scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

scholarly journals A CASE STUDY OF SELF-DIRECTED LEARNING USING MOVIE TO PROMOTE ORAL COMMUNICATION

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Mohammad Amro Mohammad Suleiman ◽  
Mahendran Maniam
Keyword(s):  
Treatment Group ◽  
Test Scores ◽  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Oral Communication ◽  
Self Directed Learning ◽  
Practical Applications ◽  
Directed Learning

The main aim of this study is to help EFL students’ improve their oral communication proficiency out-of-class. To achieve that, video-movie was chosen as a medium for improving the subjects' oral communication proficiency. It was hoped that movie could function as a pseudo-immersion for the students, an accessible and easy alternative to being in the English native countries. Based on that, this study aim has been transformed into this research question ‘what effect does self-directed learning using movies has on the students' perceived oral communication proficiency?’. To answer that, six first year students at the faculty of English language and literature, Ajloun University in Jordan, were selected based on purposive sampling and divided equally into two groups, treatment and control, based on random assignment. The subjects in both groups were asked to take the self-assessment language test twice, once before the beginning of the case study scheme and another after. Likewise, to be interviewed twice, and to fill in the study notes during the case study scheme. Only the treatment group were given eight movies with its guides and asked to self-study with it over eight weeks. The results from the case study indicated that movie could help improve the students' oral communication proficiency with higher post-test scores than pre-test scores. Methodological triangulation from both the interviews and study notes also supports the assertion that movie improved the subjects’ oral communication proficiency. The subjects in the treatment group revealed in the post-interview that movies helped improve their listening skills and two subjects suggested that it could possibly have helped improve their speaking skills as well. Their perception in their study notes also supports the results. In conclusion, it is very likely that self-directed learning using movies has improved the students’ oral communication proficiency. This study has implications for practical applications in language teaching and learning which suggests that movie can be effective out of class. In addition, the results suggest that further larger scale investigations into students' language improvement out of class will be worth carrying out.

scholarly journals Principles of Organizing Self-directed Learning of First-year Students within the Flipped Classroom Technology

2018 ◽  
Vol 27 (8-9) ◽  
pp. 80-88 ◽  
Author(s):  
T. A. Borzova
Keyword(s):  
Flipped Classroom ◽  
Russian Language ◽  
Classroom Technology ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Language And Culture ◽  
Directed Learning ◽  
And Control ◽  
The Russian Language

The quality of professional education depends on the effectiveness of educational technologies. The Flipped Classroom technology is being  successfully tested at the Russian Language Department of Vladivostok State University of Economics and Service within the “Russian Language and  Culture of Speech” course. The article analyzes the experience of teaching with the use of the Flipped Classroom technology; it discusses the  special features of teaching first-year students, and the principles for  organization of self-directed learning process. In flipped learning, self- directed learning is the dominating type of educational activity. Teachers  must prepare their students for self-directed learning in the Moodle electronic educational environment, they must motivate them to independently master  the theoretical material and to do the practical and controlling assignments  and tests. In mixed education, self-directed learning helps to intensify the  educational process; forms first-year students’ self-education skills; develops  such important personal qualities as independence, activity,  consciousness and responsibility. When organizing self-directed learning of students, special attention should be given to the development of practical assignments for testing and control. In teaching the “Russian Language and  Culture of Speech” course, the following interactive and electronic tasks are  used to form skills and abilities in a reproductive, reconstructive, and creative performance: essays, glossary, mutual reviews, business games, projects, etc. Active methods of control and an electronic survey at the end  of the course facilitate the optimization of the self-directed learning process. Considering the special features of mixed education of first-year students,  the author defines the main principles for organizing self-directed learning.  They are continuity and systematicity; regularity and rhythm; intensity and  optimality of workload; interactivity, individualization, feedback and control;  effectiveness of activity; development of self-educational skills and such personal qualities as independence, activity, consciousness and responsibility. 

scholarly journals EVIDENCE BASED MEDICINE

2018 ◽  
Vol 25 (06) ◽  
pp. 896-902
Author(s):  
Faiza Samad ◽  
Zeba Saeed ◽  
Zainab Hasan ◽  
Muhammad Faisal Fahim
Keyword(s):  
Medical Students ◽  
Clinical Medicine ◽  
Likert Scale ◽  
First Year ◽  
Senior Faculty ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
First Year Students ◽  
Directed Learning ◽  
Based Medicine

