scholarly journals Review of Self-directed Learning Readiness Assessments Among Undergraduate Students in the World and Lessons Learnt for Vietnam

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Dang Thi Thanh Thuy ◽  
Tang Thi Thuy ◽  
Trinh Van Minh
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Demographic Variables ◽  
Self Directed Learning ◽  
Readiness Assessment ◽  
Learning Readiness ◽  
Vietnamese Higher Education ◽  
Directed Learning ◽  
Practical Recommendations

This article aims to provide the selected findings of self-directed learning readiness assessment to undergraduate students in various countries. It also offers relevant recommendations for promoting self-directed learning to Vietnamese higher education institutions. Through desk study by analyzing articles and studies of self-directed study readiness assessment, the result shows that the level of self-direct learning readiness among undergraduate students is different due to the influence of mental, social and demographic variables. Some practical recommendations for higher education institutions, students, teachers and researchers are proposed to promote self-directed learning. It is expected that this study will partly contribute to promote the students’ initiative and creativity in learning associated with lifelong learning.

Latviešu valodas kā svešvalodas apguve Āzijā

2020 ◽  
pp. 55-62
Author(s):  
Inga Laizāne
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
State University ◽  
The European Union ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Study Programs ◽  
Directed Learning ◽  
The Republic

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.

Self-Directed Learning Readiness of the Undergraduate Nursing Students: A Study from Eastern Nepal

2021 ◽  
Vol 6 (1) ◽  
pp. 1263-1268
Author(s):  
Namu Koirala ◽  
Shyam P Kafle
Keyword(s):  
Data Analysis ◽  
Nursing Students ◽  
Rating Scale ◽  
Demographic Variables ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Directed Learning

Introduction: Self-directed learning is one of the concepts of learning which is mostly used in higher education, especially in the discipline of medicine and paramedics. Objectives: The objectives of this study were to assess the self-directed learning readiness of the undergraduate nursing students and to find out its association with selected demographic variables. Methodology: A descriptive, quantitative, cross-sectional study was undertaken among undergraduate nursing students from three nursing colleges of Eastern Nepal; from January 2019 to August 2020. The nursing colleges were randomly selected; one constituent nursing college and two colleges affiliated to Purbanchal University. Census sampling method was adopted and 565 students were enrolled. Ethical clearance was taken from the Institutional Review Committee of the institute. Data was collected using a self administered, valid and standard tool: Williamson's Self Rating Scale for Self-directed Learning (SRSSDL) via online google forms, then transferred to Microsoft EXCEL. Data analysis was done using SPSS 16.0 version. Mean, median, standard deviation, range, chi-square test, Mann Whitney U test and Kruskal Wallis H test were used for data analysis. Result: Overall Self-directed Learning score was 244.83±30.15. The majority of the respondents (79.3%) had high scores of SRSSDL (221-300) and 20.7% of the respondents had moderate levels of SRSSDL (141-220). The demographic variables didn't exert any significant effect on the overall level of SRSSDL but varied only with the sub-dimensions of SRSSDL. Conclusion: This study shows that overall self-directed learning among nursing students is moderate to high and the subdimensions have significant associations with demographics and academic level.

scholarly journals The Organization of Future Translators’ Self-Directed Learning at US Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 87-94
Author(s):  
Alyona Nakonechna
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Independent Learning ◽  
State University ◽  
Self Directed Learning ◽  
Kent State University ◽  
Learning And Teaching ◽  
Communication Method ◽  
Directed Learning

AbstractThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning and teaching consists of three components – teacher, learner and communication method. The traits of autonomous learners have been listed. The functions of self-directed learning in US higher education institution have been presented. Six ways of supporting autonomy, namely, classroom-based, curriculum-based, teacher-based, learner-based, resource-based, technology-based, have been singled out and analyzed. The experience of the Kent State University in training future Masters of Arts in Translation has been analyzed. Based on the research performed, the positive aspects of the experience have been justified and relevant recommendations to improve the organization of future translators’ self-directed learning in Ukrainian higher education institutions have been outlined.

scholarly journals How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education

2019 ◽  
Vol 8 (3) ◽  
pp. 678 ◽  
Author(s):  
Zamzami Zainuddin ◽  
H. Habiburrahim ◽  
Safrul Muluk ◽  
Cut Muftia Keumala
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Learning Activities ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Classroom Activities ◽  
Vocabulary Skills ◽  
Video Lectures ◽  
Directed Learning ◽  
The Impact

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES BlendSpace’ to promote students’ self-directed learning in EFL flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ self-directed learning abilities. The observation of students’ learning activities on the TES BlendSpace was also recorded to support the interview data. The LMS was adopted to distribute and receive information. Thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate the learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES BlendSpace is recommended to be performed in teaching EFL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in terms of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replacing other non-educational favorite websites. The finding of this study indicates that the students’ online culture was predominantly formed by the interesting contents posting on the LMS, especially the video lectures and an easy way to use. Additionally, instructors should develop activities in and around the LMS with a number of benefits and rewards. Hence, the students will be motivated to log in the LMS for learning purposes.

