A Case study on University Students’ Graduation Delay from the Perspective of Self-Directed Learning.

2021 ◽  
Vol 36 (1) ◽  
pp. 57-80
Author(s):  
Hyun Mi Shin ◽  
Jae Jun Lee
Keyword(s):  
University Students ◽  
Self Directed Learning ◽  
Directed Learning

Case Study

2018 ◽  
pp. 95-111
Keyword(s):  
Primary Schools ◽  
Self Directed Learning ◽  
Response To Instruction ◽  
Effective Learning ◽  
Curriculum Framework ◽  
Directed Learning ◽  
Primary Years Programme

Chapter 5 presents a case study that reports on the assessment of self-directed learning (SDL) in three schools categorized with the local curriculum framework, and three nearby schools with the International Baccalaureate's Primary Years Programme. Results of the investigation indicate that there is a link between curriculum and students' knowledge of, as well as their response to, instruction about SDL. The chapter ends with a discussion of the implications of curriculum emphasis on inquiry for students' SDL, and the opportunities that exist for using the assessment of SDL with local curriculum documents that aim to promote effective learning in primary schools.

Transformational Shifts of Pedagogy Through Professional Development, Essential Questions, and Self-Directed Learning

2018 ◽  
pp. 160-178
Author(s):  
Ronda Cypret-Mahach
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Self Directed Learning ◽  
Essential Questions ◽  
Directed Learning ◽  
Transformational Experiences ◽  
Star Reading

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

The longitudinal case study: From Schönʼs model to self-directed learning

2001 ◽  
Vol 21 (2) ◽  
pp. 103-109 ◽  
Author(s):  
Francine Borduas ◽  
Robert Gagnon ◽  
Yves Lacoursière ◽  
Réjean Laprise
Keyword(s):  
Longitudinal Case Study ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Promoting Self-Directed Learning Skills in Residency: A Case Study in Program Development

2010 ◽  
Vol 85 (12) ◽  
pp. 1874-1879 ◽  
Author(s):  
Melissa Nothnagle ◽  
Roberta Goldman ◽  
Mark Quirk ◽  
Shmuel Reis
Keyword(s):  
Program Development ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

scholarly journals A Study of Self-Directed Learning Skills of University Students

2021 ◽  
Vol 7 (1) ◽  
pp. 169-176
Author(s):  
Muhammad Ahmed Qadri ◽  
Shaheen Pasha
Keyword(s):  
University Students ◽  
Performing Arts ◽  
Private Universities ◽  
University Graduates ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Public And Private ◽  
Postgraduate Level ◽  
Directed Learning ◽  
The Difference

The objective of the study was to find out difference in opinion of university graduates on self-directed learning skills (SDLS) on the base of their gender, sector (public & private), discipline and their program. The sample of the study comprised of 584 university students from the three public and three private universities of Lahore. These six universities were selected randomly from the district Lahore. All of the six universities were general universities. The data were assembled by adopting a Self-Developed questionnaire on SDLS. The mean difference of the above mentioned factors were found by using inferential statistics t-test and ANOVA. The findings showed no difference in concerning male and female university students’ application of self-directed learning skills. Both of them used different techniques to meet their academic needs. Same is the case with public and private universities. While there was found some difference on the base of their disciplines students of fine and performing arts are the individuals whom are more concerned with the self-directed learning skills. They are performing most of their work on the base of self-creativity, because they are the students whom are preparing their own trends. Lastly the difference on the base of program showed that the students of postgraduate level are more concerned with the SDLS.

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