The Effect of PBL (Project-Based Learning) on Learning Motivation and Self-Directed Learning Ability : Focusing on Human Resource Development of Dental Hygienists

2019 ◽  
Vol 22 (4) ◽  
pp. 87-105
Author(s):  
Seon-Ju Sim ◽  
Hyun-Mi Park
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Project Based Learning ◽  
Learning Motivation ◽  
Learning Ability ◽  
Dental Hygienists ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Toward Understanding The Role Of Web 2.0 Technology In Self-Directed Learning And Job Performance

2018 ◽  
Vol 11 (3) ◽  
pp. 89-98 ◽  
Author(s):  
Shirley J. Caruso
Keyword(s):  
Job Performance ◽  
Web 2.0 ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Performance Outcomes ◽  
Self Directed Learning ◽  
Web 2.0 Technology ◽  
Directed Learning

This paper serves as an exploration and thick description of job performance outcomes based upon the manner in which self-directed learning activities of employees are conducted, mediated by the use of Web 2.0 technologies in organizational settings. It provides a collective view of the role that Web 2.0 technology plays in self-directed workplace learning and job performance outcomes to benefit employees, organizations, and human resource development professionals. To expand further the knowledge base of adult learning and self-directed learning activities, this paper places its focus on the role of Web 2.0 technology in adult learners’ engagement in self-directed learning. Part of the discussion focuses on learners’ preferences in relation to the emergence of Web 2.0 technology. This discussion of learner preferences explores learning environments that participants engaged in and the motivation behind their engagement. This paper contributes to the field of human resource development by providing a new lens that views the role of Web 2.0 technology in self-directed learning and job performance within an organizational setting, thereby enabling its integration into a blended-learning site. A practical application resulting from this paper is to provide insight to human resource development professionals into best practices and recommendations for the adoption and application of Web 2.0 technology.

scholarly journals Beginnings of the History and Philosophy of Andragogy 1833-2000

2010 ◽  
pp. 1-30
Author(s):  
John A. Henschke
Keyword(s):  
Adult Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Theory And Practice ◽  
Self Directed Learning ◽  
The Future ◽  
Scientific Foundation ◽  
The Usa ◽  
Directed Learning

Andragogy had a very slow beginning over a period of almost one century as a term referring to the theory and practice of adult education. Numerous elements were involved in the seventy years it took to establish its foundation: starting in England and the USA; andragogy and human resource development [HRD]; andragogy and self-directed learning [SDL]; conflict between supporters and detractors; comparing European and USA perspectives; trust in learners’ abilities; scientific foundation of andragogy; skepticism and its counter-balance; and, antecedents of andragogy. Trends in usage and considering its possible benefits set the tone for the future of andragogy from 2000 forward.

scholarly journals Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study

Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1763
Author(s):  
Jaehee Jeon ◽  
Sihyun Park
Keyword(s):  
Experimental Study ◽  
Academic Performance ◽  
Nursing Students ◽  
Problem Based Learning ◽  
Nurse Education ◽  
Learning Motivation ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Quasi Experimental ◽  
Directed Learning

Effective teaching methods are vital for cultivating advanced professional skills in nurses and equipping them with the necessary training. Problem-based learning (PBL) and self-directed learning (SDL) have been consistently used in nurse education. Therefore, their effects on nursing students’ academic performance warrant comparison. This study compared the effects of PBL and SDL on an adult nursing university curriculum. Participants in this quasi-experimental study with a pre-post non-equivalent control group design were 106 third-year nursing students divided into the PBL and SDL groups. Data collection, conducted from April to June 2019, included a pre-test before an eight-week intervention, followed by a post-test. Changes in the scores of each group were analyzed for learning motivation, self-directed learning ability, self-efficacy, learning confidence, learning satisfaction, and academic performance using paired and independent t-tests. The PBL group scored higher on learning motivation, self-directed learning ability, and academic performance than the SDL group. Based on these results, the PBL method was more effective than the SDL method in an adult nursing curriculum. To maximize the learning effect in adult nursing education, it is necessary to apply SDL education, including the PBL method, with a clearer learning process.

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