Supporting Graduate Attribute Development in Introductory Accounting with Student-Generated Screencasts

2016 ◽  
Vol 8 (3) ◽  
pp. 65-82
Author(s):  
Jessica K. Frawley ◽  
Laurel Evelyn Dyson ◽  
James Wakefield ◽  
Jonathan Tyler
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Soft Skills ◽  
Descriptive Analysis ◽  
Self Directed Learning ◽  
Student Surveys ◽  
Graduate Attributes ◽  
Novel Approach ◽  
Introductory Accounting ◽  
Directed Learning

In recent years educational, industry and government bodies have placed increasing emphasis on the need to better support the development of “soft” skills or graduate attributes within higher education. This paper details the adoption of a student-generated multimedia screencast assignment that was found to address this need. Implemented within a large introductory accounting subject, this optional assignment allowed undergraduate students to design, develop and record a screencast so as to explain a key accounting concept to their peers. This paper reports on the trial, evaluation and redesign of this assignment. Drawing on data from student surveys, practitioner reflections and descriptive analysis of the screencasts themselves, this paper demonstrates the ways that the assignment contributed to the development and expression of a number of graduate attributes. These included the students' skills in multimedia, creativity, teamwork and self-directed learning. Adopting free-to-use software and providing a fun and different way of learning accounting, this novel approach constitutes a sustainable and readily replicable way of supporting graduate attribute development. This paper contributes understandings that will be relevant to both researchers and practitioners.

scholarly journals The Correlation Between Metacognitive Awareness Level and Self-Directed Learning Readiness of Undergraduate Nursingand Midwifery Students

2018 ◽  
Vol 6 (11a) ◽  
pp. 218 ◽  
Author(s):  
Mukaddes Örs ◽  
Osman Titrek
Keyword(s):  
Undergraduate Students ◽  
Demographic Data ◽  
Metacognitive Awareness ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Undergraduate Nursing ◽  
Correlational Design ◽  
Directed Learning ◽  
Demographic Attributes ◽  
Metacognitive Awareness Inventory

The aim of this study was to investigate the relationship between Self-directed Learning readiness and Metacognitionof undergraduate students nurses and midwifery. The research is conducted in a public university in the city center of Amasya with 398 undergraduate nursing and midwifery students in 2017-2018 academic years. A descriptive correlational design was used. A structured questionnaire consisted of two parts: Part I: Socio-demographic data, Part II: Fisher’s Self-Directed Learning Readiness scale and Part III: Metacognitive Awareness Inventory (Schraw & Dennison, 1994).Descriptive statistics of the students’ demographic attributes were presented. In order to determine whether there was a correlation between the students’ self directed learning readiness and their Metacognitive Awareness perceived, the Pearson Moment Correlation coefficient was was calculated.The results showed that (1). There is a positive moderate but significantly relationship between metacognitive awareness and Self-directed Learning Readiness scores. (2). There is a significant relationship between metacognitive awareness and Self-directed Learning Readiness subscores.Metacognition awareness is a predictor of SDLR.

scholarly journals The Self-Directed Learning Readiness Level of the Undergraduate Students of Midwife and Nurse in Terms of Sustainability in Nursing and Midwifery Education

2018 ◽  
Vol 10 (10) ◽  
pp. 3574 ◽  
Author(s):  
Mukaddes Örs
Keyword(s):  
Undergraduate Students ◽  
Quantitative Research ◽  
The Self ◽  
Self Management ◽  
Monthly Income ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Academic Level ◽  
Readiness Level ◽  
Directed Learning

Self-directed learning is a necessary skill for students and workers to remain lifelong learners. Being self-directed in learning allows nurses to stay elastic, open to change and sustain their, professional development. The aim of this study was to determine the level of self-directed learning readiness of undergraduate students of nursing and midwifery. This study also investigated whether there were associations between the level of self-directed learning readiness and selected demographic variables such as gender, department, academic level and monthly income in the undergraduate students. Quantitative research method was used in this research. A total of 398 students participated in this survey conducted at the Faculty of Health Sciences of University of Amasya. The Self-Directed Learning Readiness Scale (SDLRS) that was developed by Fisher et al., was used. In the data analysis, descriptive statistics, Kruskal Wallis H test and Mann Whitney U test were applied. In this study, it was revealed that nursing and midwifery students had relatively high self-directed learning readiness. However, students received the lowest score for the self-management dimension, which indicates that students need support in self-management skills. As a result of the Mann Whitney U test, it was put forward that there were statistically significant differences in level of self-directed learning readiness based on gender and department. As a result of the Kruskal Wallis H test, it was found that there was no difference in level of self-directed learning readiness based on monthly income variable.

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