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>

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 The Effects of Applying Betts’ Autonomous Learner Model on Iranian Students

2012 ◽  
pp. 310-321
Author(s):  
Nahid Yarahmadzehi ◽  
Elham Bazleh
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Control Group ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Learner Model ◽  
Directed Learning ◽  
Autonomous Learner ◽  
Iranian Students

Classroom-based, teacher-directed language learning has been dominant in language teaching and learning for decades; however, the notion of autonomy is not novel to language teachers. Since the publication of Holec’s book, Autonomy and Foreign Language Learning (1981), autonomy in language learning has been a significant issue for discussion in relation to language learning practices and language teaching principles. Many ESL researchers have turned their attention to learner autonomy in classroom settings; however, learner autonomy in the Iranian context within self-access settings, classroom settings, and school curriculum has not been adequately addressed in the literature. To fill the research gap mentioned above, the present study aims to determine: 1. if Betts’s Autonomous Learner Model (Betts & Kercher, 1999) has any significant effect in terms of students’ self-directed learning readiness, and 2. if Betts’s Autonomous Learner Model has any significant effect on students’ English language proficiency. Adopting a quasi-experimental design, the study involved a comparison between the experimental and the control group. Two instruments were used: Gugliemino’s (1977) Self-Directed Learning Readiness Scale (SDLRS); and standardized TOEFL test. 30 students (group A) were taught English based on a pedagogical model, which blended Betts’s ALM with classroom instruction and 30 students (group B) were taught through a traditional teacher-directed method. Finally, after six months of treatment, TOEFL test and SDLRS test were administered as the post-test and the results were analyzed by means of SPSS software. The results showed that ALM can work with Iranian students as evidenced by generally average performance on SDLRS and TOEFL post-tests.

The Level Of Self–directed Learning Among Teacher Training Institute Students – An Early Survey

2012 ◽  
Author(s):  
Boon Shiong Kok ◽  
Baharuddin Aris ◽  
Zaidatun Tasir
Keyword(s):  
Teacher Training ◽  
Structured Learning ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Learning Tasks ◽  
Significant Difference ◽  
Questionnaire Result ◽  
Directed Learning ◽  
Training Institute

Pendekatan pembelajaran terkini mempunyai struktur aktiviti pembelajaran yang pelbagai dan pembelajaran kendiri yang lebih terbimbing dari segi akademik. Tujuan kajian ini adalah mengenal pasti kesediaan pembelajaran kendiri di Institut Perguruan Malaysia. Seramai 266 orang pelajar dari kumpulan kursus Perguruan Lepasan Ijazah (KPLI), Program Ijazah Sarjana Muda Perguruan (PISMP) dan Program Persediaan Ijazah Sarjana Muda Perguruan (PPISMP) terlibat dalam kajian ini. Instrumen kajian ialah soal selidik yang diubah suai daripada soal selidik Self–Directed Learning Readiness oleh Guglielmino. Dapatan kajian daripada analisis data menunjukkan kebanyakan pelajar mempunyai kesediaan pembelajaran kendiri yang sederhana atau rendah. Kajian juga mendapati terdapat perbezaan yang signifikan di antara kesediaan pembelajaran kendiri pelajar perempuan dan lelaki. Selain itu, terdapat juga perbezaan yang signifikan di antara kesediaan pembelajaran kendiri pelajar mengikut kursus. Kata kunci: Kesediaan pembelajaran kendiri; pembelajaran kendiri Current learning approaches have various structured learning activities as well more self–directed learning tasks guided through consultation with academics. The aim of this research is to determine students’ self–directed learning readiness (SDLRS) in a Teacher Training Institute. 266 students from the Kursus Perguruan Lepasan Ijazah (KPLI), Program Ijazah Sarjana Muda Perguruan (PISMP) and Program Persediaan Ijazah Sarjana Muda Perguruan (PPISMP) group took part in the research. The instrument is a questionnaire adopted from Guglielmino SDLRS questionnaire. Result from the data analysis showed that most of the students are on average or below average in term of SDLRS. Based on SDLRS, there is also significant difference between gender with respect to self–directed learning readiness. In addition, there ia also significant difference of students’ SDLRS with respect to their courses. Key words: Self–directed learning readiness; Self–directed learning

A Study to Assess the Self-Directed Learning Readiness Among First Year B. Sc Nursing Students at Mother Teresa College of Nursing, Pudukkottai

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
R. Geetha ◽  
S. Sushmitha Shan
Keyword(s):  
Nursing Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Average Level ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Mother Teresa ◽  
Directed Learning ◽  
College Of Nursing

A descriptive research design was conducted among b.sc nursing students of Mother Teresa College of nursing, Pudukkottai. It aims to assess the level of self-directed learning readiness among nursing students. 50 students were selected using simple random sampling technique. Level of self-directed learning readiness was assessed using Guglielmino’s self-directed learning readiness assessment scale. Data was used by using descriptive and inferential statistics. Chi square test which was found significant with the table value of 3.34 shows the effectiveness Self-directed learning readiness among first year BSc nursing students in mother Teresa College of nursing. The frequency and percentage distribution of the levels of self-directed learning readiness among first year BSc nursing students depicts that majority 34 (68%) of the students have above average levels of self-directed learning readiness, 13% (26%) have average level of self-directed learning and 3(6%) have below average level of self-directed learning readiness

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.

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