scholarly journals Towards an Open Medical School without Checkerboards during the COVID-19 Pandemic: How to Flexibly Self-Manage General Surgery Practices in Hospitals?

Healthcare ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 743
Author(s):  
Héctor Guadalajara ◽  
Álvaro Palazón ◽  
Olatz Lopez-Fernandez ◽  
Pilar Esteban-Flores ◽  
José Miguel Garcia ◽  
...  
Keyword(s):  
General Surgery ◽  
Teaching Style ◽  
Teaching Styles ◽  
Mobile App ◽  
Teacher Involvement ◽  
Teaching Hospitals ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Clinical Culture ◽  
Directed Learning

Background: Can we create a technological solution to flexibly self-manage undergraduate General Surgery practices within hospitals? Before the pandemic, the management of clerkships was starting to depend less on checkerboards. This study aims to explore undergraduates’ perceptions of doing rotations in teaching hospitals using different teaching styles and elicit their views regarding the options of managing practices to design a mobile app that substitutes for checkerboards. Methods: In this sequential exploratory mixed methods study, 38 semi-structured interviews at a teaching hospital were conducted. The data was used to survey 124 students doing their rotations in four teaching hospitals during the first wave of COVID-19. Results: 21 themes highlighted concerns related to the practices, the teacher involvement in the students’ education, and the students’ adaptation to clinical culture. The students reported positive perceptions concerning self-managing and organizing practices via a mobile application. However, problems emerged regarding transparency, the lack of feedback, and the need for new tools. Regarding the teaching styles, the facilitator and personal models were perceived as optimal, but the personal style had no effect on using or not using a tool. Conclusions: A mobile-learning application designed like an educational opportunities’ manager tool can probably promote self-directed learning, flexible teaching, and bidirectional assessments. However, teachers who employ a personal teaching style may not need either checkerboards or a tool. This solution supports teaching at hospitals in pandemic times without checkerboards.

Self-Directed Learning and Growth Mindsets among General Surgery Residents in Thailand

2020 ◽  
Vol 231 (4) ◽  
pp. S256
Author(s):  
Chalerm Eurboonyanun ◽  
Emil R. Petrusa ◽  
Kulyada Eurboonyanun ◽  
Sophia K. McKinley ◽  
Warachaya Phanphruk ◽  
...  
Keyword(s):  
General Surgery ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions

2020 ◽  
Vol 10 (11) ◽  
pp. 1359
Author(s):  
Hamad I. Alshaikhi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Workplace Learning ◽  
Learning Context ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Directed Learning ◽  
Teacher Professional

This study explores Saudi EFL teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD) with special emphasis on workplace learning and self-directed initiatives. Using semi-structured interviews and reflective essays, the study managed to highlight a thriving workplace learning context in which teachers are involved in many forms of self-directed learning, including experiences stemming from the dailiness of the everyday realities of their schools. Data showed that Saudi EFL teachers are committed professionals who are well aware of a variety of TPD resources and opportunities; some of them are institutionalised while the majority are self-directed by teachers themselves beyond any institutional requirement. The study revealed that many participants had high preferences for self-directed learning over institutional provisions for its embeddedness in their context, the nature of their specialisation, and for the changing nature of their profession. Networking, collaboration, reflection and collegiality are some of the main features of self-directed learning as reflected in teachers’ current practices.

scholarly journals STUDENTS’ EXPERIENCES ON LEARNING LISTENING THROUGH TECHNOLOGY-BASED TOOL

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Pham Kim Chi
Keyword(s):  
Language Learning ◽  
Thematic Analysis ◽  
Learning Process ◽  
Listening Skills ◽  
Structured Interviews ◽  
Close Attention ◽  
Self Directed Learning ◽  
Pedagogical Tool ◽  
Directed Learning ◽  
Efl Students

