scholarly journals Investigating Possibilities of Developing Self-Directed Learning in Architecture Students Using Design Thinking

2021 ◽  
Vol 13 (8) ◽  
pp. 4369
Author(s):  
Stanislav Avsec ◽  
Magdalena Jagiełło-Kowalczyk
Keyword(s):  
Structural Equation ◽  
Design Thinking ◽  
Self Directed Learning ◽  
Architecture Education ◽  
The Sustainable Development ◽  
Significant Relationships ◽  
Study Programs ◽  
Strongly Connected ◽  
Directed Learning ◽  
Development Goals

Education systems are struggling to effectively integrate in their study programs the Sustainable Development Goals (SDGs) which define the challenges we need to overcome as a society in the 21st century. This study revealed the special agency that architecture and built environment have in shaping our social, economic, and natural environment using system and design thinking. Despite the several studies on the metacognitive design process, several cognitive traps still exist when developing design thinking in architecture education. This study investigated design thinking and self-directed learning in undergraduate architecture students. Responses collected from a sample of 117 undergraduates were subjected to bootstrapping in structural equation modelling to find significant relationships of reversed action when design thinking is used for developing self-directed learning. The findings suggest that design thinking is strongly connected with self-directed learning, and as shown in the resulting model, all components of self-directed learning are strongly explained by design thinking variables. This can provide insights for curriculum designers and educators on how to shape effective design thinking processes in architecture education to overcome existing shortcomings while improving interpersonal skills, creativity and digital skills, make pedagogical changes, and enhance redesign of learning outcomes towards sustainable architecture.

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.

scholarly journals Job Seekers’ Self-Directed Learning Activities Explained Through the Lens of Regulatory Focus

2021 ◽  
pp. 089484532199164
Author(s):  
Adam M. Kanar ◽  
Dave Bouckenooghe
Keyword(s):  
Job Search ◽  
Regulatory Focus ◽  
Self Efficacy ◽  
Learning Activities ◽  
Job Seekers ◽  
Self Directed Learning ◽  
Significant Relationships ◽  
Directed Learning ◽  
Job Searching

This study aimed to understand the role of regulatory focus for influencing self-directed learning activities during a job search. The authors surveyed 185 job-searching university students at two time points to explore the conditions under which regulatory focus (promotion and prevention foci) impacts self-directed learning activities and the number of employment interviews secured. Both promotion and prevention foci showed significant relationships with self-directed learning activities and number of interviews, and positive and negative affect partially mediated these relationships. The relationships between both regulatory focus strategies and self-directed learning were also contingent on self-efficacy. More specifically, prevention focus and self-directed learning showed a positive relationship for job seekers with high levels of self-efficacy but a negative one for job seekers with low levels of self-efficacy. This research extends the understanding of the role of regulatory focus in the context of self-directed learning during a job search. Implications for research and practice are discussed.

scholarly journals Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development

2021 ◽  
Vol 13 (4) ◽  
pp. 1721
Author(s):  
Marta Estrada ◽  
Diego Monferrer ◽  
Alma Rodríguez ◽  
Miguel Ángel Moliner
Keyword(s):  
Sustainable Development ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
Structural Equation ◽  
The Sustainable Development ◽  
Equation Analysis ◽  
Emotional Aspects ◽  
Development Goals ◽  
Sustainable Societies ◽  
Social Environmental

Education must guide students’ emotional development, not only to improve their skills and help them achieve their maximum performance, but to establish the foundations of a more cooperative and compassionate society. Achieving the Sustainable Development Goals, therefore, implies focusing on emotional aspects as well as financial, social, environmental, and scientific objectives. In this line, the goal of this study is to show how emotional intelligence, which is an essential dimension in the development and management of emotional competences required to build sustainable societies, plays a key role in optimising student’s academic performance in the classroom through compassion and academic commitment. The research model was tested with a questionnaire addressed to 550 students from four higher education institutions and one secondary school. The results of a structural equation analysis confirmed the study hypotheses. Emotional intelligence was shown to be positively related to compassion and higher levels of commitment, which, consequently, led to better academic performance. This finding will encourage interest in developing emotional intelligence, not only for its long-term value in training healthy citizens, but also for its short-term results in the classroom.

