scholarly journals Proposed Model and Approach to Graduate Mentorship and Supervision During COVID-19

2021 ◽  
Author(s):  
Carol Nash
Keyword(s):  
Graduate Students ◽  
Research Work ◽  
Anxiety And Depression ◽  
Health Issues ◽  
Self Directed Learning ◽  
Post Secondary ◽  
Award Winning ◽  
Proposed Model ◽  
Directed Learning ◽  
Consensus Decision Making

Before COVID-19, post-secondary learning was dominated by in-person, institution-organized meetings. With the March 12, 2020 lockdown, learning became virtual, largely dependent on commercial online platforms. Already more likely to experience anxiety and depression in re-lation to their research work, perhaps no students have endured more regarding the limitations imposed by COVID-19 on their mentorship and supervision than graduate students. The in-crease in mental health issues facing graduate students has come to the attention of their post-secondary institutions. Programs have been devised with the aim of reducing these chal-lenges. However, the additional attention and funds to combat depression and anxiety have not shown anticipated results. A new approach to mitigate anxiety and depression in graduate students through mentorship and supervision is warranted. Offered here is an award-winning model featuring self-directed learning in a community based on consensus decision-making where consensus represents the adding together of different points of view rather than agreement. The approach is non-hierarchical in structure, based in narrative research. The proposed model and approach are presented and limitations considered. This model and approach are offered as a likely solution to ebb the increase in anxiety and depression in graduate stu-dents—particularly in response to COVID-19.

scholarly journals Improving Mentorship and Supervision during COVID-19 to Reduce Graduate Student Anxiety and Depression Aided by an Online Commercial Platform Narrative Research Group

Challenges ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 11
Author(s):  
Carol Nash
Keyword(s):  
Graduate Students ◽  
Narrative Research ◽  
Research Work ◽  
Anxiety And Depression ◽  
Health Issues ◽  
Self Directed Learning ◽  
Post Secondary ◽  
Award Winning ◽  
Proposed Model ◽  
Directed Learning

Before COVID-19, post-secondary learning was dominated by in-person, institution-organized meetings. With the 12 March 2020 lockdown, learning became virtual, largely dependent on commercial online platforms. Already more likely to experience anxiety and depression in relation to their research work, perhaps no students have endured more regarding the limitations imposed by COVID-19 than graduate students concerning their mentorship and supervision. The increase in mental health issues facing graduate students has been recognized by post-secondary institutions. Programs have been devised to reduce these challenges. However, the additional attention and funds to combat depression and anxiety have not shown anticipated results. A new approach to mitigate anxiety and depression in graduate students through mentorship and supervision is warranted. Offered here is an award-winning model featuring self-directed learning in a community formed by adding together different, equal, diverse points of view rather than agreement. The approach, delivered through a commercial online platform, is non-hierarchical, and based in narrative research. The proposed model and approach are presented, discussed and limitations considered. They are offered as a promising solution to ebb the increase in anxiety and depression in graduate students—particularly in response to COVID-19.

scholarly journals Graduate Students Academic Persistence: Academic and Social Integration Intertwined with Self-Directed Learning

2020 ◽  
Vol 13 (7) ◽  
pp. 1
Author(s):  
Moi Mooi Lew ◽  
Regena F. Nelson ◽  
Yuqian Shen ◽  
Yung Kiet Ong
Keyword(s):  
Graduate Students ◽  
Social Integration ◽  
Social Interactions ◽  
Academic Persistence ◽  
Academic Programs ◽  
Personal Factors ◽  
Self Directed Learning ◽  
Online Questionnaire ◽  
Program Coordinators ◽  
Directed Learning

This study aimed to explore influential personal factors that could affect graduate students’ academic persistence. Data were collected with an online questionnaire and one-on-one interviews. The findings indicated that graduate students had integrated into the academic environment and established a positive relationship with advisors and program coordinators. Participants have limited social interactions with classmates. This factor decreased the importance of social integration on persistence. Data indicated that participants’ self-directed learning readiness was moderately high. This study suggests that these three personal factors are intertwined in influencing graduate students’ decision to persist in the academic programs.

Some Creativity and Style of Learning and Thinking Correlates of Guglielmino's Self-Directed Learning Readiness Scale

1978 ◽  
Vol 43 (3_suppl) ◽  
pp. 1167-1171 ◽  
Author(s):  
E Paul Torrance ◽  
Salah Mourad
Keyword(s):  
Graduate Students ◽  
Construct Validity ◽  
Exploratory Study ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Test Product ◽  
Significant Relationships ◽  
Scale Scores ◽  
Directed Learning ◽  
The Right

In an exploratory study of the construct validity of Guglielmino's Self-directed Learning Readiness Scale, 41 graduate students in education were administered the following criterion measures: Sounds and Images (Originality), Thinking Creatively About the Future (Fluency and Originality), Schaefer's Simile Test (Originality), Templeton's Photoanalogies Test, Gershon and Guilford's Possible Jobs test, Khatena and Torrance's What Kind of Person Are You? and Something About Myself, and Torrance's Style of Learning and Thinking test, Product-moment coefficients of correlation between the total Self-directed Learning Readiness Scale scores and the criterion measures supported the construct validity of the Self-directed Learning Readiness Scale with statistically significant relationships for all three of the originality measures ( rs = .52, .38, and .52), the measure of ability to produce analogies ( r = .48), creative achievements and experiences ( r = .71), and the right and left hemisphere styles of learning ( rs = .43 and —.34, respectively).

