scholarly journals COGNITIVE LOADING DUE TO SELF-DIRECTED LEARNING, COMPLEX QUESTIONS AND TASKS IN THE ZONE OF PROXIMAL DEVELOPMENT OF STUDENTS

2018 ◽  
Vol 76 (6) ◽  
pp. 864-880
Author(s):  
Ephraim Zulu ◽  
Theodore Haupt ◽  
Vittorio Tramontin
Keyword(s):  
Structural Equation ◽  
Zone Of Proximal Development ◽  
Equation Modeling ◽  
Proximal Development ◽  
Validity And Reliability ◽  
Self Directed Learning ◽  
Cognitive Loading ◽  
Instrument Validity ◽  
Directed Learning ◽  
Development Of Students

The aim of the research was to explore the levels of cognitive loading induced by certain tenets of constructivist pedagogy namely self-directed learning complex questions and zone of proximal development. The study also sought to investigate the associations between these constructs and with cognitive loading and complex questions. Data for the research were collected using a questionnaire survey of a sample of students studying towards undergraduate degrees in construction-related studies at - public universities in South Africa. The data were factor analyzed to determine the factor structure of the constructs and to assess instrument validity and reliability. The relationships between the various constructs were analyzed using structural equation modeling (SEM). Consistent with other studies, the research found that complex questions induce a statistically significant amount of cognitive loading in students. The study also found that self-directed learning does not induce cognitive loading while subjecting students to tasks which are in their zone of proximal development is likely to induce some cognitive loading albeit much less than that from complex questions. Locating tasks in the zone of proximal development of students is likely to lead students to engage in some self-directed learning. It was also found that complex questions had a small significant association with self-directed learning. To reduce the amount of cognitive loading which students are subjected to, complex questions should be avoided for students with little subject prior knowledge, otherwise, students should be appropriately scaffolded. Students should be encouraged to engage in self-directed learning in order to reduce cognitive loading. Learning tasks assigned for self-directed learning should not be complex relative to the knowledge of the students as this discourages students from persisting with self-directed learning due to high cognitive loading. Keywords: cognitive loading, complex questions, self-directed learning, zone of proximal development.

Immersive live streaming experience in satisfying the learners’ need for self-directed learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ree Chan Ho ◽  
Bee Lian Song
Keyword(s):  
Technology Use ◽  
Structural Equation ◽  
Tertiary Education ◽  
Business Students ◽  
Equation Modeling ◽  
Live Streaming ◽  
Self Directed Learning ◽  
Content Type ◽  
Directed Learning ◽  
The Impact

Purpose This study aims to examine live streaming experiences of business students’ at the tertiary education level, and how the use of this interactive platform satisfies their affective, cognitive, social and hedonic needs in learning. Likewise, it explored the influence of live streaming class on the learning outcome needed in achieving self-directed learning. Design/methodology/approach Drawing on the uses and gratifications theory, a conceptual framework was developed to discover the impact of interactive live streaming platform in meeting learners’ needs required for self-directed learning. A survey was conducted with a sample of 402 business undergraduate students from 5 universities. Data was analyzed with covariance-based structural equation modeling. Findings This study confirmed that learners’ gratifications gained from live streaming encouraged them to collaborate with the instructors in meeting the learning outcomes. The findings also supported that the interactive nature of live streaming offers the opportunity for students to learn independently. Thus, it sheds new light on how a live streaming learning environment can be further developed in promoting self-directed learning. Originality/value This study offers a novel understanding of live stream class adoption by examining learners’ needs from a uses and gratification perspective. It also contributed new insight to the existing literature on live streaming technology use in education to promote self-directed learning.

scholarly journals The influencing factors of self directed learning readiness and academic achievement

2018 ◽  
Vol 2 (1) ◽  
pp. 153-166
Author(s):  
Nurjannah Ramli ◽  
Pudji Muljono ◽  
Farit M Afendi
Keyword(s):  
Academic Achievement ◽  
Structural Equation ◽  
Partial Least Square ◽  
External Factors ◽  
Least Square ◽  
Equation Modeling ◽  
Self Directed Learning ◽  
Internal Factors ◽  
Learning Readiness ◽  
Directed Learning

