Measuring self-directed learning readiness among students of Universiti Teknologi MARA

2008 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Norliya Ahmad Kassim
Keyword(s):  
Learning Style ◽  
Undergraduate Students ◽  
Response Rate ◽  
Learning Program ◽  
Self Directed Learning ◽  
Policy Makers ◽  
Office Management ◽  
Total Response Rate ◽  
New Learning ◽  
Directed Learning

The main objective of this study was to examine whether the Universiti Teknologi MARA (UiTM) students were ready to pursue self directing learning as their new learning style. This study applied a quantitative approach using questionnaire as the survey instrument. The instrument was distributed to a sample of 470 final year undergraduate students from Faculty of Information Management (IS), Faculty of Office Management and Technology (OM), and Faculty of Communication and Media Studies (MC) of Universiti Teknologi MARA (UiTM). The total response rate was 87.23% or 410 responses. A combination of descriptive statistics, mean ranking, and one-way analysis of variance (ANOVA), were used to analyze the data. On the average, students perceived themselves to be ready with self directed learning style. The component of Positive Orientation to the Future was the most important in contributing to the readiness in self directed learning. The students of OM were relatively the most ready for the new learning style than students of MC and students of IS and the differences were significant. The findings will be useful to educators and policy makers in universities and those designing Flexible Learning Program for lifelong learning.

scholarly journals Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

2016 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Nesreen AbuAssi ◽  
Hanan Alkorashy
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
The Self ◽  
Learning Approach ◽  
Self Directed Learning ◽  
King Saud University ◽  
Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

Online Virtual Learning Environments

2014 ◽  
Vol 4 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Dib
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Self Directed Learning ◽  
Web Based ◽  
Complex Information ◽  
Directed Learning ◽  
Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

The Influence of Smartphone Use on Undergraduate Students’ Self-Directed Learning

2017 ◽  
Vol 71 (4_Supplement_1) ◽  
pp. 7111510204p1
Author(s):  
Ya-chun Chang ◽  
Kuan-Chen Chen ◽  
Wen Ting Chen ◽  
Ya-syuan Cai ◽  
Chang-Chih Robin Kuo
Keyword(s):  
Undergraduate Students ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Smartphone Use
Sign in / Sign up

Export Citation Format

Share Document