<p>Using technology tools in the classroom can now be facilitated students' engagement and self-directed learning to support a learner-centred environment in educational contexts under varied perspectives. In language learning, evaluating a particular language skill focused on technology is crucial in students' experience. EFL students face several difficulties as noise, accent, vocabulary, and pronunciation while listening. Therefore, employing listening with technology is significantly necessary to enhance students' listening skills. However, rare research has provided the students' reflection under constructivist perspectives after studying with the technology-based listening tool. Thus, the current study narrows this empirical gap. Semi-structured interviews and observation were instruments employed to collect data. Using thematic analysis (Braun and Clarke, 2006), the results of this study indicated that five themes were individualised listening, collaborative learning, self-directed learning, consideration of errors, and pronunciation improvement. Students were more engaged when listening to tasks independently, considering their errors for further improvement, and self-directed learning in this study. Additionally, they mostly perceived themselves to improve their listening and pronunciation in the future. Teachers should pay close attention to speakers' voices, accents, and feedback when designing and implementing tasks to maximise learners' listening learning process. This study has implications on using BookWidgets as a potential pedagogical tool for English courses.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

scholarly journals Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

2017 ◽  
Vol 9 (4) ◽  
pp. 8
Author(s):  
Setareh Mousavi ◽  
Mohammadreza Nili ◽  
Ahmadreza Nasr ◽  
Mohammad Masoud
Keyword(s):  
Art Education ◽  
Quantitative Methods ◽  
Learning Activities ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Qualitative And Quantitative Methods ◽  
Directed Learning ◽  
Competency Based ◽  
Teaching Learning ◽  
Innovation Indicators

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.

scholarly journals Breaking the Secrets behind the Polyglots: How Do They Acquire Many Languages?

2019 ◽  
Author(s):  
Noprival Noprival ◽  
Zainal Rafli ◽  
Nuruddin Nuruddin
Keyword(s):  
Educational Institution ◽  
Natural Process ◽  
National Language ◽  
Foreign Languages ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Language Environment ◽  
Media And Technology ◽  
Study Participants

In this study, participants acquired three types of language, those are regional, national and foreign ones. The purpose of this research was to explore how Indonesian polyglots acquire several different languages. We collected data through demographic questionnaires and semi-structured interviews obtained from nine participants. Four salient themes and sub-themes that emerged in this research were (a) mastering languages through instructed learning (learning in formal educational institution and learning in informal educational institution), (b) gaining extra amounts of languages input beyond the classroom (getting more access to a national language environment and getting more access to foreign languages environment), (c) learning languages autonomously (self-directed learning through printed resources and self-directed learning through media and technology), and (d) acculturating with a new language group in society. The findings indicated that the polyglots acquired several different languages through a natural process, a learning process, and a mixture of both naturalistic as well as instructed experiences.

The Use of Self-Directed Learning during Fieldwork Education: The Students' Perspective

1996 ◽  
Vol 59 (11) ◽  
pp. 515-519 ◽  
Author(s):  
Lesley Anne Heath
Keyword(s):  
Occupational Therapy ◽  
Learning Needs ◽  
Use Of Self ◽  
Educational Strategies ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Occupational Therapy Education ◽  
Directed Learning ◽  
The University ◽  
Learning Contract

The University of Derby is committed to educational strategies that develop reflective practice and lifelong learning in occupational therapy education. Self-directed learning is implemented during fieldwork placements, enabling students to become active in the learning process and integrating the individual's previous experiences, application of knowledge and present learning needs. The principles of self-directed learning adopted by the university also involve students in setting and evaluating their own aims and objectives, writing a learning contract and negotiating reports with fieldwork educators. The aims of the study were to consider whether students used the principles of self-directed learning during fieldwork placements and what influenced their use. The method was a two-stage process, involving a questionnaire and semi-structured interviews. The subjects were in their final year of education. The results showed an overall increase in the use of the principles of self-directed learning at the end of 3 years' education. From the six interviews conducted, the occupational therapy department, the style of supervision and the university procedure were identified as the main influences on the use of self-directed learning during placements.

scholarly journals Remodeling Teachers' and Students' Roles in Self-directed Learning Environments: The Case of Saudi Context

2019 ◽  
Vol 10 (3) ◽  
pp. 549
Author(s):  
Iman El-Nabawi Abdel Wahed Shaalan
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Structured Interviews ◽  
Language Performance ◽  
Self Directed Learning ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Directed Learning ◽  
And Performance

