Study on the Effect of Smart Learning applied at a Radiationtherapy Subject on Self Directed Learning, Self Learning Efficacy, Learning Satisfaction of College Students

2016 ◽  
Vol 39 (4) ◽  
pp. 661-667 ◽  
Author(s):  
Jae-Goo Shim ◽  
◽  
Yon-Min Kim ◽  
Soo-Jin Park
Keyword(s):  
College Students ◽  
Self Directed Learning ◽  
Smart Learning ◽  
Learning Satisfaction ◽  
Learning Efficacy ◽  
Directed Learning ◽  
Self Learning

scholarly journals Self-directed learning in the context of a nursing curriculum: Development of a learning plan

Curationis ◽  
1996 ◽  
Vol 19 (2) ◽  
Author(s):  
B. Majumdar
Keyword(s):  
Health Care ◽  
Nursing Curriculum ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Rapid Pace ◽  
Biological Health ◽  
Learning Contract ◽  
Self Learning

The rapid pace at which biological health breakthroughs and advancements in technology occur is creating unique challenges to health care programmes. The curricula of all health care programmes will need to be set in learning environments where students will be able to develop learning skills that are transportable across situations, over a whole lifetime. This article attempts to focus on self-directed learning (SDL) concepts and the development of a learning contract/plan, including the roles of both the student and faculty in self-learning approaches and contractual development.

scholarly journals A Case Study on the Self-directed English Learning Experiences of Korean College Students Using Self-coaching

2021 ◽  
Vol 15 (5) ◽  
pp. 199-214
Author(s):  
Seongjhin Joh ◽  
Byungsun Kim
Keyword(s):  
College Students ◽  
Learning Experience ◽  
Self Control ◽  
Learning Ability ◽  
English Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Korean College Students ◽  
Colaizzi's Method ◽  
Learning English

The purpose of this study is to analyze the English learning experience of college students using Colaizzi's method, which is one of the qualitative research methods, using self-coaching technology as a tool to improve self-directed learning ability. In-depth interview were conducted to collect data, and 9 significant statements, 4 theme clusters, and 2 categories were derived. The results are as follows. First, it showed that the participants clearly set the reasons and goals for learning English. Second, it was confirmed that they had time to return to the positive motivation they experienced in the past and strengthened their will to overcome difficulties caused by self-coaching. Third, it was reported that they had a valuable experience of asking the questions presented for the first time, and they recollected the feelings of when they happily learned English, thereby gaining new vitality for learning English. Finally, it also showed that they experienced risk factors such as a desire to procrastinate, a desire to give up, and a rush to complete a task due to difficulty in self-control, which could lead to poor learning. Based on these results, it was suggested that self-coaching contributed to the improvement of learning English, the importance of questions, necessary factors when expanding to regular classes, and the expansion of coaching research.

Methodology for Knowledge Management and Self-Directed, Science Program Engineering Computing

2017 ◽  
pp. 63-81
Author(s):  
Marcos Levano
Keyword(s):  
Knowledge Management ◽  
Computer Science ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
The Self ◽  
Science Program ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Generic Competences ◽  
Self Learning

The following chapter shows the development of a learning methodology used to validate self-directed learning generic competences and knowledge management in a competence-based model in the engineering computer science program of the Universidad Católica Temuco (UCT). The design of the methodology shows the steps and activities of the learning-by-doing process, as shown gradually in the learning results of the competence. The designed methodological process allows creating working schemes for theory-based teaching and learning, and also for practicing and experimenting. The problematology as controlled scenarios is integrated in order to answer problems in engineering, allowing the process of validation in the self-learning and knowledge management competences. Thus, the achievements in the results have allowed helping the teachers to use their learning instruments.

scholarly journals Application of Blended Learning on the Antenatal Education Center Course: A Review of Flipped Classroom with Team-based Learning

2021 ◽  
Author(s):  
Yingying Lin ◽  
Xiaoyan Xiu ◽  
Juan Lin ◽  
Zhiwei Chen ◽  
Cui Xian Zheng ◽  
...  
Keyword(s):  
Health Education ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Prenatal Health ◽  
Antenatal Education ◽  
Learning Satisfaction ◽  
Team Based Learning ◽  
Directed Learning

Abstract Background: The goal is to evaluate the effects of a flipped class strategy on knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes in primiparas undergoing antenatal education. Methods: A convenience sampling method was adopted. A total of 621 primiparas who were diagnosed with early pregnancy in a first-class hospital in southeast China and received continuous prenatal health education from May to July 2020 were selected as the research subjects. The primiparas were divided into two groups in the antenatal education centre. One was the experimental group, who used the prenatal health education model based on blended learning (a flipped classroom with team-based learning); the other was the control group, who used the traditional mode of prenatal health education. The two groups were compared on the following outcomes: knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes. Results: The blended learning approach enhanced the primiparas’ knowledge, self-directed learning ability, and learning satisfaction, effectively controlled the gestational weight gain (GWG), alleviated the degree of anxiety and depression in the pregnant women during pregnancy, improved the self-efficacy and the natural delivery rate of the primipara, shortened the delivery process and reduced the risk of gestational diabetes mellitus (GDM), all P<0.05. Conclusions: Blended learning may be an effective strategy because of its validity and practicality in antenatal education.

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