scholarly journals Designing MOOCs to Facilitate Participant Self-monitoring for Self-directed Learning

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Meina Zhu ◽  
Curtis J. Bonk
Keyword(s):  
Learning Strategies ◽  
Online Survey ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Internal Feedback ◽  
External Feedback ◽  
Learning Aids ◽  
Study Results ◽  
Directed Learning

This study investigates the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL) using mixed methods. The data sources of this study include an online survey with 198 complete respondents, semi-structured interviews with 22 MOOC instructors, and document analysis of 22 MOOCs. Study results indicated that MOOC instructors considered self-monitoring skills critical for SDL. To foster students’ self-monitoring, MOOC instructors reported that they facilitated students’ self-monitoring by helping students with internal feedback and providing external feedback. Students’ internal feedback includes cognitive and metacognitive processes. To facilitate cognitive processes, MOOC instructors provided quizzes, tutorials, learning strategies, learning aids, and progress bars. For metacognition, these instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. Across these findings, technology played a central role in supporting student’s self-monitoring.

scholarly journals The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners

2021 ◽  
Author(s):  
Meina Zhu ◽  
Min Young Doo
Keyword(s):  
Learning Strategies ◽  
Online Survey ◽  
Self Management ◽  
Management Skills ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Self Monitoring ◽  
Directed Learning ◽  
Survey Results ◽  
The Relationship

AbstractIn massive open online learning courses (MOOCs) with a low instructor-student ratio, students are expected to have self-directed learning abilities. This study investigated the relationship among motivation, self-monitoring, self-management, and MOOC learners’ use of learning strategies. An online survey was embedded at the end of three MOOCs with large enrollments asking for learners’ voluntary participation in the study. The survey results from 470 participants indicated that motivation positively influenced self-monitoring, self-management, and learning strategies. In addition, self-monitoring and self-management did not affect the utilization of learning strategies. This underscores learners’ motivation and the need to encourage them to adopt appropriate learning strategies for successful learning. The results also revealed that self-monitoring positively affected self-management. The findings highlight the critical need to enhance self-monitoring skills to further promote self-management skills in MOOCs. In addition, self-monitoring and self-management did not encourage learners to use related learning strategies in this study. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies.

COOPERATIVE LEARNING STRATEGIES FOR PROMOTION OF STUDENT’S SELF-DIRECTION

2015 ◽  
pp. 61
Author(s):  
Gunārs Strods
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Average Level ◽  
Control Group ◽  
Self Directed Learning ◽  
Group Data ◽  
Study Results ◽  
Directed Learning ◽  
Learning Development

<p>This article presents results of promotion of students self-direction in cooperative learning in teacher training. The purpose of the study was to work out and implement an cooperative learning model for promotion of student self-directed learning skills in teacher training in university, and explore the relationships between the cooperative learning process and self-directed learning development. Empirical data were collected through self-directed learning-eadiness tests (SDLRS/LPA) and interviews at the beginning and the end of the semester. The data of experiment group were compared with control group data, and 170 students were involved in the study. Results indicate that self-directed learning readiness improves through cooperative learning processes for students of all levels, while in traditional process below average and average level students’ readiness improves, and above average level students’ readiness expressions are limited and readiness for self-direction decreases.</p>

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.

scholarly journals Reimagining physiology education with interactive content developed in H5P

2021 ◽  
Vol 45 (1) ◽  
pp. 71-76
Author(s):  
P. Sinnayah ◽  
A. Salcedo ◽  
S. Rekhari
Keyword(s):  
Learning Strategies ◽  
Large Scale ◽  
Online Survey ◽  
Developmental Process ◽  
First Year ◽  
Self Directed Learning ◽  
Anatomy And Physiology ◽  
Active Learning Strategies ◽  
Directed Learning ◽  
Contemporary Practice

The amalgamation of educational technologies in higher education is widespread and has become essential for contemporary practice on a large scale. Foundational anatomy and physiology knowledge is integral to all courses in health education. To tackle the volume and complexity of the content taught at the foundation level, the incorporation of online tools embedded within curricula provides a unique opportunity to engage students through active learning strategies in a blended design (Means B, Toyama Y, Murphy R, Baki M. Teach Coll Rec 115: 1–47, 2013). This article reports on the use of H5P as a platform to foster self-paced and self-directed learning, critically outlining the developmental process involved in scaffolding activities to learning outcomes. The H5P activities were embedded within the online learning management system, which enabled tracking of student access to these resources. Students were asked to complete an online survey about their perspectives on the effectiveness of H5P activities. This work is part of a comprehensive study evaluating the blended design for delivery of first-year physiology subjects.