Objectives: Evaluate perception and barriers of practice of Evidence basedMedicine of first and third year medical students of Jinnah Medical and Dental College Karachi.Study Design: Descriptive, cross sectional. Setting: Department of Medicine, Jinnah Medical andDental College Karachi. Period: Dec 2013 to Oct 2014. Subjects & Methods: Of 100 students,response rate was 71% in each year, first year males were n=20 (28.2%) females n=51 (71.8%)in third year males were n=17 (23. 9%) and females n=54 (76.1%). A student based medicineEBM curriculum was imparted to the first and third year medical students in each of 2 semestersof 18 and 16 weeks duration. A Questionnaire based on Likert scale comprising of 10 questionswas filled out at the end of the course of the first and third years during October 2014. Result:Response rate was 71%, on Likert scale 4 and 5 First year students interest in EBM Classeswas n=61(89.5%) as compared to n=36(50.8%) in third year students. Importance of stepsof EBM for practicing clinical medicine was appreciated by n=60(84.5%) of first year studentsversus 47(66.2 %) in third year students. EBM course helped in understanding importance ofarticles in practice of medicine articles in n=44(61.9%) of first year students as compared to39(54.9%) of third years. Barriers perceived were practice of EBM in the institution was lackingas reported by n=35(49.3%) of first year students and n=47(66.2%) in third year students, alonger duration of course was desired by n=41(57.8%) of first year students the respondentsagreed versus=35(49.3%) of third years, and the course was considered more theoretical thanpractical n=35(48.3. %)by first years and n=48(67.6%) by third year students, p values were notsignificant. Conclusion: More Pre-clinical as compared to clinical medical students recognizedEBM as an important component of undergraduate education. This positive attitude needs tobe nurtured for self-directed learning as is evident in their realization of articles being importantfor clinical practice. The declining interest is due to EBM not being an examination subject,lack of practice of EBM in the institution, and poor electronic resources and lack of vision of theinstitution to embed EBM in the curriculum in to sustain interest as students moved to higherlevels and will remain a barrier till senior faculty give way to innovations in the field of medicaleducation.

scholarly journals ASSESSING LIFE-LONG LEARNING IN A FIRST-YEAR DESIGN AND COMMUNICATION COURSE

2015 ◽  
Author(s):  
R.W. Brennan ◽  
M. Eggermont ◽  
W. Rosehart ◽  
A.K. Deacon ◽  
N. Larson ◽  
...  
Keyword(s):  
Pilot Study ◽  
Good Choice ◽  
The Self ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
First Year Students ◽  
Communication Course ◽  
Life Long Learning ◽  
Directed Learning

This paper reports on a pilot study of theassessment of CEAB (Canadian EngineeringAccreditation Board) graduate attribute 3.1.12 “life-longlearning” in a first year design course. We proposeequating life-long learning with self-directed learning,and use the Self-Directed Learning Readiness Scale(SDLRS) developed by Guglielmino. The results of oursurvey show our first year students’ readiness for selfdirectedlearning is very consistent with the adult averagereported by Guglielmino and that the SDLRS instrumentappears to be a good choice for the assessment of lifelonglearning.

scholarly journals BEHIND THE IMPROVEMENT OF STUDENTS’ ENGLISH PROFICIENCY IN AN EMI UNIVERSITY

JURNAL SMART ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 10-23
Author(s):  
Disa Evawani Lestari
Keyword(s):  
Teaching And Learning ◽  
Sampling Method ◽  
Standardized Test ◽  
English Proficiency ◽  
First Year ◽  
First Year Students ◽  
Improvement Rate ◽  
Challenges And Opportunities ◽  
Post Test ◽  
One Year

This study aims to examine the improvement rate of students after their one-year study at an EMI university as well as to further explore the challenges and the opportunities they encounter throughout the period. To answer those questions, 100 first-year students from one EMI university were recruited as research participantsthrough a purposive sampling method: 20 participants from A1 - C1 level. The participants were assigned to do a standardized test prior to the start of their study (pre-test) and after their one-year study (post-test). The improvement rate was analyzed quantitatively using T-tests. Data about the challenges and opportunities they encounter to improve their English proficiency was collected through a questionnaire and analyzed qualitatively. The result shows that the improvement of English proficiency is experienced by all groups (A1-C1), with B2 group who get the highest improvement. From the questionnaire, it is found out that writing skill gets the least improvement.Thefactors that promote and impede their progress are also discussed. This gives valuable information which can affect English teaching and learning materials and methodology in order to maximize the opportunities of studying in an EMI university.

scholarly journals Faktor-Faktor yang Mempengaruhi Self Directed Learning Readiness pada Mahasiswa Tahun Pertama, Kedua, dan Ketiga di Fakultas Kedokteran Universitas Hasanuddin dalam PBL

2016 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Hasan Nyambe ◽  
Harsono Mardiwiyoto ◽  
Gandes Retno Rahayu
Keyword(s):  
Self Control ◽  
Independent Learning ◽  
Average Score ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
First Year Students ◽  
Directed Learning ◽  
Second Year ◽  
Self Learning

