scholarly journals L2 learning online: Self-directed learning and gender influence in Indonesian university students

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Adaninggar Septi Subekti
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
English For Academic Purposes ◽  
Future Research ◽  
Self Directed Learning ◽  
Online Questionnaire ◽  
Significant Difference ◽  
L2 Learning ◽  
Directed Learning ◽  
High Level

The present study was conducted to investigate Indonesian second language (L2) learners’ Self-Directed Learning (SDL) in English during the online classes due to the Covid-19 pandemic and to investigate whether there was a significant difference in SDL between female and male learners. As online learning is implemented nationwide in Indonesia due to the pandemic, it becomes paramount to investigate learners’ SDL, considered very critical in online learning settings where teachers' ability to check learners' progress is not as extensive as it is in the face-to-face mode of instruction. The participants of the study were 187 undergraduate students taking English for Academic Purposes (EAP) classes. Through the data obtained from the online questionnaire, the study found that learners, in general, reported a high level of SDL even though many of them still embraced procrastination behaviours and considered the pragmatic need to pass the EAP class more important than the actual L2 learning. It also found that there was no significant difference between female learners’ SDL and that of male learners. Based on the findings and analysis of the possible factors, possible contributions of the study are presented along with the possible limitations and suggested directions for future research in the field. HIGHLIGHTS: Learners, in general, reported a high level of SDL. Despite that, many of them still embraced procrastination behaviours and considered the pragmatic need to pass the English for Academic Purposes class more important than the actual L2 learning.

scholarly journals Indonesian L2 Learners’ Resilience and Self-directed Learning in Online Classes: A Correlational Study

2021 ◽  
Vol 8 (1) ◽  
pp. 27-47
Author(s):  
Adaninggar Septi Subekti
Keyword(s):  
Online Learning ◽  
English For Academic Purposes ◽  
Survey Method ◽  
Future Research ◽  
Critical Element ◽  
Online Classes ◽  
Self Directed Learning ◽  
L2 Learners ◽  
Directed Learning ◽  
High Level

The present study aimed to investigate Indonesian second language (L2) learners’ level of resilience and the relationship between their resilience and their self-directed learning (SDL) in an online learning setting at the time of the Covid-19 pandemic. The present study used a survey method by distributing Google Form questionnaires. The participants were 187 university student participants taking English for Academic Purposes (EAP) classes online in their respective departments. It was conducted to fill the void in resilience literature in the Indonesian L2 context and to find out the Indonesian learners’ resilience in the online learning setting as well as to know whether learners’ resilience was associated with their SDL, a critical element to succeed in online learning. The study found that learners possessed a high level of resilience. Learners were found to have a high level of realistic optimism and self-discipline, prominent characteristics of resilience. However, they reported a slightly lower level of capability in handling multiple tasks at the same time. The study further found that learners’ resilience was significantly, moderately, and positively correlated with their SDL. Based on the findings, possible contributions and implications are stated alongside the limitations of the study and possible directions for future research.

scholarly journals Crossword puzzles versus Student-Led Objective Tutorials (SLOT) as innovative pedagogies in undergraduate medical education

2021 ◽  
Vol 31 (1) ◽  
pp. e37105
Author(s):  
Dr. Preethi J Shenoy ◽  
Dr. Rashmi R Rao
Keyword(s):  
Undergraduate Students ◽  
Multiple Choice Questions ◽  
Small Group Teaching ◽  
Self Directed Learning ◽  
Tutorial Group ◽  
Crossword Puzzle ◽  
Significant Difference ◽  
Directed Learning ◽  
Teaching Learning ◽  
Crossword Puzzles

AIMS: Small group teaching in Pharmacology offers an effective platform to encourage interaction amongst peers and self-directed learning. The present study is an attempt to assess and compare the effectiveness and perception of students on two different pedagogical methods: Crossword puzzles and Student Led Objective Tutorials (SLOT).METHODS: Second year undergraduate students who gave their informed consent were divided randomly into two groups: one which received crossword puzzle as a teaching learning method and the other had SLOT during which the students conducted an interactive quiz with multiple choice questions prepared by themselves. The students’ perceptions were recorded using a self-administered questionnaire. One week later, a unit test was conducted for both the groups and the performance of the students was compared. Statistical analysis was done using independent Student’s T test with SPSS version 15.0.RESULTS: Analyses revealed a statistical significant difference (P<0.001) between the mean marks obtained in the SLOT group (n= 74; 6.5±3.8) and the marks obtained in the crossword group (n= 87; 4.2±2.9), with the students in the tutorial group performing better. The students opined that SLOT sessions helped them to understand Pharmacology better whereas crossword sessions enabled them to memorize the names of the drugs.CONCLUSION: The present study revealed that SLOT sessions fared better compared to the crossword puzzles in terms of improving the students’ test scores. It fostered teamwork, self-directed learning skills and critical thinking. Crossword puzzles make the session more student friendly as it is fun and engaging but a careful design is inevitable as it may fail to test in-depth learning in students.

