Application of reflective journals to assess self-directed learning in a blended learning setting: a case study in Hong Kong

2020 ◽  
Vol 27 (2) ◽  
pp. 121
Author(s):  
Kris M.Y. Law ◽  
Li Ting Tang
Keyword(s):  
Hong Kong ◽  
Blended Learning ◽  
Self Directed Learning ◽  
Reflective Journals ◽  
Directed Learning

Revitalizing Blended and Self-Directed Learning Among Adult Learners Through the Distance Education Mode of Learning in Ghana

2021 ◽  
pp. 185-203
Author(s):  
Isaac Kofi Biney
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Adult Learners ◽  
Blended Learning ◽  
Self Directed Learning ◽  
Use Of Technology ◽  
Directed Learning ◽  
Global North ◽  
University Of Ghana

Higher education institutions (HEIs) are witnessing increasing participation of non-traditional learners, learning by distance education (DE) mode. Blended learning (BL) strategy is adapted to create opportunities for adult learners to improve knowledge, skills, and intellectual capacities to impact, among others, productivity at workplace. This chapter explores the use of technology to conceptualize BL and self-directed learning (SDL). It discussed blended learning as practiced in the global north and the global south. It examined SDL and focused attention on blended learning as practiced in HEIs, using University of Ghana as a case study. It identified issues involved in blended learning and mapped up solutions in revitalizing self-directed learning culture among the young adults in Ghana. The chapter concludes that the state-of-the-art computer laboratories which power the Sakai LMS should be refurbished and retooled to deepen BL and SDL culture among adult learners in Ghana.

scholarly journals Comprehensive Case Study Program of Ethics Course Based on the Blended Learning Model and its Impact on Active Learning Indicators

2020 ◽  
Author(s):  
leili mosalanejad ◽  
Atefeh karamzadeh ◽  
Leila Bazrafkan
Keyword(s):  
Active Learning ◽  
Medical Ethics ◽  
Blended Learning ◽  
Educational Program ◽  
Self Regulation ◽  
Learning Model ◽  
Self Directed Learning ◽  
Ethics Course ◽  
Directed Learning

Abstract Background Now in training physicians, should be pay attention to medical education and clinical skills with respect to justice, dignity and human rights. This is the ultimate goal of medical ethics. The purpose of this study is a comprehensive case study educational program of ethics course based on blended learning model and its effect on indicators of active learning. MethodsThis quasi-experimental intervention study was performed on 70 physiopathology medical students who had taken medical ethics course. The students' educational program included teaching theoretical topics of medical ethics, discussing ethical issues and clinical reasoning on cases, discussing in forum environment and individual assignments in LMS system and completing portfolio. Student evaluation was associated with evaluating the effect of method on students' knowledge, attitude and ethical reasoning skills. The impact of intervention on self-directed learning and self-regulation was also investigated. Data collection tools were Gaglimino (1978) and Beauford (1995) self-directed readiness questionnaires that students answered before and after their intervention. . Data analysis was performed using SPSS software at two levels of descriptive and analytic statistics. Results The results showed that there was a significant difference between students 'self-direction after the intervention compared to before the intervention (p = 0.005). but, students' self-regulation was not significant despite the increase after the intervention (p = 0.149). Also, the total score of students in intervention group were significant compared to traditional group (p<.05).Conclusion According to research findings, it is suggested that while considering student-centered educational approaches based on case study, the use of blended learning in medical ethics course, can have a positive effects on improving students' learning and individual learning indicators (self-regulation and self-directed learning). Using those method suggest in other medical courses.

A Conceptual Framework of Blended Learning for Self-Directed Learners in the Social Context: Case of Mobile Learning

2017 ◽  
Vol 14 (1) ◽  
pp. 51
Author(s):  
WAN ABDUL RAHIM WAN MOHD ISA ◽  
Zulinda Ayu Zulkipli ◽  
Mimi Nurakmal Mustapa
Keyword(s):  
Social Context ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Mobile Learning ◽  
Social Aspects ◽  
Self Directed Learning ◽  
The Social ◽  
Directed Learning ◽  
Qualitative Responses

Currently, the factors for adopting m-learning revolve around higher education settings. However, the factors surrounding different cultural and background context of the user in using m-learning in different contexts are not fully explored, especially in the social context. Thus, there are needs to understand blended learning for self-directed learners from different communities. The main objectives of this paper are (i) to develop a conceptual framework of blended learning for self-directed learners in the social context by using mobile learning as the case study and (ii) to provide recommendations for improving m-learning for self-directed learners. The adapted conceptual framework which consists of (i) learner aspects, (ii) device aspects and (iii) the social aspects, was used in this study. A survey was conducted with 190 respondents who have experience in using mobile devices for self-directed learning and their qualitative responses were recorded. The preliminary descriptive results are presented to understand the user’s background and qualitative responses in supporting the recommendations related to (i) learner's aspects, (ii) device aspects and (iii) the social aspects, as suggested in the conceptual framework. Keywords: blended learning; mobile learning, self-directed learners

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