scholarly journals Self-Directed on English Language Learning During Covid-19 Pandemic: Analysis of Teacher Perceptions and Student Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 61
Author(s):  
I Made Hardi Setiawan ◽  
Luh Putu Artini
Keyword(s):  
Online Learning ◽  
Teacher Perceptions ◽  
Student Learning ◽  
English Teachers ◽  
Independent Learning ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Study Results ◽  
Directed Learning ◽  
The Impact

Online learning causes students to learn more independently. This study aims to analyze the perception of English teachers about independent learning, describe the activities provided by the teacher in online learning, and identify the components of independent learning that can be identified in online learning activities. This research is qualitative. The research subjects in this study were English teachers who applied online learning. Data collection was carried out using questionnaires, observations, and identification tables. Questionnaires were used to collect data on English teachers' perceptions of self-learning. There are three questionnaires to collect teacher perception data; 1) Teachers' perceptions of SDL content knowledge, 2) teachers' perceptions of SDL implementation, and 3) teachers' perceptions of the impact of SDL. Observation is used to collect data on activities assigned by the teacher in online learning. The data is described into three segments, pre-activity, while-activity, and post-activity. The results showed that teachers claimed to know about self-directed learning, often applied SDL, and claimed SDL had a very influential impact on students. Teachers still have difficulty handling online learning, especially in pre-activities and post-activities. In this study, there is a discrepancy between the teacher's perception and real action. Of the seven indicators, teachers can only apply two indicators. There are indications that the application of self-directed learning in online learning has not been effective. Based on the study results, it can be concluded that English teachers still have difficulty implementing independent learning to increase student learning independence, especially in online learning.

scholarly journals Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ni Luh Made Purnia Adi ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
Self Management ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
The Impact ◽  
Teacher's Perception

Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.

scholarly journals Teacher’s Perception of Self-Directed Learning and EFL Students’ Learning Autonomy during COVID-19 Pandemic

2021 ◽  
Vol 9 (2) ◽  
pp. 112
Author(s):  
Made Dama Yanti ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Teacher Perceptions ◽  
Learning Strategies ◽  
Independent Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Efl Students ◽  
Perception Of Self ◽  
Quantitative Statistics ◽  
Teacher's Perception

The COVID-19 pandemic has forced academic institutions in Indonesia to implement online learning. As a result, teachers must prepare online learning strategies that can build students’ independent learning. This study aims to analyze teacher perceptions of independent learning, assigned activities in online learning, and independent learning components in activities. This study uses an embedded mixed-method approach. The methods used to collect data are observation, interviews, and questionnaires. The instruments used to collect data are self-rated questionnaires, observation tables, and classification tables. The technique used in analyzing the data is descriptive qualitative and quantitative statistics. The results of this study indicate that teachers feel they have knowledge about and in implementing Independent Learning. The teacher carries out the learning process in three parts: pre-activity, initial activity, and post-activity. However, there are only three components of Self-Directed Learning that are included in the action. In its activities, self-directed learning is when the teacher provides material, individual assignments, and assistance when needed. However, independent learning is no longer a reflection on post-activity because there is no feedback. Therefore, more effective and exciting learning activities are required.

scholarly journals Online Learning as a Catalyst for Self-directed Learning in Universities during the COVID-19 Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 233-248
Author(s):  
Mncedisi Christian Maphalala ◽  
Rachel Gugu Mkhasibe ◽  
Dumisani Wilfred Mncube
Keyword(s):  
Online Learning ◽  
Student Teachers ◽  
Group Discussion ◽  
Case Study Research ◽  
Independent Learning ◽  
Structured Learning ◽  
Digital Learning ◽  
Self Directed Learning ◽  
Health Crisis ◽  
Directed Learning

The COVID-19 pandemic accelerated the use of online learning and self-directed learning to motivate and engage students. Therefore, this study sought to determine how online learning fostered self-directed learning at a South African university during this period. Higher education institutions worldwide had to shut down indefinitely following guidance from health experts to contain the spread of the COVID-19 pandemic. Since education is regarded as a pillar of development for all countries, some means had to be found to keep teaching and learning going irrespective of the ongoing health crisis. Hence, online learning made it possible for university students to continue learning during the emergency university closure. This was a period of reckoning, however, as many students began experiencing challenges related to poor internet connectivity and accessing digital learning devices. Despite these challenges, the solution was to reach out to all students to ensure that they were not excluded from the learning process. The sudden transition to online learning meant that students could no longer follow a well-coordinated, structured learning schedule that was guided and supervised on campus; rather, online learning meant they had to become more independent in their learning. Independent learning encourages students to be proactive and independent, a philosophy aligned to self-directed learning (SDL). This study explored the experiences of third-year student teachers in navigating SDL through online learning platforms. The study was underpinned by self-directed learning theory and adopted a qualitative case study research design, generating data from ten student teachers using a Zoom App focus group discussion. Data were analyzed using an inductive thematic analysis framework. The study found that although SDL is appropriate because it promotes learning independently, the majority of student teachers encountered several challenges when adopting online learning, catching them off guard because they were not formally introduced to it.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

The impact of complete denture making instructional videos on self-directed learning of clinical skills

2015 ◽  
Vol 59 (2) ◽  
pp. 144-151 ◽  
Author(s):  
Haruka Kon ◽  
Michael George Botelho ◽  
Susan Bridges ◽  
Katherine Chiu Man Leung
Keyword(s):  
Clinical Skills ◽  
Complete Denture ◽  
Self Directed Learning ◽  
Instructional Videos ◽  
Directed Learning ◽  
The Impact

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

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