scholarly journals e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors

2016 ◽  
Author(s):  
Jorrick Beckers ◽  
Diana Dolmans ◽  
Jeroen Van Merriënboer
Keyword(s):  
Systematic Review ◽  
Learning Goals ◽  
Learning Tools ◽  
Personal Factors ◽  
Inclusion Criteria ◽  
Self Directed Learning ◽  
Plan Implementation ◽  
Self Evaluation ◽  
Directed Learning ◽  
Process Factors

<p>e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet clear under which conditions e-portfolios optimally facilitate the development of these skills. We conducted a systematic review aimed at identifying and understanding influences on the development of self-directed learning with an e-portfolio. Inclusion criteria were used to select recent, high quality studies that focused on e-portfolios and reported an influence on self-directed learning. There were 17 articles that met the inclusion criteria. Institutional factors, curriculum factors, learning process factors, personal factors, and portfolio factors were identified. Portfolios are used most effectively when faculty development aimed at supervising self-directed learning skills development is provided, when the portfolio is integrated into the educational routine, when teachers coach students regularly, when scaffolding is applied to increase motivation, and when the portfolio is designed to facilitate at least goal-setting, task-analysis, plan implementation, and self-evaluation.</p>

scholarly journals sScope and Challenges of Self-Directed Learning in Undergraduate Medical Education: A Systematic Review

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Archana Chirag Buch ◽  
Hetal Rathod ◽  
Mukta Durgesh Naik
Keyword(s):  
Systematic Review ◽  
Time Management ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Learning Goals ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Medical Undergraduate ◽  
Assessment Time ◽  
Directed Learning

Context: Self-directed learning (SDL) is an individual’s ability to effectively use various strategies to reach his/her learning goals. We conducted this systematic review to explore the different methods, advantages, and challenges in SDL. Method: A systematic and comprehensive literature search on PubMed, Scopus, and Google Scholar databases was carried out using keywords such as “self-directed learning”, “self-regulated learning”, and “medical undergraduate curriculum” among articles published between 2010 and 2020. Original articles having methods, advantages, or challenges were included. The data were summarized and analyzed thematically. Results: Out of the total number of 1781 screened articles, sixteen eligible studies were included in the systematic review. Flipped classrooms, problem-based learning, case-based scenarios, video lectures, and e-learning were the commonly used methods. Self-assessment, time management, motivation, teamwork, and critical thinking were the advantages. Faculty guidance, time constraints, distraction due to technology, lack of organizational skills, and difficulty to learn complex topics were the common challenges of SDL. Conclusions: Most of the articles in recent years explain the growing interest in SDL in the medical curriculum. Despite numerous advantages of SDL, there are several challenges and limitations due to the lack of specific and defined guidelines on its implementation. Further research is required for structured methods and strategies for SDL effective implementation.

scholarly journals The relationship between Internet use and self-concept clarity: A systematic review and meta-analysis

2021 ◽  
Vol 15 (2) ◽  
Author(s):  
Cristina Elena Petre
Keyword(s):  
Systematic Review ◽  
Internet Use ◽  
Meta Analysis ◽  
Self Concept ◽  
The Internet ◽  
Inclusion Criteria ◽  
Cross Sectional ◽  
Self Evaluation ◽  
Cross Sectional Design ◽  
The Relationship

There are three hypotheses regarding the relationship between Self-Concept Clarity (SCC) and Internet use. It was argued that Internet use: 1) decreases SCC, 2) increases SCC, 3) does not relate with SCC. The present study, in the form of a systematic and meta-analytic synthesis, aimed to explore: a) the extent empirical evidence can support each hypothesis; b) how Internet use-SCC relationship was addressed across studies; c) the intensity of the Internet use –SCC relationship; d) potential moderators. Twenty-one studies (N = 8,910) met the inclusion criteria for the systematic review (i.e., being quantitative, written in English, concerned with Internet use -SCC relationship) and 11 studies (N = 3,298) met the additional criteria for meta-analysis (i.e., being correlational, using self-evaluation instruments, quantifying general Internet use and including the information needed to calculate the meta-analysis specific indicators). Results emphasized that all three hypotheses are plausible, as distinct dimensions of Internet use related differently with SCC. However, the conclusions were limited by the extensive use of cross-sectional design. For general Internet use and SCC relationship the overall effect was -0.350, p < .01. Some moderators were significant: cultural background, Internet operationalization, age homogeneity, participants rewarding. This paper outlines the complexity of SCC – Internet relationship and underlines some of the gaps that should be further addressed. Implications and limits of the study (e.g., publication bias, excluded outcomes in the meta-analysis or possible omission of moderators) are discussed.

