The Attitude of Healthcare Services Management Students towards Self-Directed Learning

2021 ◽  
Author(s):  
Parvaneh Isfahani ◽  
Faezeh Rasulkhani ◽  
Hadiseh Shahreki ◽  
Fatemeh Mohammadi ◽  
Somayeh Samani
Keyword(s):  
Healthcare Services ◽  
Study Data ◽  
Individual Characteristics ◽  
Point Of View ◽  
Medical Sciences ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Many ◽  
Management Students ◽  
Effect Learning

Background: Due to the many developments in the field of science and knowledge, self-directed learning can play a key role in lifelong learning and empowerment as a very important skill. Therefore, this study was conducted to determine the attitude of healthcare services management students of Zabol University of Medical Sciences towards self-directed learning in 2019. Methods: In this descriptive-analytical study, 62 students of health care management major were selected using the census method. A standard questionnaire was used in this study. Data were analyzed using appropriate descriptive and inferential tests. Results: The most frequent elements were "lack of influence from the teacher" (3.24 ± 0.935) in the category of perception of self-direct learning, "higher arousal power than the traditional method" (2.65 ± 0.791) in the category of how to effect learning, "quizzes and tests" (2.73 ± 0.961) in the category of barriers and "good lecture" (3.02 ± 1.000) in the category of motivational factors. Conclusion: From the students' point of view, Individual characteristics played an important role in determining self-directed learning efficiency and lack of knowledge was one of the major obstacles.

A Reflective Essay of a Conceptual Model for Self-Directed Learning for the Adult Learner

2022 ◽  
pp. 163-172
Author(s):  
Maria Paradiso-Testa
Keyword(s):  
Seventh Century ◽  
Learning Theories ◽  
Traditional Learning ◽  
Self Directed Learning ◽  
Art And Science ◽  
Factors Affecting ◽  
Directed Learning ◽  
The Many ◽  
Emergent Theory ◽  
Reflective Essay

Of the many factors affecting our lives today, the ever-changing landscape of education is at the forefront. Learning is a complex behavior which involves cognitive, affective, and psychomotor domains. While pedagogy is the art and science of teaching children, andragogy is the art and science of teaching adults. The term pedagogy came into use in the seventh century. It wasn't until the 19th and 20th centuries that what we know as traditional learning theories—behaviorism, humanism, cognitivism, social cognitivism, and constructivism—were recognized. They were derived from the investigative tools of theorists—Pavlov, Skinner, Piaget, Freud, Maslow, Rogers, and Thorndike—to understand the nature of learning. In 1970, Malcolm Knowles promoted andragogy as a model of assumption that serves as a basis for an emergent theory. Today, the way of differentiating adult learners from children learners is through the process of andragogy.

scholarly journals Through an English Teacher’s Eyes: Self-Directed Learning and Advising in Language Education E-Conference

2021 ◽  
pp. 301-306
Author(s):  
Ezgi Celik Uzun
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
Language Education ◽  
Point Of View ◽  
The Self ◽  
English Teacher ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Issues ◽  
Education Conference

In this review, I aim to convey my ideas on the Self-Directed and Advising in Language Education Conference from an English teacher’s point of view. I watched both plenary sessions and some of the concurrent sessions in which I learned a lot. I will briefly mention the topics in the plenary sessions and concurrent sessions, my related ideas, and the implications I drew. I attended the conference as an English teacher seeking solutions for learners’ language learning issues and the specific problems that I personally faced during distance education times. This event encouraged me to reflect more deeply about education during post-COVID times, which, I believe, underlines the importance of self-directed learning and advising in language learning.

scholarly journals A Survey on Self-Directed Learning Readiness Status and Its Relative Factors in Students of Guilan University of Medical Sciences

2014 ◽  
Vol 6 (2) ◽  
pp. 36-43 ◽  
Author(s):  
F Zaersabet ◽  
R Tabari Khomeiran ◽  
A Asadi Louyeh ◽  
E Kazemnezhad Leili ◽  
◽  
...  
Keyword(s):  
Medical Sciences ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Relative Factors

College launches National Anatomy Project

2007 ◽  
Vol 89 (1) ◽  
pp. 19-19 ◽  
Author(s):  
Dick Rainsbury ◽  
Alex Barbour ◽  
Vishy Mahadevan
Keyword(s):  
Communication Skills ◽  
Medical Curriculum ◽  
Human Anatomy ◽  
General Level ◽  
Medical Sciences ◽  
Self Directed Learning ◽  
Surgical Trainees ◽  
Directed Learning ◽  
The Uk ◽  
Basic Medical