scholarly journals The Changing Nature of Work and a Need to Prepare Teachers for Involvement in Innovative Work During and After the Pandemic

2020 ◽  
Vol 8 ◽  
pp. 151-168
Author(s):  
Joanna Madalińska-Michalak ◽  
Milosh Raykov
Keyword(s):  
Online Survey ◽  
Self Directed Learning ◽  
Study Results ◽  
Teachers Experiences ◽  
Directed Learning ◽  
Innovative Work ◽  
Training And Support ◽  
Pre Service Teacher ◽  
Effective Reaction

The article presents a study which main objective was to expand knowledge on teachers’ experiences, readiness, and conditions for effective reaction to significantly changed social circumstances and conditions of their work. The study was performed amongst primary and secondary teachers in Poland, using a proprietary online survey. The study found that the majority of teachers have access to the required equipment and traditional educational resources. However, a significant number of teachers still need recourses required for the distance education. The study also found that the majority of teachers feel very well or adequately prepared for work in new conditions. Yet, a considerable number of teachers still indicate a need for additional training and support, although a vast majority of them are intensively involved in various forms of innovative work and self-directed learning. On a basis of the study results, the authors recommend a number of topics and directions for pre-service teacher education at universities and continuous professional development. These recommendations can contribute to the quality of education during the COVID-19 pandemic and in postpandemic conditions.

scholarly journals A story half told: a qualitative study of medical students’ self-directed learning in the clinical setting

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tzu-Hung Liu ◽  
Amy M. Sullivan
Keyword(s):  
Medical Students ◽  
Qualitative Study ◽  
Learning Strategies ◽  
Clinical Setting ◽  
Clinical Training ◽  
Student Experiences ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Patient Centered ◽  
Directed Learning

Abstract Background Medical educators have promoted self-directed learning (SDL) as an important means of enabling students to take responsibility for their own learning throughout their training and practice. While SDL has been well-studied in classroom settings, it remains a story half told: barriers to and facilitators of SDL in the clinical setting are not yet well described. The goals of this study were to explicate student experiences of SDL in their clinical training and to identify the roles that local social and cultural contexts play in shaping their experiences of SDL. Methods To understand students’ conceptualization and experiences of SDL in the clinical setting, we carried out a qualitative study with 15 medical students at Harvard Medical School. The semi-structured interviews were recorded and transcribed. Using an interpretivist approach, data were analyzed both deductively and inductively using the Framework method of content analysis. Results Participants described patient care activities as primary motivators for engagement in SDL in the clinical setting. Participants’ descriptions of SDL aligned with Knowles’ steps in SDL, with an additional step of consolidation of learning related to their patients’ diagnosis and management. Participants described using a range of cognitive, social-emotional, and peer learning strategies to enhance their SDL. Participants who described a growth mindset appeared to engage in SDL more easily. Learning environments that fostered SDL were those in which faculty and residents demonstrated an educational orientation, promoted psychological safety, and invited student engagement. Teams with perceived excessive work demands were perceived to be less supportive of SDL. Conclusions Our study enhances previous classroom-based models of SDL by providing specific, practical implications for both students and faculty in the clinical training setting. Participants described SDL in the clinical setting as patient-centered, and when effectively implemented, SDL appears to support a mastery rather than performance orientation. Our study paves the way for improving medical students’ clinical SDL and helping them become lifelong learners in the field of medicine.

scholarly journals Self-Directed Learning of Prospective Teachers through Active Learning Strategies: An Experimental Study

2020 ◽  
Vol V (III) ◽  
pp. 50-58
Author(s):  
Fouzia Ajmal ◽  
Zarina Akhtar ◽  
Saira
Keyword(s):  
Experimental Study ◽  
Active Learning ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Sampling Technique ◽  
Self Management ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Active Learning Strategies ◽  
Directed Learning