scholarly journals Integrating Business and Medical Pedagogy to Accomplish the Sustainable Development Goals

2019 ◽  
Vol 13 (1) ◽  
pp. 92-101
Author(s):  
Shannon L. Sibbald ◽  
Nicole Haggerty
Keyword(s):  
Sustainable Development ◽  
Problem Solving ◽  
Sustainable Development Goals ◽  
Traditional Learning ◽  
Self Directed Learning ◽  
Problem Solving Skills ◽  
The Sustainable Development ◽  
Case Based Learning ◽  
Development Goals ◽  
Necessary And Sufficient

A quality education is one that best fits the present and future needs of an individual within their current society. Case-based Learning (CBL) is inquiry-based learning which allows self-directed learning, logical reasoning, problem-solving and decision-making. CBL enhances knowledge, teamwork and problem-solving skills; it is used worldwide across various healthcare fields. It can tie theory to practice and go beyond traditional learning outcomes to induce deeper learning. The CBL method has been touted as superior in preparing future healthcare professionals. This preparation is a vital step in attaining the progress needed to achieve the 2017 Sustainable Development Goals (SDGs). We believe the CBL approach will not only foster more competent learners, but also is a necessary and sufficient technique to meet the SDGs. We conclude that healthcare pedagogy should embrace CBL techniques in order to realize sustainable development and the healthy planetary goals.

scholarly journals Exploring the Drivers behind Self-Reported and Measured Food Wastage

2019 ◽  
Vol 11 (20) ◽  
pp. 5677 ◽  
Author(s):  
Elimelech ◽  
Ert ◽  
Ayalon
Keyword(s):  
Food Waste ◽  
Structural Equation ◽  
Equation Model ◽  
The Sustainable Development ◽  
Self Reports ◽  
Negative Effect ◽  
Development Goals ◽  
Meal Planning ◽  
Food Wastage

Understanding households’ food waste drivers is crucial for forming a coherent policy to meet the sustainable development goals. However, current studies have documented mixed evidence regarding food waste determinants. Most studies have relied on self-reports, assuming they reflect actual behaviors. This study applies a structural equation model that evaluates both self-reported and measured food wastage, and how they are affected by different households’ attributes, attitudes, and behaviors. As such, it also provides a test for the underlying logic that self-reports are a proxy for actual food waste. Results show that measured food wastage is, at best, weakly correlated with self-reports. Moreover, drivers affecting self-reported and measured food wastage are not necessarily the same. Household size affects only measured food wastage. Source separation behavior negatively affects self-reported and measured food wastage, while environmental attitudes have a negative effect only on self-reports. Meal planning, unplanned shopping, and food purchased have no impact on self-reported and measured food wastage. The relation between self-reported and actual food waste and their drivers are even less understood than we thought. The distinction between self-reports and actual waste is crucial for follow-up research on this subject as well as assessing policy measures.

Some Creativity and Style of Learning and Thinking Correlates of Guglielmino's Self-Directed Learning Readiness Scale

1978 ◽  
Vol 43 (3_suppl) ◽  
pp. 1167-1171 ◽  
Author(s):  
E Paul Torrance ◽  
Salah Mourad
Keyword(s):  
Graduate Students ◽  
Construct Validity ◽  
Exploratory Study ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Test Product ◽  
Significant Relationships ◽  
Scale Scores ◽  
Directed Learning ◽  
The Right