FAKTOR-FAKTOR YANG BERPENGARUH TERHADAP SELF DIRECTED LEARNING READINESS DAN PRESTASI AKADEMIKAbstrakPenelitian ini bertujuan untuk menganalisis pengaruh karakteristik mahasiswa, faktor internal, dan faktor eksternal terhadap self directed learning readiness (SDLR) dan prestasi akademik mahasiswa serta menganalisis pengaruh SDLR terhadap prestasi akademik mahasiswa. Penelitian dilakukan dengan menggunakan desain survei terhadap 111 mahasiswa tahun ke-IV Program Studi Sarjana Kedokteran Universitas Tadulako dengan menggunakan instrumen berupa kuesioner untuk mengukur faktor internal, faktor eksternal, dan SDLR. Indeks prestasi kumulatif (IPK) mahasiswa digunakan untuk mengukur prestasi akademik. Data dianalisis secara kuantitatif dengan menggunakan alat bantu analisis Structural Equation Modeling (SEM) dengan metode alternatif berbasis variance atau component based SEM yang disebut Partial Least Square (PLS). Hasil penelitian menunjukkan bahwa karakteristik mahasiswa dan faktor internal berpengaruh secara signifikan terhadap SDLR dan prestasi akademik mahasiswa, sedangkan faktor eksternal tidak berpengaruh terhadap SDLR dan prestasi akademik mahasiswa. Faktor yang memberikan pengaruh yang lebih tinggi terhadap SDLR dan prestasi akademik mahasiswa adalah faktor internal. Hasil penelitian juga menunjukkan bahwa SDLR tidak berpengaruh terhadap pencapaian prestasi akademik mahasiswa. AbstractThis study was aimed at analyzing the influence factors of student characteristics, the internal factors, and external factors of self-directed learning readiness (SDLR) and student academic achievement as well as the influence factors of SDLR on student academic achievement. This study was conducted by using a survey design on 111 students of the fourth year of Tadulako University Medical Undergraduate Program by using questionnaires to measure internal factors, external factors, and SDLR. The students’ cumulative grade point (GPA) was used to indicate academic achievement. The data were analyzed quantitatively using Structural Equation Modeling (SEM) analysis tools with alternative variance or component based SEM method called Partial Least Square (PLS). The results show that the characteristics of the students and the internal factors significantly affect the SDLR and the students’ academic achievement, while the external factors have no effect on the SDLR and the students’ academic achievement. The factors that have a higher effect on SDLR and student achievement are internal factors. The results also show that SDLR does not affect the students’ academic achievement.

scholarly journals Building Critical Thinking Skills Through a New Design Mobile-Based Interactive Learning Media Knowledge Framework

2021 ◽  
Vol 15 (17) ◽  
pp. 49
Author(s):  
Patni Ninghardjanti ◽  
Chairul Huda Atma Dirgatama
Keyword(s):  
Critical Thinking ◽  
Human Resource Development ◽  
Digital Literacy ◽  
Structural Equation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Validity And Reliability ◽  
Self Directed Learning ◽  
Directed Learning

Education is expected to be a solution to issues in human resource development. A number of initiatives have been made to overcome educational problems ranging from improving the curriculum, developing and increasing the quality of teachers, developing student abilities, and other efforts related to improving the quality of education. Based on the preliminary observation, students’ critical thinking skills were considered low and a confirmatory study related to building critical thinking skills is necessary. This study analyzed critical thinking skills that are built based on perceptions of mobile media, self-directed learning, and digital literacy. The research method used was a quantitative approach by using a questionnaire instrument.. Data analysis included analyses of prerequisite tests including validity and reliability tests. The data were analyzed using the structural equation model (SEM) analysis. The results showed that 1) there was a positive and significant effect on the variable of perceptions on online learning media on self-directed learning and digital literacy, 2) there was a positive and significant effect on the variable of self-directed learning on critical thinking skills 3) there was a positive and significant effect on the variable of digital literacy on critical thinking skills 4) the variable of the perceptions on mobile-based learning media had a positive and significant effect on critical thinking skills through the mediation of self-directed learning and digital literacy.

scholarly journals The effect of Self-Directed Learning on the relationship between Self-Leadership and Online Learning among university students in Turkey

2020 ◽  
Vol 8 (1) ◽  
pp. 129-165
Author(s):  
Mehmet Durnali
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
University Students ◽  
Structural Equation ◽  
Attitude Scale ◽  
University Education ◽  
Equation Modeling ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

