Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics

2016 ◽  
Vol 54 (8) ◽  
pp. 1168-1188 ◽  
Author(s):  
Andrew Chan-Chio Lao ◽  
Hercy N. H. Cheng ◽  
Mark C. L. Huang ◽  
Oskar Ku ◽  
Tak-Wai Chan
Keyword(s):  
Learning Strategies ◽  
Second Graders ◽  
Motivational Orientation ◽  
Learning Goals ◽  
Self Directed Learning ◽  
Computing Device ◽  
Extrinsic Goals ◽  
Learning Tasks ◽  
Directed Learning ◽  
And Mathematics

One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system based on their e-portfolio and strive for the goals with efforts and mathematics capability. However, unlike adults who hold specific purposes that lead to enhanced motivation for SDL, children’s motivation is crucial for learning individually. Therefore, this study examines the differences in motivational orientation and learning strategies between second graders with different intensities of intrinsic and extrinsic goals. The results indicate that students with high intensity of both intrinsic and extrinsic goals demonstrate significantly higher motivational orientation and learning strategies than those with low intensity of goals. These results provide supportive evidence for the design of CS-SDL at the elementary level and offer a reference for exploring children’s motivational differences in CS-SDL.

Self-Directed Learning in Family Medicine

2014 ◽  
pp. 141-163
Author(s):  
Theresa J. Barrett
Keyword(s):  
Adult Learners ◽  
Learning Strategies ◽  
Family Physicians ◽  
Learning Goals ◽  
Learning Needs ◽  
Human History ◽  
Learning Models ◽  
Self Directed Learning ◽  
Biomedical Knowledge ◽  
Directed Learning

Self-directed learners are able to recognize their learning needs, set their learning goals, identify the resources necessary to accomplish those goals, implement learning strategies, and evaluate the results of their efforts (Brockett & Hiemstra, 1991). Self-directedness is a skill that many adult learners possess. In an age when biomedical knowledge is increasing at a pace never before seen in human history, being a self-directed learner is not just a necessary skill, it is a critical one for family physicians. This chapter provides a brief overview of several self-directed learning models and the characteristics of self-directed learners, discusses self-directed learning in the context of continuing medical education, and provides an assessment of family physicians as self-directed learners.

Self-Directed Learning in Family Medicine

2016 ◽  
pp. 126-150
Author(s):  
Theresa J. Barrett
Keyword(s):  
Adult Learners ◽  
Learning Strategies ◽  
Family Physicians ◽  
Learning Goals ◽  
Learning Needs ◽  
Human History ◽  
Learning Models ◽  
Self Directed Learning ◽  
Biomedical Knowledge ◽  
Directed Learning

Self-directed learners are able to recognize their learning needs, set their learning goals, identify the resources necessary to accomplish those goals, implement learning strategies, and evaluate the results of their efforts (Brockett & Hiemstra, 1991). Self-directedness is a skill that many adult learners possess. In an age when biomedical knowledge is increasing at a pace never before seen in human history, being a self-directed learner is not just a necessary skill, it is a critical one for family physicians. This chapter provides a brief overview of several self-directed learning models and the characteristics of self-directed learners, discusses self-directed learning in the context of continuing medical education, and provides an assessment of family physicians as self-directed learners.

scholarly journals Knowledge and practices regarding self-directed learning among undergraduates from a medical college in Kerala

2019 ◽  
Vol 6 (8) ◽  
pp. 3438
Author(s):  
Suba Joice Yesubakthan ◽  
Blessed S. Sargunam ◽  
Judith Rajendran ◽  
Beena I. Bhasy
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Cross Sectional Study ◽  
Learning Goals ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Medical College ◽  
Directed Learning ◽  
Knowledge And Practice

