scholarly journals SELF-DIRECTED LEARNING CURRICULUM: STUDENTS’ PERSPECTIVES OF UNIVERSITY LEARNING EXPERIENCES

2020 ◽  
Vol 17 (Number 2) ◽  
pp. 227-251
Author(s):  
Nurfaradilla Mohamad Nasri ◽  
Lilia Halim ◽  
Mohamad Asyraf Abd Talib
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Experiences ◽  
Analytical Framework ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Implementation Methodology ◽  
The University

Purpose - Self-directed learning (SDL) requires students to be active throughout their learning process by deciding and finding their own learning objectives, learning strategies and various learning opportunities as well as learning resources. This study, which investigates the university students’ perspectives of university learning experiences, aims to shed light on the extent university ecosystem’s support and ensure the effectiveness of SDL implementation. Methodology - Twenty Malaysian public university students were interviewed to obtain their views on SDL, and to explore their SDL experiences. A constructivist grounded theory approach was used to inform the methodological and analytical framework of this study. A ‘backward-and-forward’ approach was used to analyse the interview data. Findings - The findings suggest that abundant university curriculum could potentially inhibit SDL, yet majority of university students acknowledge that SDL can support their lifelong learning journey, and prepare them to be skilful workers. Most research participants suggest that SDL moves beyond educator-designed learning strategies to a type of learning where freedom in learning becomes priority. Significance - As the mastery of SDL skills is very important to ensure that the students are competent in facing real world challenges, this study suggests that for effective implementation of SDL, both students and educators should acknowledge their roles as equal learning partners.

scholarly journals Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

2017 ◽  
Vol 10 (5) ◽  
pp. 139 ◽  
Author(s):  
Angela Gamba Buitrago
Keyword(s):  
Learning Strategies ◽  
Independent Study ◽  
Theory Approach ◽  
Self Directed Learning ◽  
Oral Fluency ◽  
Decision Making Processes ◽  
Directed Learning ◽  
Personal Reflections ◽  
Learning From Others ◽  
Grounded Theory Approach

Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students’ reflections, compiled through a survey, and the teacher’s classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners’ confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed.

scholarly journals Students’ Self – directed Learning at University of Social Science and Humanities, National University of Ho Chi Minh City

2021 ◽  
Vol 11 (3) ◽  
pp. 73
Author(s):  
Nguyen Van Tuong ◽  
Phan Nguyễn Đông Trường
Keyword(s):  
Learning Strategies ◽  
Ho Chi Minh City ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Cronbach Alpha ◽  
Social Sciences And Humanities ◽  
National University ◽  
Directed Learning ◽  
Good Learning ◽  
The University

The study aimed to investigate the level of students’ self–directed learning at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City. The study proceeded with a sample of 395 students voluntarily participating in the survey. The sample was calculated according to the Watson sample formula (2001) out of a total of 12,540 students across the university with 50% in level confidence. The research calculated was within the second term of the academic year, 2021 – 2022. The self – assessment self – directed learning scale developed by Williamsons (2007) was administrated in this research to evaluate levels of students’ self–directed learning. The instrument was firstly Vietnamized and evaluated for Cronbach Alpha and Exploratory factors analysis to match with Vietnamese logic thinking and context in this research. The scale comprised 4 aspects of self–directed learning as Awareness, Learning strategies: Learning activities, Evaluation, and Interpersonal Skills. In the pilot research, Cronbach alpha index was respectively 0.862; 0.911; 0.908; 0.905. The results revealed that students’ level of self–directed learning was at an intermediate level. For more specific, students had high awareness and good learning strategies, according to awareness and learning strategies figures. However, there were differences between different academic years in terms of self–directed learning.

Incorporating a Self-Directed Learning Pedagogy in the Computing Classroom

2014 ◽  
pp. 348-371 ◽  
Author(s):  
Oisín Cawley ◽  
Stephan Weibelzahl ◽  
Ita Richardson ◽  
Yvonne Delaney
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Alternative Teaching ◽  
Teaching And Learning Strategies ◽  
Directed Learning ◽  
Approach To Teaching ◽  
The University

With a focus on addressing the perceived skills gap in Software Engineering (SE) graduates, some educators have looked to employing alternative teaching and learning strategies in the classroom. One such pedagogy is Problem-Based Learning (PBL), an approach the authors have incorporated into the SE curriculum in two separate third-level institutions in Ireland, namely the University of Limerick (UL) and the National College of Ireland (NCI). PBL is an approach to teaching and learning which is quite different to the more typical “lecture” style found in most 3rd level institutions. PBL allows lecturers to meet educational and industry-specific objectives; however, while it has been used widely in Medical and Business schools, its use has not been so widespread with computing educators. PBL is not without its difficulties given that it requires significant changes in the role of the lecturer and the active participation of the students. Here, the authors present the approach taken to implement PBL into their respective programs. They present the pitfalls and obstacles that needed to be addressed, the levels of success that have been achieved so far, and briefly discuss some of the important aspects that Software Engineering lecturers should consider.

scholarly journals Relationship between Cyberbullying, Motivation and Learning Strategies, Academic Performance, and the Ability to Adapt to University

2021 ◽  
Vol 18 (20) ◽  
pp. 10646
Author(s):  
David Aparisi ◽  
Beatriz Delgado ◽  
Rosa M. Bo ◽  
María Carmen Martínez-Monteagudo
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Learning Strategies ◽  
Preventive Measure ◽  
Study Strategies ◽  
Short Version ◽  
University Environment ◽  
The University ◽  
Adaptation To College ◽  
Motivation And Learning

Cyberbullying has become a frequent relational problem among young people, which has made it necessary to evaluate and prevent it in the university setting. The aim of this study is to examine the relationship between cyberbullying, motivation and learning strategies, the ability to adapt to university, and academic performance. A sample of 1368 Spanish university students (64% female) was administered a battery consisting of the European Bullying Intervention Project Questionnaire, the Learning and Study Strategies Inventory Short version, and the Student Adaptation to College Questionnaire, with their academic performance also being studied. The results found that the victimized bullies have greater difficulties in their organization and planning for study and exams, have fewer control and consolidation strategies, and are less able to adapt to university. Logistic regression analyses show that the greater the difficulties in organization and planning, and the greater the difficulties experienced in exams, the greater the probability of a person being a victim and a victimized bully. In addition, students are less likely to be victims, bullies, and victimized bullies as their ability to adapt to university increases. The findings have been discussed and it has been noted that there is a need to address academic adjustment and the ability to adapt to the university environment as a preventive measure for cyberbullying in university students.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

Sign in / Sign up

Export Citation Format

Share Document