More and more people across the world seek a university education. Therefore, universities offer full or partial distance undergraduate and postgraduate degrees to meet that demand. Distance education has become more widespread with advances in the Internet and computer technologies and online learning and teaching software (e.g., Learning Management Systems). The spread of the Coronavirus disease (COVID-19), which broke out in early 2020, has also played a significant role in the increased popularity of distance education. Therefore, investigating and reporting upon university students’ self-leadership (SL) behaviors, self-directed learning (SDL) skills, and online learning (OL) attitudes in such learning environments is both timely and critical. This empirical study used a relational survey model to investigate SL, SDL, and OL among university students. The sample consisted of 835 students in Turkey. Data were collected using the “Self-Directed Learning Scale (SDLS),” “Revised Self-Leadership Questionnaire (RSLQ),” and “Online Learning Attitude Scale (OLAS).” Data were analyzed using descriptive statistics, Pearson coefficient, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). SL was moderately and positively correlated with SDL and OL. SDL was moderately and positively correlated with OL. SDL played a fully mediating role in the relationship between SL and OL. SL predicted OL in both the indirect and total effect model. This study addressed university students’ perceptions and tested a model to provide empirical evidence for the relationships and predictions of SL, SDL, and OL. Therefore, it is believed that the results will help advance the constructs of SDL, SL, and OL paradigms. Received: 07 March 2020Accepted: 17 November 2020

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Pengaruh Kompetensi, Motivasi dan Kinerja Guru serta Fasilitas Sekolah terhadap Keberhasilan Siswa dalam Menuntut Ilmu Melalui Proses Pembelajaran di Yayasan Pembangunan Ar-Ridho Kota Depok

2020 ◽  
Vol 2 (1) ◽  
pp. 51-70
Author(s):  
Nurul Hamidah
Keyword(s):  
Student Success ◽  
Learning Process ◽  
Structural Equation ◽  
Teacher Performance ◽  
School Facilities ◽  
Primary Data ◽  
Equation Modeling ◽  
Teacher Competence ◽  
Validity And Reliability ◽  
Teacher Competency

ABSTRACT The purpose of this study is to discuss and analyze the Effect of Competence, Motivation and Teacher Performance and School Facilities on Student Success in Studying Knowledge Through the Learning Process at the Ar-Ridho Development Foundation, Depok City           Methods and Types of data in this study, are quantitative data obtained through the results of a survey of students. This study uses primary data that is data obtained directly from respondents who filled out and developed the questionnaire through the Learning Process at the Ar-Ridho Development Foundation, Depok City. With a student population of approximately 1,508 students. The sample of this study was 125 students and alumni. Test the validity and reliability using SPSS 24.0. The statistical method used to test the hypothesis in this study uses the multivariate Structural Equation Modeling (SEM) technique with the software used is AMOS 18.           The results of the research and testing of hypotheses that have a significant effect are as follows: 1. Teacher competence has no significant effect on the learning process. 2. Motivation does not significantly influence the learning process. 3. Teacher performance has a significant effect on the learning process. 4. Facilities have a significant effect on the learning process. 5. Competence does not significantly influence student success. 6. Motivation does not significantly influence student success. 7. Teacher performance does not significantly influence student success. 8. Facilities have a significant positive effect on student success. 9. The learning process has a significant effect on student success. Keywords: Teacher Competency (X1), Teacher Motivation (X2), Teacher Performance (X3), School Facilities (X4), Learning Process (Y1), Student Success (Y2)  

scholarly journals The Influence of Belief, Utility of Information, and Group Support on Selective Exposure to Pornography Among Teenagers in Jakarta, Indonesia

2018 ◽  
Vol 7 (2.29) ◽  
pp. 557
Author(s):  
Inge Hutagalung
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Selective Exposure ◽  
Scale Model ◽  
Equation Modeling ◽  
Social Aspect ◽  
Group Support ◽  
Validity And Reliability ◽  
Utility Of Information ◽  
The Individual

