scholarly journals How does Online Formative Feedback Impact Student's Motivation and Self-Directed Learning Skills during the COVID-19 Pandemic?

2021 ◽  
Vol 11 (5) ◽  
pp. 11
Author(s):  
Le Thai Hung
Keyword(s):  
Blended Learning ◽  
Student Motivation ◽  
Formative Feedback ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Learning Skills ◽  
Directed Learning ◽  
Online Feedback ◽  
Assessment Activities ◽  
The Way

This research aims to prove the influences of online formative feedback on students' motivation and self-directed learning skills in the time of COVID-19. The questionnaire was sent to 645 students who have completed at least seven blended learning courses. They were asked to choose one class to describe the frequencies of assessment activities and their characteristics. The data was analyzed using SPSS and PLS software, showing that online feedback significantly positively impacts student motivation and self-directed learning skills, except for self-assessment. Therefore applying technology in assessment can be a good solution during the pandemic time. The research also implies that the effectiveness of online feedback depends on the way it performs. Thus, the faculties should develop strategies to confirm the assessment's validity and efficiency.   Received: 5 June 2021 / Accepted: 12 July 2021 / Published: 5 September 2021

Preparing Adult Learners for Success in Blended Learning through Onboarding: A pilot study

eLearn ◽  
2021 ◽  
Vol 2021 (9) ◽  
Author(s):  
Anita Samuel ◽  
Steven Durning ◽  
Holly Meyer
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Online Discussion ◽  
Discussion Board ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Online Discussion Board ◽  
Hands On ◽  
Directed Learning ◽  
Evaluation Survey

Blended learning offers adult learners unique opportunities for instructional continuity given work and personal commitments. However, learners participating in blended learning may experience a sense of isolation and/or problems with technology. To address the challenges of a blended program, an expanded orientation, called ?onboarding,? was designed to ensure learners feel connected to their program and clearly understand the programmatic requirements. Onboarding spans six months and includes a series of activities to provide learners with technological, interaction, and self-directed learning skills needed to succeed in a blended program. Results from the evaluation survey reveal that learners feel most engaged with the program through one-to-one interactions with their academic advisors and interactions with peers in an online discussion board. In addition, learners primarily found the onboarding process straightforward and mostly expressed a desire for more explicit instructions. The onboarding, catering to adult learner needs, provides a combination of personal interactions and self-paced activities, offers hands-on experience of the technologies that learners will be using in the program, and contextualizes all the technical activities within programmatic requirements. Providing a comprehensive onboarding process can help returning learners in their transition to blended learning

scholarly journals IMPLEMENTASI PEMBELAJARAN BERBASIS BLENDED LEARNING MENGGUNAKAN MEDIA WHATSAPP UNTUK MENINGKATKAN SELF DIRECTED LEARNING MAHASISWA

2020 ◽  
Vol 7 (2) ◽  
pp. 202-212
Author(s):  
Hendri Purbo Waseso ◽  
Salis Irfan Fuadi
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Action Plan ◽  
Research Model ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Directed Learning ◽  
Classroom Action Research

Tujuan peneliti ini adalah untuk mengetahui apakah implementasi pembelajaran berbasis blended learning menggunakan whatsapp dapat meningkatkan self directed learning mahasiswa, mengubah mindset mahasiswa mengenai pentingnya self directed learning yaitu dengan tidak hanya mengandalkan pembelajaran tatap muka di kelas. Penelitian ini menggunakan jenis penelitian adalah Classroom action research model McKernan diadopsi dalam penelitian ini sebagai metode penelitian yang berisi tujuh tahapan yaitu penjabaran masalah, assessment kebutuhan, hipotesis gagasan, action plan, implementasi rencana, evaluasi dan keputusan-keputusan. Tahapan tersebut dilaksanakan setidaknya dalam dua siklus tindakan. Pengumpulan data dilakukan dengan teknik observasi, wawancara, anecdotal record, dan self assessment. Teknik analisis data yang digunakan adalah deskriptif kualitatif dengan menarasikan setiap hasil analisa data yang telah dilakukan reduksi, penyajian dan penarikan kesimpulan. Berdasar penelitian yang sudah di laksanakan dapat di simpulkan bahwa mahasiswa mereka menjadi lebih siap dalam menerima pembelajaran, kesan teratur dan pendewasaan diri terlihat pada pembelajaran ini. Mahasiswa menjadi dapat mengontrol banyaknya pengalaman belajar yang terjadi dan dimiliki, perkembangan keahlian dan wawasan serta mengkaitkan materi satu sama lainnya, dapat mengubah diri pada kinerja/performansi yang paling baik, manajemen diri mahasiswa, dan motivasi diri dan penilaian diri. Hal ini sesuai dengan tujuan dari Self Directed Learning.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

Sign in / Sign up

Export Citation Format

Share Document