scholarly journals How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education

2019 ◽  
Vol 8 (3) ◽  
pp. 678 ◽  
Author(s):  
Zamzami Zainuddin ◽  
H. Habiburrahim ◽  
Safrul Muluk ◽  
Cut Muftia Keumala
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Learning Activities ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Classroom Activities ◽  
Vocabulary Skills ◽  
Video Lectures ◽  
Directed Learning ◽  
The Impact

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES BlendSpace’ to promote students’ self-directed learning in EFL flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ self-directed learning abilities. The observation of students’ learning activities on the TES BlendSpace was also recorded to support the interview data. The LMS was adopted to distribute and receive information. Thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate the learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES BlendSpace is recommended to be performed in teaching EFL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in terms of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replacing other non-educational favorite websites. The finding of this study indicates that the students’ online culture was predominantly formed by the interesting contents posting on the LMS, especially the video lectures and an easy way to use. Additionally, instructors should develop activities in and around the LMS with a number of benefits and rewards. Hence, the students will be motivated to log in the LMS for learning purposes.

Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace

2018 ◽  
Vol 26 (4) ◽  
pp. 281-290 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Corinne Jacqueline Perera
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Self Directed Learning ◽  
Content Type ◽  
Student Activities ◽  
Video Lectures ◽  
Flipped Classrooms ◽  
Directed Learning ◽  
Social Interface ◽  
The Impact

Purpose This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class. Design/methodology/approach This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace. Findings Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area. Originality/value This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.

scholarly journals Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ni Luh Made Purnia Adi ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
Self Management ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
The Impact ◽  
Teacher's Perception

Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.

Supporting Graduate Attribute Development in Introductory Accounting with Student-Generated Screencasts

2016 ◽  
Vol 8 (3) ◽  
pp. 65-82
Author(s):  
Jessica K. Frawley ◽  
Laurel Evelyn Dyson ◽  
James Wakefield ◽  
Jonathan Tyler
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Soft Skills ◽  
Descriptive Analysis ◽  
Self Directed Learning ◽  
Student Surveys ◽  
Graduate Attributes ◽  
Novel Approach ◽  
Introductory Accounting ◽  
Directed Learning

In recent years educational, industry and government bodies have placed increasing emphasis on the need to better support the development of “soft” skills or graduate attributes within higher education. This paper details the adoption of a student-generated multimedia screencast assignment that was found to address this need. Implemented within a large introductory accounting subject, this optional assignment allowed undergraduate students to design, develop and record a screencast so as to explain a key accounting concept to their peers. This paper reports on the trial, evaluation and redesign of this assignment. Drawing on data from student surveys, practitioner reflections and descriptive analysis of the screencasts themselves, this paper demonstrates the ways that the assignment contributed to the development and expression of a number of graduate attributes. These included the students' skills in multimedia, creativity, teamwork and self-directed learning. Adopting free-to-use software and providing a fun and different way of learning accounting, this novel approach constitutes a sustainable and readily replicable way of supporting graduate attribute development. This paper contributes understandings that will be relevant to both researchers and practitioners.

scholarly journals Review of Self-directed Learning Readiness Assessments Among Undergraduate Students in the World and Lessons Learnt for Vietnam

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Dang Thi Thanh Thuy ◽  
Tang Thi Thuy ◽  
Trinh Van Minh
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Demographic Variables ◽  
Self Directed Learning ◽  
Readiness Assessment ◽  
Learning Readiness ◽  
Vietnamese Higher Education ◽  
Directed Learning ◽  
Practical Recommendations

This article aims to provide the selected findings of self-directed learning readiness assessment to undergraduate students in various countries. It also offers relevant recommendations for promoting self-directed learning to Vietnamese higher education institutions. Through desk study by analyzing articles and studies of self-directed study readiness assessment, the result shows that the level of self-direct learning readiness among undergraduate students is different due to the influence of mental, social and demographic variables. Some practical recommendations for higher education institutions, students, teachers and researchers are proposed to promote self-directed learning. It is expected that this study will partly contribute to promote the students’ initiative and creativity in learning associated with lifelong learning.

scholarly journals The impact of the Covid-19 disruption on distance learning higher education students and activities

2021 ◽  
Author(s):  
Maria Aristeidou ◽  
Simon Cross
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Undergraduate Students ◽  
Negative Impact ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
Social Activities ◽  
Background Characteristics ◽  
Survey Responses ◽  
The Impact

Higher education institutions are increasingly concerned about the impact of the disruption caused by the Covid-19 pandemic on students and learning activities. Yet, we know little about the effect of this disruption, specifically on students in distance learning higher education institutions. This study drew from survey responses of 555 undergraduate students at The Open University, UK. The aims of this study were to understand the impact of the Covid-19 disruption on learning, assessment and social activities that distance learning students commonly undertake and to explore how this impact relates to their background characteristics (socio-demographics and study properties). Findings showed that overall, students engaged in their study activities less frequently, with learning-related activities (e.g., joining live sessions) having the highest negative impact and social activities (e.g., accessing email for study purposes) the lowest. Female students were more likely than male to engage less across all three activity categories. Background characteristics, such as age, faculty and race, were associated with particular activity categories. This study is the first step towards enhancing our understanding of the engagement of distance learning, but also campus-based students in emergency distance learning, in online learning activities during the Covid-19 pandemic and other similar disruptions.

scholarly journals E-Learning for Enhancement of Medical Student Performance at the Objective Structured Clinical Examination (OSCE) in the COVID-19 Era

