes, move beyond stalemates, dispel tensions, and otherwise bring people and resources together in productive solutions. They should do so, at least in part, through pro bono work for poor and low-income clients. It would be a mistake to stand in the way of innovative solutions to the justice gap. But it would also be a mistake, and a deep loss, if lawyers–particularly those who do not normally represent poor and low-income clients– turned their backs on the poor and low-income segments of our society.

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