Background: Medical education for undergraduates is a challenging area and medical professionals are life-long learners. Self-directed learning (SDL) is adult learning process. SDL describes a process where individuals take initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. This study assessed knowledge and practices regarding SDL among medical undergraduates and looked for association between gender and year of study with knowledge and practices of different components of SDL.  Methods: A cross-sectional study was conducted among 192 students doing final year and internship at Dr. Somervell Memorial CSI Medical College, Kerala from April to July 2018 after obtaining clearance from Institutional ethics committee. Data was collected using a predesigned and pretested structured self-administered questionnaire on socio demographic profile, knowledge, practices, barriers and opportunities regarding SDL. Data was entered in excel sheet and analyzed using SPSS trial version 21.0.  Results: Majority of the students had good knowledge regarding the components of SDL and practiced components like identifying their learning needs, objectives, commitment and implementation of the learning process. Only 57.3% students evaluated learning process and 31.8% alone had an educator as facilitator. Important barriers identified were self-motivation (88%) followed by time (81.8%).  Conclusions: Interns had better knowledge and practice of SDL components compared to final year students. Though females had a better knowledge and practice of SDL components compared to males it was not statistically significant.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

Transformational Shifts of Pedagogy Through Professional Development, Essential Questions, and Self-Directed Learning

2018 ◽  
pp. 160-178
Author(s):  
Ronda Cypret-Mahach
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Self Directed Learning ◽  
Essential Questions ◽  
Directed Learning ◽  
Transformational Experiences ◽  
Star Reading

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

Personal Learning Networks

2010 ◽  
pp. 226-240
Author(s):  
Teresa J. Carter ◽  
Jeffrey S. Nugent
Keyword(s):  
Digital Media ◽  
Virtual Communities ◽  
Communication Technologies ◽  
Learning Goals ◽  
Learning Networks ◽  
Self Directed Learning ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
Directed Learning ◽  
Virtual Communities Of Practice

Twenty-first century information communication technologies are enabling learners to create personal learning networks (PLNs) tailored to individual learning goals, needs, and interests, with implications for self-directed learning in the digital age. New, readily available digital media tools, open courseware, and other Web 2.0 technologies are changing how learners interact online, creating a participatory culture of knowledge sharing and content creation that is very different from early uses of the Web for accessing content. As learners participate in the multiple virtual communities of practice that comprise a PLN, they require new skills that merit reconsideration of the role of the educator in helping learners to become self-directed in both formal and informal learning contexts.

Experience with a theme-based integrated renal module for a second-year MBBS class

2010 ◽  
Vol 34 (1) ◽  
pp. 15-19 ◽  
Author(s):  
Riffat Shafi ◽  
K. H. M. Quadri ◽  
Waseem Ahmed ◽  
Syed Nayer Mahmud ◽  
Mobeen Iqbal
Keyword(s):  
Critical Thinking ◽  
Small Group ◽  
Learning Strategies ◽  
Medical Curriculum ◽  
Faculty Members ◽  
Learning Assessment ◽  
Self Directed Learning ◽  
Integrated Method ◽  
Directed Learning ◽  
Learning Issues

Integrated learning is the need of the hour. We at Shifa College of Medicine switched to an integrated modular curriculum last year. In the present article, we describe our experience with the renal module in year 2 of a 5-yr undergraduate medical curriculum. A multidisciplinary renal modular team developed the relevant objectives, themes, and clinical cases. The learning strategies used were large-group interactive sessions, small-group learning, problem-based learning, practicals, and self-directed learning. Assessment was both formative and summative. Student and faculty feedback questionnaires were administered at the end of the module. Forty-four percent of the students agreed that the basic science and clinical concepts were well balanced and integrated. Fifty-seven percent of the students believed that important learning issues could be identified and that participation and critical thinking were encouraged during the small-group sessions. Eighty-five percent of the facilitators agreed that they were able to motivate students for critical thinking and better learning through integrating various disciplines. In conclusion, the integrated method of curricular delivery was well received by students and faculty members, and it can be used successfully in undergraduate medical education in developing countries.

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