The detailed study of topographical human anatomy based on cadaver dissections has for centuries been an essential, integral and traditional part of the undergraduate medical curriculum in the UK. However, in 1993, following a comprehensive review of the existing curriculum, increased emphasis was placed on issues such as communication skills, self-directed learning, etc. This has unfortunately resulted in a corresponding reduction in the amount of time allocated to the study of basic medical sciences, including human anatomy. Several medical schools have since abandoned dissection-based anatomy teaching altogether. As a consequence, there has been a noticeable and serious decline in the general level of applied anatomical knowledge displayed by senior medical students and surgical trainees.

scholarly journals Students teaching students: Can medical students play a part in undergraduate physiology teaching?

2021 ◽  
Vol 16 (1) ◽  
pp. 57-60
Author(s):  
Kushani Atukorala ◽  
Nalinda Silva ◽  
Sumudu Wickramasinghe ◽  
Savithri Wimalasekera
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Medical Sciences ◽  
Self Directed Learning ◽  
The Past ◽  
Audiovisual Aids ◽  
Novel Approach ◽  
Teaching Content ◽  
Applied Physiology ◽  
Directed Learning

Over the past decade active and self-directed learning has been given precedence in medical curricula. At the Faculty of Medical Sciences, University of Sri Jayewardenepura, Sri Lanka, a novel approach was trialed to teach applied physiology using a student-seminar, where the teaching content was developed by the medical students. Clinically relevant physiology topics were randomly allocated to ten studentgroups. Each group had to deliver their findings to peers and academic tutors during a seminar, using audiovisual aids. This study aimed to explore student perceptions regarding this novel learning experiment. Student perceptions of the seminar were explored using self-administered surveys and were rated. Analysis of subject-related knowledge showed that marks of the participants (n=125) had increased significantly, on average by 13% (t110= -8.878 p<0.001). Majority of students didn’t perceive the student seminar as satisfactory for teaching Applied Physiology. However, student seminars seem to be a useful way to enhance group learning and active self-directed learning. J Bngladesh Soc Physiol 2021;16(1): 57-60

scholarly journals Online Distance Learning in Higher Education: E-learning Readiness as a Predictor of Academic Achievement

Open Praxis ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 191
Author(s):  
Emel Dikbas Torun
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Self Efficacy ◽  
Learner Control ◽  
Study Data ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
E Learning ◽  
Directed Learning ◽  
Computer Self Efficacy

The purpose of this study was to examine the relationship between e-learning readiness and academic achievement in an online course in higher-level education. The survey method was employed when collecting the study data, and the data-collection instrument used was the E-Learning Readiness Scale. The scale comprises 33 items and six sub-dimensions, including (1) computer self-efficacy, (2) internet self-efficacy, (3) online self-efficacy, (4) self-directed learning, (5) learner control, (6) motivation toward e-learning. The study participants comprised 153 freshmen who were taking an online English as a Foreign Language course. A relational model is proposed in this study to measure the predicted levels of readiness on academic achievement in online learning. Reliability analysis, Pearson correlation, linear regression analysis, and structural equation modelling were used to analyze and model the study data. Results indicated that self-directed learning is the strongest predictor of academic achievement, while motivation toward e-learning was found to be another predictor of academic achievement. Internet/online/computer self-efficacy and learner control were not found to be among significant predictors of academic achievement. It is concluded that, especially with the spread of Covid-19 worldwide, education is currently switching from face-to-face to online learning in an immediate and unexpected way; therefore e-learning readiness has to be carefully taken into consideration within this new educational paradigm.

Leveraging Online Collaboration to Optimize Faculty Efficiency, Student Engagement, and Self-Efficacy

2016 ◽  
pp. 106-119
Author(s):  
Sidneyeve Matrix
Keyword(s):  
Online Courses ◽  
Online Collaboration ◽  
Student Feedback ◽  
Social Teaching ◽  
Online Faculty ◽  
Self Directed Learning ◽  
Asynchronous Collaboration ◽  
Learning Platform ◽  
Directed Learning ◽  
The Many

Using two large, blended communications courses as case studies, this chapter suggests that designing online courses that prioritize asynchronous collaboration and self-directed learning is key to increasing the productivity, efficiency, and wellness of students and faculty alike. Informed by insights from student feedback and research on social teaching strategies, the chapter discusses how to use technology to implement active learning opportunities that encourage and engage students. The chapter includes actionable ideas for leveraging the campus learning management system as a collaborative learning platform, to help online faculty manage the many demands on their time.

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