COOPERATIVE LEARNING STRATEGIES FOR PROMOTION OF STUDENT’S SELF-DIRECTION

2015 ◽  
pp. 61
Author(s):  
Gunārs Strods
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Average Level ◽  
Control Group ◽  
Self Directed Learning ◽  
Group Data ◽  
Study Results ◽  
Directed Learning ◽  
Learning Development

<p>This article presents results of promotion of students self-direction in cooperative learning in teacher training. The purpose of the study was to work out and implement an cooperative learning model for promotion of student self-directed learning skills in teacher training in university, and explore the relationships between the cooperative learning process and self-directed learning development. Empirical data were collected through self-directed learning-eadiness tests (SDLRS/LPA) and interviews at the beginning and the end of the semester. The data of experiment group were compared with control group data, and 170 students were involved in the study. Results indicate that self-directed learning readiness improves through cooperative learning processes for students of all levels, while in traditional process below average and average level students’ readiness improves, and above average level students’ readiness expressions are limited and readiness for self-direction decreases.</p>

scholarly journals PROMOTION OF STUDENT SELF-DIRECTION IN COOPERATIVE LEARNING IN UNIVERSITY

2015 ◽  
Vol 1 ◽  
pp. 396
Author(s):  
Gunārs Strods
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Average Level ◽  
Control Group ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Group Data ◽  
Study Results ◽  
Directed Learning ◽  
Learning Development

<p>This article presents results of implementation of principles of direction and liberalization in cooperative learning in teacher training. The purpose of the study was to work out and implement an educational model for promotion of student self-directed learning skills in teacher training in university, and explore the relationships between the cooperative learning process and self-directed learning development. Empirical data were collected through self-directed learning-readiness tests (SDLRS/LPA), student self-assessment questionnaires, and interviews at the beginning and the end of the semester. The data of experiment group were compared with control group data, and 170 students were involved in the study. Results indicate that self directed learning readiness improves through cooperative learning processes for students of all levels, while in traditional process below average and average level students’ readiness improves, and above average level students’ readiness expressions are limited and readiness for self-direction decreases.</p>

scholarly journals Introducing cooperative learning: students’ attitudes towards learning and the implications for self-directed learning

2016 ◽  
Author(s):  
Elsa Mentz ◽  
Sukie van Zyl
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Computer Application ◽  
First Year ◽  
Application Technology ◽  
Self Directed Learning ◽  
Positive Attitudes ◽  
Directed Learning ◽  
Students Attitudes ◽  
Attitudes Towards Learning

This article reports on research that aims to enhance self-directed learning by introducing cooperative learning strategies. The two-fold aim of this research was firstly to determine whether the implementation of cooperative learning in a Computer Application Technology class of first-year students contributed to positive attitudes towards learning, and secondly, whether students’ attitudes towards learning, after completion of the cooperative learning intervention, related to their self-directedness. We conclude that the implementation of cooperative learning in a Computer Application Technology first-year class positively contributes to students’ attitudes towards learning and their attitudes towards learning related to their perceived self-directed learning (SDL) readiness.

scholarly journals Designing MOOCs to Facilitate Participant Self-monitoring for Self-directed Learning

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Meina Zhu ◽  
Curtis J. Bonk
Keyword(s):  
Learning Strategies ◽  
Online Survey ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Internal Feedback ◽  
External Feedback ◽  
Learning Aids ◽  
Study Results ◽  
Directed Learning

This study investigates the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL) using mixed methods. The data sources of this study include an online survey with 198 complete respondents, semi-structured interviews with 22 MOOC instructors, and document analysis of 22 MOOCs. Study results indicated that MOOC instructors considered self-monitoring skills critical for SDL. To foster students’ self-monitoring, MOOC instructors reported that they facilitated students’ self-monitoring by helping students with internal feedback and providing external feedback. Students’ internal feedback includes cognitive and metacognitive processes. To facilitate cognitive processes, MOOC instructors provided quizzes, tutorials, learning strategies, learning aids, and progress bars. For metacognition, these instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. Across these findings, technology played a central role in supporting student’s self-monitoring.

scholarly journals Students’ Self-directed Learning in the Context of Industrial Challenges: Latvia University of Life Sciences and Technologies Case

2019 ◽  
Author(s):  
Baiba Briede
Keyword(s):  
Learning Strategies ◽  
Time Management ◽  
Life Sciences ◽  
Further Education ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Effective Learning ◽  
Study Results ◽  
Directed Learning

