Comparison of Student’s Self-Directed Learning Abilities among the Types of Smart Media Literacy in Middle School

2017 ◽  
Vol 23 (1) ◽  
pp. 169-195
Author(s):  
Hyoseon Choi ◽  
Eunmo Sung
Keyword(s):  
Middle School ◽  
Media Literacy ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Directed Learning ◽  
Smart Media

scholarly journals The Effect of STEAM-Based Physical Education Classes on Middle School Students’ Attitudes toward Physical Education Classes and Self-Directed Learning Abilities

2021 ◽  
Author(s):  
Dae-Jung Lee
Keyword(s):  
Middle School ◽  
Physical Education ◽  
First Grade ◽  
Control Group ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Steam Education ◽  
Directed Learning ◽  
Students Attitudes ◽  
Experimental Group

Background: Efforts have often been made to improve physical education (PE) classes in response to rapidly changing societies. We applied science, technology, engineering, arts, and mathematics (STEAM) education to PE classes. The purpose was to examine the effect of STEAM-based PE lessons on self-directed learning abilities, a core competency of the 21st century, and on attitudes toward PE classes related to PE alienation and avoidance. Methods: To achieve this purpose, six out of eight classes at a middle school in Jeollabuk-do province, Republic of Korea were selected in 2019. The experimental and control groups, consisting of 87 and 88 students, respectively, were chosen from among 238 first-grade students by utilizing convenience sampling. The experimental group attended PE classes based on STEAM for 14 weeks, whereas the control group attended traditionally teacher-centered PE classes. We used a multivariate analysis of variance (MANOVA). Statistical significance was set at P<0.05. Results: The experimental group displayed significant differences in all the sub-factors of attitudes toward PE classes and all the sub-factors of self-directed learning abilities, compared to the control group (P<0.05). PE classes based on STEAM appear to have a positive effect on students' attitudes toward PE classes and their self-directed learning abilities. Conclusion: PE is struggling to solve students' alienation and avoidance problems, despite numerous efforts. Thus, discussions have been conducted on how the STEAM philosophy can be implemented in the field of PE. Results suggest that efforts to combine STEAM education and PE are needed.

Inclusive Learning for the Rural Healthcare Professional

2016 ◽  
pp. 94-113
Author(s):  
Sherry Kollmann ◽  
Bernice Bain
Keyword(s):  
Rural Communities ◽  
Critical Pedagogy ◽  
Social Action ◽  
Learning Opportunities ◽  
Socioeconomic Background ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Inclusive Learning ◽  
Directed Learning ◽  
Level Of Training

The focus of this chapter is on health care manager's need to develop equal learning opportunities in rural communities. Educational opportunities for healthcare professionals in the rural facilities often get overlooked and/or require more effort to obtain the same level of training as their urban counterparts (Buzza, Ono,Turvey, Whittrock, Noble, Reddy, Kaboli, & Schacht, 2011; Hartung, Hamer, Middleton, Haxby, & Fagnan, 2012). Education and self-directed learning (SDL) promotes emancipatory learning and social action (Lindeman, 1926; Merriam & Caffarella, 1999). It provides a way to minimize the gap in learning opportunities for those serving rural communities. Intentionally integrating socio-cognitive and critical pedagogy (Kincheloe, 2008) into their learning engagement can influence the necessary emotional, motivational, and cognitive engagement. The factors considered for this rural population---- include: diversity of staff (i.e., socioeconomic background, cultural differences, learning abilities, and lived experiences), available resources (i.e., computer equipment, speed of internet connection, funding, and staff resources), and the connectedness between the learner and the educator.

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