scholarly journals The Relationship Between Engineering Students Self-Directed Learning Abilities And Online Learning Performances: A Pilot Study

2012 ◽  
Vol 5 (1) ◽  
pp. 33 ◽  
Author(s):  
Pao-Nan Chou
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Learning Task ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Correlation Relationship ◽  
Instructional Activity ◽  
Directed Learning ◽  
High Level ◽  
Learning Performances

This study aimed to explore engineering students self-directed learning abilities in an online learning environment. The research centered on the correlation relationship between students self-directed learning abilities and learning outcomes. The instructional activity in one experimental study was to simulate an online learning task in the real-world online courses. The results of the study showed that a significant, positive relationship existed between engineering students self-directed learning abilities and online learning performances. High level of self-directed students performed better in the criterion test.

scholarly journals COVID-19 mandated self-directed distance learning: Experiences of Saudi female postgraduate students

2021 ◽  
Vol 18 (3) ◽  
pp. 213-231
Author(s):  
Amani Alghamdi ◽  
Keyword(s):  
Future Research ◽  
Delivery Mode ◽  
Self Directed Learning ◽  
Convenience Sample ◽  
Self Monitoring ◽  
Health Crisis ◽  
Postgraduate Students ◽  
Self Confidence ◽  
Directed Learning ◽  
High Level

Since the emergence of the 2020 coronavirus (COVID-19) pandemic, Saudi Arabia (SA) has preserved the safety of its citizens by mandating crisis distance education (CDE). Appreciating that most learners struggle with such an abrupt shift in delivery mode, especially one that depends on self-directed learning (SDL), this exploratory, qualitative study solicited data in May 2020 from a convenience sample of 20 Saudi female postgraduate students enrolled at a public university in the Eastern Province of SA. Findings affirmed that SDL via CDE contributed to their educational growth, and they will continue to engage with SDL after the health crisis ends. In short, their SDL CDE experience changed the way they will approach their education in the future. Their high level of SDL allowed them to assume responsibility for their learning. They especially gained an appreciation for the role of reflection, self-monitoring, and selfevaluation. SDL both instilled and promoted self-confidence, self-reliance, commitment, and perseverance. Implications for future research were tendered and universities are encouraged to intentionally build learning environments that support learner-centered and self-directed learning to move the country through and beyond the COVID 19 pandemic.

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

scholarly journals SELF-DIRECTED LEARNING IN EFL DURING COVID-19 PANDEMIC: AN ANALYSIS OF TEACHER’S PERCEPTIONS AND STUDENTS’ LEARNING AUTONOMY

2021 ◽  
Vol 5 (2) ◽  
pp. 93
Author(s):  
Gede Setia Wahyudi ◽  
Luh Putu Artini ◽  
Ni Nyoman Padmadewi
Keyword(s):  
Online Learning ◽  
Qualitative Data ◽  
Teacher Perception ◽  
Self Directed Learning ◽  
Tenth Grade ◽  
High Knowledge ◽  
Directed Learning ◽  
The Subject ◽  
Perception Of Self ◽  
Teacher's Perception

The focus of this research was to analyze the teacher's perception of self-directed learning, to observe activities assigned by the teacher in implementing self-directed learning, and to identify self-directed learning components from the activities assigned by the teacher. The embedded mixed-method was used as a design in which the more dominant was qualitative data rather than quantitative data. SMA Negeri 4 Singaraja was chosen as the research setting and one English teacher who teaches in the tenth-grade at this school was chosen as the subject in this study. The researcher, self-rated questionnaire, observation table, and identification table were used as instruments in this research. The self-rated questionnaire showed that the teacher-rated himself to have high knowledge of self-directed learning but in fact, the observation shows that the teacher was not able to implement well that knowledge into online learning. The data showed the mismatch between teacher perception and activities of self-directed learning assigned to students in online learning. 

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