Students’ self-directed learning (SDL) is analysed as a means to promote the development of professionals who are active life-long learners, ready to complex problem solving, leadership and flexible adaptation to social and economic situations. That is why the aim of the study was to analyse the components of SDL essential for nowadays socio-economic situation and to find out SDL results from the students of Latvia University of Life Sciences and Technologies (LLU). The method of questionnaire was used to investigate the students’ self-assessment on their SDL focusing on purposefulness, motivation for knowledge, implementation of effective learning strategies, responsibility, control assessment of learning progress, importance to express one’ s view and time management. The results of the study were obtained from 305 first-year students of LLU. Medium results dominate in relation to implementation of effective learning strategies, importance to express one’s view and time management. It means that preferably an electronic aid on learning strategies and more flexible learning environments for the first year students is necessary. The study results also indicate that more teaching methods promoting views expression are of high importance and should be included in further education courses for teachers. Keywords: Self-directed learning; university students; professionalism.

Effects of Short-Term Mission Trips on Recipients’ Self-Esteem and Readiness for Self-Directed Learning

2021 ◽  
pp. 009164712110115
Author(s):  
Charissa H. W. Wong ◽  
Li Neng Lee ◽  
Alberto Pérez Pereiro
Keyword(s):  
Self Esteem ◽  
Control Group ◽  
Short Term ◽  
Self Directed Learning ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Group Post ◽  
Mission Trips

Short-term Christian overseas volunteer trips, also known as short-term mission trips (STMs), have become increasingly prevalent (Howell & Dorr, 2007). However, research on these programs has been limited. This quasi-experimental study adds to the literature by quantitatively measuring the effects of an STM from Singapore to Thailand. STM recipients’ ( n = 44) self-esteem and readiness for self-directed learning (RSDL) were compared across timepoints – pre-test, post-test, follow-up – and with a control group ( n = 50). It was hypothesized that recipients would experience an increase in self-esteem and RSDL such that their scores would be higher than the control group post-STM. Results provide partial support for the hypotheses; while improvements among recipients were either not significant (for self-esteem) or not long-lasting (for RSDL), recipients had higher scores than the control group post-STM. This suggests that STMs have some, albeit limited, positive effects. Recommendations for promoting greater and longer-lasting effects are offered.

scholarly journals Assessment of students’ satisfaction with a student-led team-based learning course

2015 ◽  
Vol 12 ◽  
pp. 23 ◽  
Author(s):  
Justin W. Bouw ◽  
Vasudha Gupta ◽  
Ana L. Hincapie
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Group Discussion ◽  
Barriers To Success ◽  
Self Directed Learning ◽  
Group Data ◽  
Team Based Learning ◽  
Focus Group Data ◽  
Directed Learning ◽  
Students Satisfaction

Purpose: To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Methods: Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. Results: The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. Conclusion: This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

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.

scholarly journals Self-directed Learning via Contemplative Teaching to Promote Reading Comprehension Ability

2018 ◽  
Vol 11 (12) ◽  
pp. 58 ◽  
Author(s):  
Fatemeh Giveh
Keyword(s):  
Reading Comprehension ◽  
Theory And Practice ◽  
Control Group ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
Directed Learning ◽  
L2 Instruction ◽  
Experimental Group

The present study tried to investigate one of the options for improving self-directed learning in Iranian EFL learners, i.e., contemplative L2 instruction with a flavor of transformative instruction. Accordingly, it adopted a quasi-experimental design to investigate the influential effects that contemplative teaching would exert on Iranian EFL learners&rsquo; L2 self-directed learning and reading comprehension abilities. To this end, two groups of Iranian EFL learners were taught on the L2 through either contemplative teaching (Experimental Group) or a traditional method (Control Group). The results of the study indicated that contemplative teaching, accompanied with transformative instruction, would in fact have significant effects on Iranian EFL learners&rsquo; L2 autonomy, i.e., self-directed L2 learning, and L2 reading comprehension skills. In addition, the analysis of the qualitative indicated that the participants in the Experimental Group held positive attitudes towards contemplative and transformative L2 instruction and believed these instructional strategies would create a supporting and viable classroom atmosphere. The findings of this study would have significant implications for both theory and practice on L2 contemplative teaching, self-directed learning, and reading comprehension.

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