scholarly journals SELF-EVALUATION OF PROSPECTIVE SPECIAL EDUCATORS’ COMPETENCIES FROM THE STANDPOINT OF PERSONALISED LEARNING PARADIGM

2016 ◽  
Vol 1 (34) ◽  
Author(s):  
Stefanija Ališauskienė ◽  
Irena Kafemanienė ◽  
Algirdas Ališauskas
Keyword(s):  
Special Educators ◽  
Self Awareness ◽  
Self Directed Learning ◽  
Social Competencies ◽  
Self Evaluation ◽  
Personalised Learning ◽  
Quantitative And Qualitative Research ◽  
Directed Learning ◽  
Study Process ◽  
Personal Changes

The article analyses how self-evaluation of prospective special educators’ acquired<br />competencies helps them to identify their needs and study expectations from the<br />standpoint of personalised learning and opens up ways for teachers to start a dialogue with students, better understand learners and, considering their professional interests, improve study quality. The study was aimed to disclose theoretical links between personalised learning and students’ active participation in the study process, to determine how future special educators self-evaluate acquired competencies and disclose their learning interests, interpret self-evaluation results of prospective special educators’ competencies, based on the theoretical methodological model of personalised learning. Seeking the research aim, mixed methodology was employed: quantitative and qualitative research and data processing methods were combined. The study was attended by 78 I-IV year students of the first study cycle of special education. The study demonstrated that personal and social competencies were an integral part of professional competencies; therefore, in students’ opinion, these competencies should be given particularly much attention educating future special educators. Prospective special educators emphasise the influence of studies on changes in and maturity of their values, self-awareness, personal changes. Less expressed characteristics of personalised learning are self-directed learning, implementation of experiential abilities and purposefulness

scholarly journals Graduate Students Academic Persistence: Academic and Social Integration Intertwined with Self-Directed Learning

2020 ◽  
Vol 13 (7) ◽  
pp. 1
Author(s):  
Moi Mooi Lew ◽  
Regena F. Nelson ◽  
Yuqian Shen ◽  
Yung Kiet Ong
Keyword(s):  
Graduate Students ◽  
Social Integration ◽  
Social Interactions ◽  
Academic Persistence ◽  
Academic Programs ◽  
Personal Factors ◽  
Self Directed Learning ◽  
Online Questionnaire ◽  
Program Coordinators ◽  
Directed Learning

This study aimed to explore influential personal factors that could affect graduate students&rsquo; academic persistence. Data were collected with an online questionnaire and one-on-one interviews. The findings indicated that graduate students had integrated into the academic environment and established a positive relationship with advisors and program coordinators. Participants have limited social interactions with classmates. This factor decreased the importance of social integration on persistence. Data indicated that participants&rsquo; self-directed learning readiness was moderately high. This study suggests that these three personal factors are intertwined in influencing graduate students&rsquo; decision to persist in the academic programs.

Corpora as Tools for Self-Driven Learning

2020 ◽  
pp. 166-190
Author(s):  
Reka R. Jablonkai ◽  
Neva Čebron
Keyword(s):  
Early Stage ◽  
Language Skills ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Complex Activity ◽  
Undergraduate Level ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Efl Students ◽  
Structured Approach

Can EFL students be profitably introduced to compilation of DIY corpora for various ESP domains even at the undergraduate level? How can they benefit from self-directed exploitation of language corpora at such an early stage? What language skills can a corpus-based ESP course enhance? This chapter discusses the advantages and limitations of a structured approach to pedagogical corpus consultation and corpora as self-directed learning tools as applied in an innovative corpus-based ESP course. A multifaceted enquiry of students' assessment and perception of the course - initial feedback, questionnaire, and focus group – was conducted. Results indicate that although students perceived corpus use as a complex activity, their attitude to the corpus approach was positive and they recognised the benefits of corpora as self-directed tools. Suggestions for further improvements of such practices are also discussed.

