Undergraduate Student Stress, Classroom Engagement, and Self-Directed Learning Postcurricular Revision

2021 ◽  
Vol 60 (10) ◽  
pp. 566-569
Author(s):  
Rose A. Rossi ◽  
Anne M. Krouse ◽  
Jean Klein
Keyword(s):  
Undergraduate Student ◽  
Classroom Engagement ◽  
Self Directed Learning ◽  
Student Stress ◽  
Directed Learning

Undergraduate Student Perception of Caring and Trust

2019 ◽  
pp. 23-43
Author(s):  
Pamela Lee Grant
Keyword(s):  
Adult Learning ◽  
Student Learning ◽  
Undergraduate Student ◽  
Student Perception ◽  
The Self ◽  
Self Directed Learning ◽  
Learning Framework ◽  
Directed Learning ◽  
The Relationship

The purpose of this chapter is to provide information about the use of caring and trust within the undergraduate classroom as it may apply to self-directed learning. Some evidence of the relationship between caring and trust is provided through a recent study by the author. Malcolm S. Knowles' Designs for Adult Learning demonstrates the use of both caring and trust within the self-directed learning framework. The method used by Knowles takes a caring approach to student learning that is based in trust between the educator and student.

scholarly journals Microteaching revisited! A tool for improving undergraduate student seminars

2021 ◽  
Vol 64 ◽  
pp. S70-S75
Author(s):  
Kanavi Roopa Shekharappa ◽  
C. N. Tejaswi ◽  
Savita S. Patil ◽  
B. M. Lakshmikanth
Keyword(s):  
Undergraduate Student ◽  
Intervention Group ◽  
Control Group ◽  
Self Directed Learning ◽  
Chi Square ◽  
Self Evaluation ◽  
Perceptions Of Students ◽  
Pedagogical Skills ◽  
Directed Learning ◽  
Common Perception

Objectives: A deluge of techniques are made available for students to encourage for self-directed learning. Microteaching is one of the old techniques which is traditionally used as a method to improve pedagogical skills. Incorporating microteaching techniques in student seminars enhance the effectiveness of the learning process. The objectives of the study were to assess the effectiveness and perceptions regarding microteaching methodology in improving the undergraduate student seminars. Materials and Methods: The study was conducted among ten randomly selected 1st year MBBS students. They were assigned a seminar topic from pre-discussed lecture in Physiology. They were divided into two equal groups and one group underwent training in microteaching through a workshop. Each student from both the groups presented seminar which was evaluated on Likert’s scale by standardised blinded observers consisting of 13 faculty and 12 students. Perceptions of students were assessed by self-evaluation. The data were analysed by Chi-square and Mann–Whitney U-test. Results: Each student was evaluated by 25 members and got 125 responses from each group. The median score for all the components in the assessment was significantly higher in the intervention group as compared to the control group. The presentation skills, providing non-verbal clues and stating the objectives were significantly better among the microteaching trained group (P ≤ 0.05). Common perception among the intervention group was that they found it interesting, innovative, improved presentation skills, interactive and needed preparation for application and analysis, whereas some students felt lack of time and motivation were the obstacles for implementation of microteaching methodology for student seminars. Conclusion: The students found microteaching methodology to be very interesting and useful learning tool. Microteaching technique assists students to develop competence and confidence in seminar presentations.

scholarly journals Student perspectives on self-directed learning

2014 ◽  
pp. 13-25 ◽  
Author(s):  
Carolinda Douglass ◽  
Sherrill R. Morris
Keyword(s):  
Focus Groups ◽  
Undergraduate Student ◽  
Learning Processes ◽  
Student Perspectives ◽  
Self Directed Learning ◽  
Factors Associated ◽  
Directed Learning ◽  
Specific Factors ◽  
Facilitators And Barriers ◽  
Faculty And Administrators

Abstract:  Undergraduate student perspectives regarding specific factors associated with self-directed learning were collected through eight focus groups. A total of 80 upperclassmen provided input revealing three emergent themes in the focus groups responses: (1) Student-Controlled, (2) Faculty-Controlled, and (3) Administration-Controlled Facilitators and Barriers to promoting self-directed learning.  Students acknowledged much of their learning was within their control.  However, they did note that faculty and administrators have a significant impact on their desire and ability to learn.  In an effort to empower students to direct their own learning processes the results of this study have been integrated into campus assessment initiatives including the development of a student organization to provide a consistent, student-led forum for students to voice their opinions and concerns about their learning processes and assessment.

scholarly journals Ready or not: Kindergarten classroom engagement as an indicator of child school readiness

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Caroline Fitzpatrick
Keyword(s):  
Elementary School ◽  
Cognitive Control ◽  
School Readiness ◽  
School Achievement ◽  
Childhood And Adolescence ◽  
Task Orientation ◽  
Classroom Engagement ◽  
Self Directed Learning ◽  
Readiness To Learn ◽  
Directed Learning

Children’s preparedness for school is an important predictor of their eventual academic attainment, health, and personal success well into adulthood. Although kindergarten knowledge of numbers and vocabulary represent robust indicators of children’s readiness to learn at school entry, theory and research suggest that self-directed learning skills are also important in meeting the challenges of the elementary school classroom. This review examines evidence related to the potential benefits (e.g. improving children’s academic outcomes) of targeting classroom engagement skills, a person-environment fit characteristic reflecting task-orientation and industriousness. Reviewed studies suggest that classroom engagement skills are malleable and robust predictors of later elementary school achievement. Research also suggests that cognitive control skills in the form of executive functions are likely to underlie individual differences in classroom engagement. This paper provides evidence that developing pre-school and kindergarten curriculum that target cognitive control can be a useful strategy for enhancing student engagement behaviour. Developing early interventions that bolster school readiness can then help social impairments in childhood and adolescence.

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