scholarly journals A PROPOSAL FOR PROFESSIONAL DEVELOPMENT OF BUSINESS ENGLISH TEACHERS IN SERBIA – OVERVIEW OF THE RESEARCH

2021 ◽  
pp. 389
Author(s):  
Mirna Vidaković
Keyword(s):  
Professional Development ◽  
Traditional Approach ◽  
English Teachers ◽  
Business English ◽  
Self Directed Learning ◽  
Professional Needs ◽  
Proposed Model ◽  
Professional Development Of Teachers ◽  
Directed Learning ◽  
Learning And Collaboration

This paper gives an overview of the empirical research conducted in the doctoral thesis entitled “A New Model of Professional Development of Business English Teachers in Serbia: Theoretical, Methodological and Practical Aspects”. Having noticed that professional needs of Business English teachers in Serbia were not sufficiently recognized, the research aimed to analyse the current situation regarding Business English teaching and professional development of teachers so as to gain data necessary for creating a proposal of a model of development that would fully respond to teachers’ pedagogical demands. The sample included 85 teachers and 349 students of Business English. Data collected through questionnaires and interview were analysed quantitatively and qualitatively. The results were largely consistent with contemporary research in the fields of LSP (Languages for Specific Purposes) and professional development of teachers. A few points which reflected a traditional approach to education concerned students’ perception of teachers’ roles and field competencies, and teachers’ expectations with regard to obtaining ready-made pedagogical solutions. The proposed model advocates a bottom-up and reflective approach to professional development, encourages both self-directed learning and collaboration, and offers content that suits teachers’ diverse experience and working contexts. 

Students Perceptions Of Success In The Online Graduate-Level Classes: A Self-Directed Learning Perspective

2013 ◽  
Vol 6 (1) ◽  
pp. 115 ◽  
Author(s):  
Pao-Nan Chou
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Graduate Students ◽  
Qualitative Method ◽  
Public University ◽  
Graduate Level ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

The purpose of this study is to examine the phenomenon of successful online learning, defined as a higher academic performance (A or 90) and to find if there is the evidence to confirm the role of self-directed learning in the online graduate-level courses. A qualitative method was used to analyze learners perceptions of online learning experiences. Six graduate students from an American public university participated in this study. The qualitative analysis yielded six major themes, which confirm the relationship between self-directed learning and academic performance.

Student challenges in online architectural design courses in Iran during the COVID-19 pandemic

2021 ◽  
pp. 204275302110229
Author(s):  
Ali Asadpour
Keyword(s):  
Learning Strategies ◽  
Education System ◽  
Architectural Design ◽  
Online Survey ◽  
Online Courses ◽  
Learning Experience ◽  
Student Perception ◽  
Self Directed Learning ◽  
Proposed Model ◽  
Directed Learning

This article addresses student challenges posed by the need for distance learning in architectural design courses during the COVID-19 pandemic in Shiraz, Iran, in order to ascertain the student perception of a virtual learning experience. It also outlines the methods of managing an affordable education agenda to design online courses in Iran as a part of global efforts. For this purpose, an online survey was conducted in October 2020 based on the exploratory factor analysis. The research sample included architecture and interior architecture undergraduates and postgraduates. Data analysis was performed in SPSS 24. The survey identified six factors as (1) design process and communication skills; (2) self-directed learning; (3) digital sketching, drafting, modeling, and presentation; (4) acquaintances and experiences; (5) technical devices and facilities; and (6) tutorials and assessments. The findings showed some obstacles to the conventional education system in architecture and emphasized the need to redefine the education system based on the new sustainable design pedagogy framework. Therefore, the article proposes a model in which tutors act as consultants and facilitators, whereas students act as self-directed learners. In addition, the e-studio is considered an activity-oriented space to provide an opportunity for interaction, connection, and creativity. The proposed model requires novel learning strategies and tactics.

A Tool for Adaptive E-Assessment of Project Management Competences

2012 ◽  
pp. 133-150
Author(s):  
Constanta-Nicoleta Bodea ◽  
Maria-Iuliana Dascalu
Keyword(s):  
Project Management ◽  
Assessment Tool ◽  
Adaptive Testing ◽  
Assessment Method ◽  
Preparation Process ◽  
Self Directed Learning ◽  
Concept Space ◽  
Proposed Model ◽  
Directed Learning ◽  
Level Of Knowledge

This chapter proposes an e-assessment method for project management competences, using the computer adaptive testing (CAT) principle. Competences are represented using concept space graphs. The proposed model increases the tests configurability by considering several knowledge constraints when an item is selected. The proposed model is also seen as a self-directed-learning-tool, useful in the preparation process for project management certifications. The model is validated by comparison with an existing e-assessment tool, used for simulation purposes; statistic results are presented and analyzed. Although the initial level of knowledge of each user has a great impact on the final results obtained by that user, preparation with the proposed e-assessment method proved to be more efficient.

An Evaluation of a Student Resource Centre

1992 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
Bob Courchêne
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Self Directed Learning ◽  
Pedagogical Innovation ◽  
Post Secondary ◽  
Frequency Of Use ◽  
Self Study ◽  
Directed Learning

The use of Student Resource Centres to support L2 students' language learning is a very recent pedagogical innovation at the post-secondary level in language-teaching institutions in Canada. In this study the author reports very briefly on how to set one up and, then, goes on to survey student opinion on the role of self-directed learning in learning a second language. Information on topics such as type and suitability of material used, frequency of use, relation of self-study to classroom teaching gathered through a series of questionnaires and formal and informal interviews is analyzed and interpreted in a descriptive manner. The paper concludes with comments on the role of self-directed learning in L2 teaching and learning.

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