Traditional classrooms are markedly teacher-centered. EFL learners are largely urged to commit themselves to communicative learning environments which help them enhance their language performance. Self-directed learning is one of the approaches which proved to be highly effective in Foreign Language Learning (FLL). EFL teachers are usually encouraged to adopt self-directed learning practices in order to improve students’ linguistic competence and performance. Recently, many Saudi universities integrated self-directed learning mode into EFL instruction. However, students' language performance, which is crucial to finding a job opportunity in labor market, is below the desired level. The study aims at remodeling teachers' and students' roles in light of students’ perceptions of English self-directed learning. To achieve this ultimate goal, a questionnaire survey is administered and follow-up semi-structured interviews are held. Results showed that both male and female students have generally positive attitudes towards self-directed learning. However, many of them have real problems with understanding the nature of self-directed learning and how they should use it effectively. Therefore, both institutions and teachers are recommended to improve students’ understanding and awareness of self-directed learning modes, and to rethink their roles.

scholarly journals Self-Directed Later Life Learning: Individual and Social Contexts

2017 ◽  
Vol 14 (1) ◽  
pp. 2-25 ◽  
Author(s):  
Šatienė Salomėja
Keyword(s):  
Older Adults ◽  
Social Networks ◽  
Thematic Analysis ◽  
Research Method ◽  
Later Life ◽  
Social Contexts ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Directed Learning

AbstractThe purpose of the study was to investigate how self-directed later life learning is utilized and interpreted by older adults in their particular environments. The following questions were raised: What are the opportunities for older adults’ engagement in self-directed learning in their environments? How older adults realize their self-directed learning in response to the opportunities provided by their environments? Thematic analysis was used as research method to analyse participants’ experiences and meanings they attribute to self-directed learning in their actual environments. The data was collected through semi-structured interviews with 12 older adults engaged in their self-directed learning pursuits. The findings from the study showed that older adults’ engagement in generativity-based activities, interest-based activities and social networks are contexts of self-directed learning in later life; these contexts support older adults’ self-directed learning by providing learning impetus, opportunities and resources; realization of self-directed learning is influenced by ageing-related changes and individual circumstances of older adults.

scholarly journals Adult learners’ perceptions of self-directed learning and digital technology usage in continuing professional education: An update for the digital age

2019 ◽  
Vol 25 (1) ◽  
pp. 74-93 ◽  
Author(s):  
Vernon Curran ◽  
Diana L Gustafson ◽  
Karla Simmons ◽  
Heather Lannon ◽  
Chenfang Wang ◽  
...  
Keyword(s):  
Adult Learners ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Digital Age ◽  
The Self ◽  
Mobile Technologies ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Learning Patterns ◽  
Directed Learning

Mandatory continuing professional education is accepted across many professions as a re-credentialing mechanism to maintain professional competency. Self-directed learning is a widely recognized type of learning to meet mandatory continuing professional education requirements. The nature and characteristics of self-directed learning has been transformed with the growth in digital and mobile technologies, however there is minimal understanding of the role of these technologies in the self-directed learning habits of adult learners. This study sought to explore the perspectives of adult learners around the effect of digital and mobile technologies on continuing professional education activities. Semi-structured interviews were conducted with 55 adult learners from four professional groups (9 physicians; 20 nurses; 4 pharmacists; 22 social workers). Key thematic categories included perceptions of self-directed learning, self-directed learning resources, key triggers, and barriers to undertaking self-directed learning. Digital and mobile technologies emerged as important resources supporting the self-directed learning of health and human services professionals. Increasing usage and dependency on these technologies has important implications for organizational and workplace policies that can support effective self-directed learning processes in a digital age. A conceptual model is introduced to characterize the key factors defining the self-directed learning patterns and practices of adult learners in a digital age.

scholarly journals Designing MOOCs to Facilitate Participant Self-monitoring for Self-directed Learning

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Meina Zhu ◽  
Curtis J. Bonk
Keyword(s):  
Learning Strategies ◽  
Online Survey ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Internal Feedback ◽  
External Feedback ◽  
Learning Aids ◽  
Study Results ◽  
Directed Learning

This study investigates the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL) using mixed methods. The data sources of this study include an online survey with 198 complete respondents, semi-structured interviews with 22 MOOC instructors, and document analysis of 22 MOOCs. Study results indicated that MOOC instructors considered self-monitoring skills critical for SDL. To foster students’ self-monitoring, MOOC instructors reported that they facilitated students’ self-monitoring by helping students with internal feedback and providing external feedback. Students’ internal feedback includes cognitive and metacognitive processes. To facilitate cognitive processes, MOOC instructors provided quizzes, tutorials, learning strategies, learning aids, and progress bars. For metacognition, these instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. Across these findings, technology played a central role in supporting student’s self-monitoring.

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