In an exploratory study of the construct validity of Guglielmino's Self-directed Learning Readiness Scale, 41 graduate students in education were administered the following criterion measures: Sounds and Images (Originality), Thinking Creatively About the Future (Fluency and Originality), Schaefer's Simile Test (Originality), Templeton's Photoanalogies Test, Gershon and Guilford's Possible Jobs test, Khatena and Torrance's What Kind of Person Are You? and Something About Myself, and Torrance's Style of Learning and Thinking test, Product-moment coefficients of correlation between the total Self-directed Learning Readiness Scale scores and the criterion measures supported the construct validity of the Self-directed Learning Readiness Scale with statistically significant relationships for all three of the originality measures ( rs = .52, .38, and .52), the measure of ability to produce analogies ( r = .48), creative achievements and experiences ( r = .71), and the right and left hemisphere styles of learning ( rs = .43 and —.34, respectively).

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 Mobile Learning Adoption: A perspective from a Form Six Students in Sabah, Malaysia

2020 ◽  
Vol 5 (12) ◽  
pp. 314-332
Author(s):  
Jol Bin Kankok ◽  
Abdul Said Ambotang ◽  
Nurjannah Fatin Amirah Kariming
Keyword(s):  
Technology Acceptance ◽  
Mobile Learning ◽  
Structural Equation ◽  
Self Directed Learning ◽  
Use Of Technology ◽  
Perceived Playfulness ◽  
Effort Expectancy ◽  
Directed Learning ◽  
Self Administered Questionnaire ◽  
Theoretical Foundations

Despite the availability of studies on mobile learning adoption, its theoretical foundations have not yet matured. However, studies on mobile learning adoption in the context of form six student in Malaysia is still very limited. Against this concern, a study was conducted with the aim of investigating factors that could influence the adoption of mobile learning. Based on The Unified Theory of Acceptance and Use of Technology (UTAUT) and two other variables which are Perceived Playfulness and Self-Directed Learning, an empirical structured has been developed to identify predictors of mobile learning. A self-administered questionnaire was adopted and a total of 314 responses were employed for the analysis, using Structural Equation Modelling (SEM). The findings of the analysis revealed that all key constructs (except social influence) affect mobile learning adoption among form six students. Besides that, Self-Directed Learning become the strongest predictor and followed by Effort Expectancy. These findings provide crucial implications for educators and practitioners to take individual characteristic (Self-Directed Learning) into consideration while promoting mobile learning. This study represents one of the few attempts to reveal the extended UTAUT model could be increased explanation power of technology acceptance by the users. Directions for future study are suggested at the end of the paper.

scholarly journals Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development

2021 ◽  
Vol 13 (18) ◽  
pp. 10443
Author(s):  
Stanislav Avsec ◽  
Vesna Ferk Ferk Savec
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Science Teachers ◽  
Social Transformation ◽  
Design Thinking ◽  
Education For Sustainable Development ◽  
Self Directed Learning ◽  
Holistic View ◽  
Conditioning Factors ◽  
Directed Learning

Teacher education for sustainable development (ESD) is faced with continuing unsustainability trends, which require deep and enduring social transformation. Transformative learning is a possible solution to facilitating reflection on the cognitive and socio-emotional processes underpinning students’ learning towards sustainability. The purpose of this paper is to investigate students’ perceptions of, and experiences with, technology-enhanced self-directed learning and design thinking as possible moderators of transformative learning in order to advance the concept and practice of teacher ESD. These perceptions and experiences are represented by 225 pedagogical and non-pedagogical students from the University of Ljubljana, asked to respond anonymously to three online questionnaires in May and June 2021. Findings indicate that strengthening the transformative aspect of ESD in pre-service teachers requires the consideration of critical reflection, self-awareness, risk propensity, holistic view and openness to diversity, and social support. Moreover, self-directed learning was found to be a moderator for transformative learning among pre-service science teachers, while design thinking was evenly developed among transformative learning for both low- and high-ability students, no matter the study programme. The conditioning factors and explanatory arguments for these results are also discussed.

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