scholarly journals The Relationship between Understanding of E-Learning with Self-Directed Learning among Students

2020 ◽  
Vol 15 (2) ◽  
pp. 12-22
Author(s):  
Normala Ismail ◽  
Mohamad Kamil Ariff Khalid
Keyword(s):  
Social Sciences ◽  
Positive Relationship ◽  
Test Results ◽  
Self Directed Learning ◽  
Level Of Education ◽  
Significant Difference ◽  
E Learning ◽  
Directed Learning ◽  
Level Of Understanding ◽  
The Relationship

The main purpose of this study is to identify the students’ understanding of e-learning and their readiness for self-directed learning. A total of 306 Diploma level students of a various program from three faculties at Universiti Teknologi MARA (UiTM) Pahang Raub Campus have been surveyed. The data were obtained through questionnaires distributed and analyzed using the Statistical Package for Social Sciences (SPSS) version 23. The findings show that the respondents’ level of understanding of the concept and their responsibility on e-learning is high while their readiness for self-directed learning is low. The correlation test results show that there is a significant positive relationship between the respondents’ level of understanding to e-learning and their willingness for self-directed learning but the correlation is weak. The findings also showed that the respondents’ level of education and study grade have a significant difference in their readiness for self-directed learning.

scholarly journals Self Directed Learning Behaviour- Impact of E-Learning Activity on Students

2021 ◽  
Author(s):  
Mangesh Anandrao Bankar
Keyword(s):  
Learning Activity ◽  
Self Directed Learning ◽  
Self Evaluation ◽  
Significant Difference ◽  
Post Test ◽  
E Learning ◽  
Directed Learning ◽  
Power Point Presentation ◽  
Power Point ◽  
The Impact

Introduction: Self-Directed Learning (SDL) skills are essential for medical graduates for enabling them to engage in continuous learning during their medical practice. Aim: To assess the impact of E-learning activity on SDL readiness among second year MBBS students. Materials and Methods: The single group pre-test/post-test experimental study was conducted at Andaman and Nicobar Islands Institute of Medical Sciences, Port Blair. The Self-Directed Learning Readiness Scale (SDLRS) was administered to 87 fifth semester MBBS students, after obtaining informed consent. The Google website- www.sites.google.com/view/e-learningpharmacology was created and an interactive Power Point presentation along with practice set was uploaded daily for six days. The students were instructed to visit the site daily and complete the practice questionnaire. Post-test and E-learning perception questionnaire was administered after completion of E-learning activity. The data analysed using Statistical Package for Social Sciences (SPSS) version 20 software. Results: Total 87students (60% female and 40% male) participated. There was a statistically significant difference between total SDLRS scores (p<0.05) and other subscales i.e., Critical Self Evaluation (CSE) (0.007), Learning Self Efficacy (LSE) (0.003) and Effective Organisation of Learning (0.001) of the pre and post-test scores. For E-learning activity perception questionnaire, mode was observed to be 4 for 5 out of six items. Conclusion: The results of the study showed that E-learning activity influences SDL readiness among students. The E-learning activity was well perceived by study participants.

Becoming Aware

2021 ◽  
pp. 50-69
Keyword(s):  
Economic Development ◽  
Life Skills ◽  
Integrated Curriculum ◽  
Self Directed Learning ◽  
Level Of Education ◽  
Directed Learning ◽  
Curriculum Making ◽  
Class Room ◽  
The Individual ◽  
The Relationship

This chapter begins with a discussion on the paradigm of the centrality of the learner-student to every educational endeavor by highlighting the relationship between learners and teachers and the connections that exist between classroom learning, lifelong learning, and economic development of the individual learner. The two-fold purpose of teaching, at any level of education, is to ensure that all learners learn how to acquire knowledge and then attain the understanding of how to apply what is learned to their own lives outside of the classroom. In Section 1, the literature review highlights the concepts and connections between ‘becoming aware' and self-directed learning. Section 2 gives an in-depth look at integrated curriculum, noting the principles, methods, benefits, and types of integrated curriculum; making connections between learning and life skills; and negotiating class-room content with life outside of school.

scholarly journals The Relationship Between Learners’ Self-directed Learning Readiness and their English for Specific Purposes Course Accomplishment at Distance Education in Iran

2013 ◽  
pp. 73-84 ◽  
Author(s):  
Parinaz Mohammadi ◽  
Seyed Mahdi Araghi
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
Positive Relationship ◽  
English For Specific Purposes ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
The Relationship ◽  
Learning Data

The major role of self-directed learning, a sub-division of autonomy, in successful learning at distance education has been informed by various studies. Although learners pass General English courses before studying any ESP courses at distance education in Iran, they sometimes lack the preliminary skills for independent language learning. The current study aimed to explore ESP learners’ self-directed learning readiness (SDLR) and the relationship between SDLR and ESP course accomplishment. Participants were 126 B.A students (33 male and 93 female) studying English for Students of Economy and Management (ESEM) at Tabriz Payam-e-Noor University which is based on distance learning. Data gathered by Guglielmino’s (1978) self-directed learning readiness scale (SDLRS) and a test of ESEM. Data analysis revealed that half of the learners’ SDLR is at an average or below average level, which is likely to be insufficient for conducting successful self-directed language learning (SDLL). Furthermore, the correlation coefficient demonstrated that there is a positive relationship between SDLR and ESP course accomplishment. Therefore, the need for appropriate training to improve learners’ SDLR that directly contributes to a successful ESP learning at distance education in Iran becomes apparent.

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