Self-Directed Learning for the Knowledge Worker

2022 ◽  
pp. 1-14
Author(s):  
Jillian R. Yarbrough ◽  
Patrick C. Hughes
Keyword(s):  
Knowledge Worker ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Critical Function ◽  
Advanced Society ◽  
Amount Of Information ◽  
Learning Success ◽  
Directed Learning ◽  
Life Roles

Learning is an increasingly critical function for every individual as we race into a technological and global advanced society. Consider that with advances in technology the amount of information we can obtain has grown, our workdays have expanded, and our work expectations are boundaryless. Now, more so than ever, individuals who want to be competitive must choose to continue learning. Not just gathering information but learning such that they are obtaining key information and can measure their own learning success. With this awareness, self-directed learning becomes a critical skill for all individuals in all life roles. The chapter will define self-directed learning, discuss relevant theories, present two self-assessment learning tools, and finally, offer a model for application.

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.

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.

scholarly journals Microteaching revisited! A tool for improving undergraduate student seminars

2021 ◽  
Vol 64 ◽  
pp. S70-S75
Author(s):  
Kanavi Roopa Shekharappa ◽  
C. N. Tejaswi ◽  
Savita S. Patil ◽  
B. M. Lakshmikanth
Keyword(s):  
Undergraduate Student ◽  
Intervention Group ◽  
Control Group ◽  
Self Directed Learning ◽  
Chi Square ◽  
Self Evaluation ◽  
Perceptions Of Students ◽  
Pedagogical Skills ◽  
Directed Learning ◽  
Common Perception

Objectives: A deluge of techniques are made available for students to encourage for self-directed learning. Microteaching is one of the old techniques which is traditionally used as a method to improve pedagogical skills. Incorporating microteaching techniques in student seminars enhance the effectiveness of the learning process. The objectives of the study were to assess the effectiveness and perceptions regarding microteaching methodology in improving the undergraduate student seminars. Materials and Methods: The study was conducted among ten randomly selected 1st year MBBS students. They were assigned a seminar topic from pre-discussed lecture in Physiology. They were divided into two equal groups and one group underwent training in microteaching through a workshop. Each student from both the groups presented seminar which was evaluated on Likert’s scale by standardised blinded observers consisting of 13 faculty and 12 students. Perceptions of students were assessed by self-evaluation. The data were analysed by Chi-square and Mann–Whitney U-test. Results: Each student was evaluated by 25 members and got 125 responses from each group. The median score for all the components in the assessment was significantly higher in the intervention group as compared to the control group. The presentation skills, providing non-verbal clues and stating the objectives were significantly better among the microteaching trained group (P ≤ 0.05). Common perception among the intervention group was that they found it interesting, innovative, improved presentation skills, interactive and needed preparation for application and analysis, whereas some students felt lack of time and motivation were the obstacles for implementation of microteaching methodology for student seminars. Conclusion: The students found microteaching methodology to be very interesting and useful learning tool. Microteaching technique assists students to develop competence and confidence in seminar presentations.

scholarly journals Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students

2021 ◽  
Vol 10 (2) ◽  
pp. 553
Author(s):  
Ng Wen Lee ◽  
Wan Noor Farah Wan Shamsuddin ◽  
Lim Chia Wei ◽  
Muhammad Nur Adilin Mohd Anuardi ◽  
Chan Swee Heng ◽  
...  
Keyword(s):  
Online Survey ◽  
Multiple Choice ◽  
Independent Learning ◽  
Learning Performance ◽  
Learning Goals ◽  
Multiple Choice Questions ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Taking Charge ◽  
Directed Learning

<span lang="EN-GB">Criticisms on multiple choice questions (MCQs) include the possibility of students answering MCQs correctly by guessing, and MCQs generally are said to fall short in cultivating independent learning skills, such as taking charge of their learning goals. Countering these common concerns, this research used online MCQ exercises with multiple attempts to investigate the experiences that drove students to become self-directed learners. In this research, 60 students completed two sets of online MCQ exercises with multiple attempts outside of classroom time for six weeks consecutively. Both focus group interviews and an online survey were conducted to investigate the experiences of using online MCQ exercise with multiple attempts in relation to the development of self-directed learning (SDL). The findings of the study showed that the criticisms may be unfounded. Data leads to the conclusion that the majority of the students do not just try to guess at the correct answers. Rather, many of them attempted the online MCQ exercises more than once to improve themselves indicating that they were interested in self-learning. Students also reported that they utilised search and inquiry skills that clearly showed motivated initiatives to plan how to overcome their weaknesses by independently looking for relevant resources, determine their own learning goals, and evaluate their own learning performance as a firm indicator of SDL development. Based on the findings, this study is able to refute the claim that MCQs are unable to cultivate independent learning skills.</span>

Sign in / Sign up

Export Citation Format

Share Document