Festinger’s (1) hypothesis cites belief as a variable that influences selective exposure. However, a review of other experts’ research proves that selective exposure is not only affected by the psychological aspect but by the message and the social aspect as well. In contrast to previous scholars who focused only on one variable, the researcher examines belief, utility of information, and group support simultaneously and integrates them into a model. The research design is a case study involving the use of pornographic information. This study’s subjects comprise 400 senior high school students in Jakarta, Indonesia. The relationships among the variables were tested by using structural equation modeling. The validity and reliability analyses utilized the LISREL 8.80 application. A questionnaire with a Likert-scale model was used as the data collection method. The structural test results show that the theoretical models for the three variables have a significant effect on selective exposure (t value ≥ 1.96). On the other hand, the findings also prove that communication in the context of selective information on pornography is divided into three levels. First, at the intrapersonal level, the individual holds on to his or her belief in selecting the information. Second, at the interpersonal or group level, the individual adjusts his or her belief to the existing reality (environment or social group). Third, at the mass communication level, the individual selects the information according to its utility, that is, to fulfill the need for information.  

scholarly journals What Affects Middle School Students’ English Anxiety in the EFL Context? Evidence from South Korea

2019 ◽  
Vol 9 (1) ◽  
pp. 39 ◽  
Author(s):  
Naya Choi ◽  
Boram No ◽  
Suji Jung ◽  
San Lee
Keyword(s):  
South Korea ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Learning Ability ◽  
Equation Modeling ◽  
Supporting Evidence ◽  
Self Directed Learning ◽  
Parental Pressure ◽  
Efl Context ◽  
Directed Learning

This paper examines what affects adolescents’ English anxiety in the English as Foreign Langauage (EFL) context. A total of 414 adolescents in South Korea participated in the study and the AMOS 20.0 was used in structural equation modeling for statistical analysis. The results are as follows. Girls showed a higher level of English anxiety and self-directed learning ability than boys. Second, adolescents’ English self-efficacy had a partial mediating effect on the relationship between parental pressure expectation and English anxiety. Third, parental pressure expectation had a significant effect on English anxiety through self-directed learning and English self-efficacy. Fourth, a gender difference in the paths of the models was significant. This provides supporting evidence to many educators and parents for the implementation of effective support practices for adolescents who learn English in EFL contexts similar to Korea to reduce thier English anxiety.

Recruitment methods, recruitment outcomes and information credibility and sufficiency

2020 ◽  
Vol 27 (4) ◽  
pp. 1615-1631 ◽  
Author(s):  
Ashutosh Muduli ◽  
Jeegnesh J. Trivedi
Keyword(s):  
Social Media ◽  
Structural Equation ◽  
Service Sector ◽  
Theoretical Implication ◽  
Equation Modeling ◽  
Intention To Use ◽  
Validity And Reliability ◽  
Content Type ◽  
Recruitment Methods ◽  
Information Credibility

PurposeRecruiters’ decision to use recruitment methods (RMs) depends on several expected outcomes such as number applications, quality of applicants, speed of filling up vacancy, post joining job performance, absenteeism, commitment and satisfaction of the applicants. RMs may vary from each other in terms of its capability to communicate different type of information. The current research aims at exploring recruiter's intention to use RMs like job advertisement (JA), online recruitment (OLR) and social media in reference to several recruitment outcomes (ROs). Further, the role of information credibility and sufficiency (ICS) on recruiter's intention to use has been studied.Design/methodology/approachData were collected from 242 recruiters from the manufacturing and service sector of India. The survey instrument consists of RMs, recruitment outcome and credibility and satisfaction that are identified following the theory of planned behavior (TPB). Confirmatory factor analysis (CFA) was used for a simultaneous assessment of overall and specific elements of measurement validity and reliability. Structural equation modeling (SEM) is used to test the hypothesized model.FindingsThe result shows that RMs significantly relates with ROs. In detail, social media recruitment (SMR) significantly relates with pre ROs and post ROs; OLR significantly relates with pre ROs and post ROs and JA significantly relates post ROs. Only JA insignificantly relates with pre ROs. The result also supports the hypothesis that ICS acts as a mediator between the influences of RMs on ROs.Research limitations/implicationsThe result of the study has important theoretical and managerial implications. The theoretical implication is explained from the perspective of signaling theory (ST) and elaboration likelihood model (ELM) theory.Originality/valueThe study is unique as multiple RMs have been studied with reference to both pre and post ROs using the data collected from the recruiters.

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