This study was undertaken to investigate the effect of active learning strategies for developing Self Directed learning of prospective teachers. It was a one-shot experimental study. The prospective teachers were selected through purposive sampling technique. The active learning strategies were used as an independent variable, whereas self-directed learning was used as dependent variable of the study. The researchers administered the Likert scale at the start and end of treatment as a tool for data collection. The data analyses were done through mean score and t-test. It was found active learning strategies significantly increases some variables of self-directed learning such as planning, evaluation, reflection, effort, and self-efficacy of prospective teachers whereas self-monitoring, self-management and desire for learning were not affected by active learning strategies used. It is recommended that teachers assign some individual tasks to prospective teachers to enhance their desire for learning, self-management and self-monitoring.

scholarly journals Students’ Self-directed Learning in the Context of Industrial Challenges: Latvia University of Life Sciences and Technologies Case

2019 ◽  
Author(s):  
Baiba Briede
Keyword(s):  
Learning Strategies ◽  
Time Management ◽  
Life Sciences ◽  
Further Education ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Effective Learning ◽  
Study Results ◽  
Directed Learning

Students’ self-directed learning (SDL) is analysed as a means to promote the development of professionals who are active life-long learners, ready to complex problem solving, leadership and flexible adaptation to social and economic situations. That is why the aim of the study was to analyse the components of SDL essential for nowadays socio-economic situation and to find out SDL results from the students of Latvia University of Life Sciences and Technologies (LLU). The method of questionnaire was used to investigate the students’ self-assessment on their SDL focusing on purposefulness, motivation for knowledge, implementation of effective learning strategies, responsibility, control assessment of learning progress, importance to express one’ s view and time management. The results of the study were obtained from 305 first-year students of LLU. Medium results dominate in relation to implementation of effective learning strategies, importance to express one’s view and time management. It means that preferably an electronic aid on learning strategies and more flexible learning environments for the first year students is necessary. The study results also indicate that more teaching methods promoting views expression are of high importance and should be included in further education courses for teachers. Keywords: Self-directed learning; university students; professionalism.

A Qualitative Study of Developing Competency in Thyroid Surgery: A Resident’s Perspective With 5 Year Follow Up

2021 ◽  
pp. 000348942199691
Author(s):  
Gabriela DeVries ◽  
Megan Rudolph ◽  
Howard David Reines ◽  
Philip E. Zapanta
Keyword(s):  
Qualitative Study ◽  
Learning Strategies ◽  
Thyroid Surgery ◽  
Washington Dc ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Surgical Specialty ◽  
Long Term Follow Up ◽  
The Individual

Objectives: The Accreditation Council for Graduate Medical Education has guidelines on assessing surgical qualifications based on experience. Attending surgeons have various assumptions on how their trainees learn and acquire surgical skills. This study primarily investigates the resident’s perspective on gaining experience and achieving competency in thyroid surgical procedures. Methods: A qualitative study using semi-structured interviews was designed to derive themes that discuss the acquisition of competency in thyroid surgery. After IRB approval, data was collected from 2012 to 2014 at 4 academic centers in the Washington, DC area. Fourteen chief residents specializing in either general surgery or otolaryngology were interviewed until saturation was achieved. These semi-structured interviews were transcribed and broken up into codes utilizing Moustakas’ analysis. A comprehensive list of master themes in regards to achieving competency in thyroid surgery was developed. A follow up survey of the surgeons was undertaken at 5 years to determine if the perceptions during residency persisted in practice. Results: Surgical specialty residents experience and learn thyroid surgery in 5 learning themes: 1. Self—directed learning is significant during residency. 2. Repetition with graduated autonomy is key. 3. Effective mentors are competent surgeons who challenge residents and use positive teaching techniques. 4. Residents employ active learning through the “see one, do one, teach one” philosophy. 5. Learning from complexity is of importance to residency training. After several years in practice, the most important theme in learning after residency was repetition of cases. Conclusions: This study demonstrates how residents progress in approaching competency in thyroid surgery. Adult learning strategies are preferred, and programs should incorporate tailored techniques to meet the individual needs of the residents. Perceptions of what is most important shifted in long-term follow up. Further study is needed to assure competency in residency and in practice.

Sign in / Sign up

Export Citation Format

Share Document