2020 ◽  
Author(s):  
Kyong-Jee Kim ◽  
Yeon Ji Lee ◽  
Mi Jin Lee ◽  
Young Hyo Kim
Keyword(s):  
Student Perceptions ◽  
Educational Intervention ◽  
Clinical Performance ◽  
National Average ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Clinical Competencies ◽  
E Learning ◽  
Directed Learning ◽  
The Impact

Abstract Background: This study aimed to investigate the impact of student self-directed e-learning on the development of clinical competencies.Methods: The study participants were 3rd year students (n = 43) at a private mid-sized medical school located in a South Korean suburb on a four-year medical program. Educational intervention was implemented to enhance student clinical performance. Students engaged in learning activities that intended to promote their self-directed learning abilities and clinical performances using e-learning resources. Intervention was conducted for the duration of six months during the 3rd year and its effectiveness was investigated by comparing student performances in OSCEs in a pre- and post- comparison format and also by comparing them with national scores. In addition, student perceptions of the impact of e-learning on their OSCE performances were assessed using a questionnaire, which included 36 items that elicited student perceptions of their experiences of e-learning and readiness for e-learning.Results: Student OSCE scores improved significantly after educational intervention in all domains of clinical competencies assessed and for total scores (p < 0.001). Furthermore, students achieved higher OSCE scores than national average scores in the post-test, whereas they had performed lower than national average scores in the pre-test. Students showed neutral or slightly positive responses to the effectiveness of e-learning, and their perceptions of e-learning were not associated with their e-learning readiness scores.Conclusions: The study shows student OSCE performance improved significantly after educational intervention. Our findings indicate the effectiveness of e-learning supporting self-directed learning of clinical performance by medical students. Despite significant improvements in student OSCE scores after e-learning, their perceptions of its effectiveness were neutral. Furthermore, student perceptions of e-learning were not associated with their readiness for e-learning. Suggestions are made to help students use e-learning more effectively to enhance their clinical competencies.

scholarly journals Students’ Learning Experiences With LMS Tes Teach In Flipped-Class Instruction

2019 ◽  
Vol 4 (1) ◽  
pp. 1-11
Author(s):  
Zamzami Zainuddin ◽  
Hardika Dwi Hermawan ◽  
Febritesna Nuraini ◽  
Santo Mugi Prayitno
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Undergraduate Students ◽  
Learning Experiences ◽  
Learning Activities ◽  
Computer Assisted ◽  
Community Members ◽  
Research Technology ◽  
Class Instruction ◽  
The Impact

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES Teach’ on students’ learning experiences in a computer-assisted language learning (CALL) course with flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ meaningful learning activities. The observation of students’ learning activities on the LMS was also recorded to support the interview data. The LMS was adopted to distribute and receive information, thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES Teach is recommended to be performed in teaching CALL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in term of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replaced other non-educational favorite websites. Finally, this study recommends that the Ministry of Research, Technology and Higher education or policymakers in Indonesia, including instructors, students, and community members, must be actively involved in developing, supporting, and maintaining a transformed learning culture, from being traditional to a technology-based learning environment.

A Center-Based Model for Self-Directed Learning in Sustainability

2022 ◽  
pp. 97-118
Author(s):  
Linda D. Manning ◽  
Jennifer E. Jones ◽  
Vanessa Buehlman ◽  
Jessica M. Deal ◽  
Lydia J. Showalter
Keyword(s):  
Higher Education ◽  
Emerging Adults ◽  
Undergraduate Students ◽  
Self Directed Learning ◽  
Institutional Barriers ◽  
Alternative Framework ◽  
Living Lab ◽  
Real Change ◽  
Directed Learning ◽  
Barriers And Challenges

An innovative platform for self-directed learning around sustainability issues in higher education is achievable via a center-based framework that uses a living lab model. This chapter identifies classroom and institutional barriers and challenges to sustainability-focused self-directed learning using interview data from undergraduate students who have contributed to real change on campus and in the community. The authors posit an alternative framework for sustainability-focused self-directed learning housed in an interdisciplinary center by providing insight on the necessary structures, resources, and processes. This chapter concludes with a discussion of how self-directed learning (1) supports emerging adults' developmental processes in navigating the borderland of adolescence to adulthood and (2) contributes to potential solutions to wicked problems.

scholarly journals A Comparison Of Students Outcomes In Two Classes: Business Administration Students VS Communication Arts Students Based On Self-Directed Learning Activities

2011 ◽  
Vol 4 (5) ◽  
pp. 23
Author(s):  
Wiwat Orawiwatnakul ◽  
Saovapa Wichadee
Keyword(s):  
Statistical Tests ◽  
Business Administration ◽  
Learning Activities ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Communication Arts ◽  
Learning Abilities ◽  
Business Administration Students ◽  
Directed Learning ◽  
Administration Students

With research showing the benefits of self-directed learning, more activities are needed to provide learners opportunities for self-directed practice (Khomson, 1997; Lee, 1998; Phongnapharuk, 2007). A 12-week experimental study was performed with 80 EFL learners; one group contained 40 Communication Arts students and the other one consisted of 40 Business Administration students. All of them were taught through self-directed learning activities for twelve weeks. The instruments used in this study included an English proficiency test, a self-directed learning questionnaire, a learning style questionnaire, and an opinion questionnaire toward self-directed learning activities. The data were analyzed by One-way ANOVA, dependent and independent t-tests, mean and standard deviation. Results from the statistical tests revealed that students in both groups gained higher English mean scores and self-directed learning abilities at a significance level even with limited time spent practicing language skills in a self-directed environment. When dividing BA and CA students into four learning styles, it was found that language mean scores of students in all the four groups improved significantly; however, only two groups of BA students, namely pragmatists and theorists, improved their self-directed learning ability.

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