Background: The study explores the factors that affecting the readiness to (self-directed learning readiness) in the context of PBL is still rare, especially when in fact unprepared students in the initiative and the desire for self-learning, a lack of understanding of students on independent learning and interpretation mischaracterized the self-learning (self directed learning) is still frequently encountered. This study aimed to measure simultaneously identify factors that influence student SDLR in the first, second and third at the Medical Faculty of Hasanuddin University.Method: through two stages (sequencing), which combines two research approaches, namely qualitative as the main approach (dominant) and quantitative approaches as facilitators (less dominant). data collection with questionnaires and focus group discussions. The number of subjects quantitative 399 people (143 people from the first year, 152 the second year and 104 people from the third year), while for FGD about 18 people who set out with purposive sampling. Distributing questionnaires carried out in advance to obtain SDLR categories of high, medium and low, followed by FGD each batch by category SDLRnya. The analysis starts with the transcription process then the coding process.Results: This study shows that the average score lowest SDLR owned by First-year students FK UNHAS while the highest SDLR owned by Second year students. Not found SDLR category lower because students have had plenty of experience of active and independent learning that develops steadily. There are several factors that affect SDLR construct the desire to learn, self-control and self-management.Conclusion: Factors that affect SDLR the first year students, second and third in the FK Unhas divided into two, namely: (1) internal factors which consist of physical health, the availability of leisure time, hobby or avocation, self maturity, and intelligence; (2) external factors which consists of the support of family and friends, faculty facilities, problems, relationships between peers, and the influence of parents and friends

scholarly journals Gambaran Self Directed Learning Readiness (SDLR) pada Mahasiswa Tingkat Pertama Program Studi Pendidikan Dokter di Fakultas Kedokteran Universitas Sam Ratulangi

2021 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Arselina C. Mandolang
Keyword(s):  
Problem Based Learning ◽  
Independent Learning ◽  
First Year ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Undergraduate Program ◽  
Learning Readiness ◽  
First Year Students ◽  
Medical Undergraduate ◽  
Directed Learning

Abstract: The concept of self-directed learning (SDL) develops rapidly in distance education. This independent learning can be assessed by measuring the score of self-directed learning readiness (SDLR). The Medical Undergraduate Program of Faculty of Medicine Sam Ratulangi University uses the problem based learning (PBL) method which requires students to be able to study independently. The SDLR score of students is very important in the first year of study, therefore, the students will be evaluated by the institution immediately, as well as encouraging them to adapt the independent learning method. This study was aimed to obtain the description of SDLR score in the first-year students of Medical Undergraduate Program of Faculty of Medicine, Sam Ratulangi University. This was a descriptive study with a cross sectional design. The study was conducted on the first year students by using the SDLR questionnaire of Fisher modified by Nyambe. The results showed that a total of 109 students (69.87%) had high SDLR score, 44 students (28.2%) had moderate score, and three students (1.92%) had low score. In conclusion, most of the first year students of Medical Undergraduate Program Faculty of Medicine, Sam Ratulangi University had high SDLR scores.Keywords: self directed learning readiness (SDLR); medical education                                                   Abstrak: Konsep belajar mandiri atau self directed learning (SDL) berkembang pesat pada pendidikan jarak jauh. Pembelajaran mandiri ini dapat dinilai dengan mengukur skor self directed learning readiness (SDLR). Program Studi Pendidikan Dokter (PSPD) Fakultas Kedokteran Universitas Sam Ratulangi menggunakan metode problem based learning (PBL) yang menuntut mahasiswa untuk dapat belajar mandiri. Skor SDLR dari mahasiswa sangat penting pada tahun pertama pendidikan agar dapat segera dievaluasi oleh institusi dan untuk mendorong mahasiswa agar dapat menyesuaikan dengan metode belajar mandiri. Penelitian ini bertujuan untuk mengetahui gambaran SDLR pada mahasiswa tingkat pertama Program Studi Pendidikan Dokter (PSPD) di Fakultas Kedokteran Universitas Sam Ratulangi.  Jenis penelitian ialah deskritif dengan desain potong lintang. Penelitian ini dilakukan pada mahasiswa tingkat pertama dengan meng-gunakan kuesioner SDLR dari Fisher yang dimodifikasi oleh Nyambe. Hasil penelitian mendapat-kan 109 mahasiswa (69,87%) mempunyai skor SDLR tinggi, 44 mahasiswa (28,2%) dengan skor sedang, dan 3 mahasiswa (1,92%) skor rendah.  Simpulan penelitian ini ialah sebagian besar mahasiswa tingkat pertama PSPD Fakultas Kedokteran Universitas Sam Ratulangi mempunyai skor SDLR tinggi.Kata kunci: self directed learning readiness (SDLR); pendidikan kedokteran

scholarly journals From students to leaders: evaluating the impact on academic performance, satisfaction and student empowerment of a pilot PAL programme among first year students and second year leaders

2015 ◽  
Author(s):  
Stacey Scriver ◽  
Amber Walsh Olesen ◽  
Eoghan Clifford
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Future Research ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
National University ◽  
Directed Learning ◽  
Performance Satisfaction ◽  
The Impact

This paper evaluates the pilot year of the CÉIM PAL initiative at the National University of Ireland Galway through analysis of examination results, student surveys and the reflections of two students who participated as first year students in the pilot year and subsequently as student leaders in year two. The paper considers the impact of attendance at sessions on academic performance, student satisfaction with the programme, and evaluates the extent to which the initiative has assisted students to become more empowered learners as expressed through the development of self-directed learning, growth in educational self-efficacy, and confidence in navigating the learning environment. Recommendations are also made for developing the CÉIM initiative, which may be relevant to other PAL programmes and for determining the direction of future research.

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