Self-Directed Learning in Family Medicine

2014 ◽  
pp. 141-163
Author(s):  
Theresa J. Barrett
Keyword(s):  
Adult Learners ◽  
Learning Strategies ◽  
Family Physicians ◽  
Learning Goals ◽  
Learning Needs ◽  
Human History ◽  
Learning Models ◽  
Self Directed Learning ◽  
Biomedical Knowledge ◽  
Directed Learning

Self-directed learners are able to recognize their learning needs, set their learning goals, identify the resources necessary to accomplish those goals, implement learning strategies, and evaluate the results of their efforts (Brockett & Hiemstra, 1991). Self-directedness is a skill that many adult learners possess. In an age when biomedical knowledge is increasing at a pace never before seen in human history, being a self-directed learner is not just a necessary skill, it is a critical one for family physicians. This chapter provides a brief overview of several self-directed learning models and the characteristics of self-directed learners, discusses self-directed learning in the context of continuing medical education, and provides an assessment of family physicians as self-directed learners.

Self-Directed Learning in Family Medicine

2016 ◽  
pp. 126-150
Author(s):  
Theresa J. Barrett
Keyword(s):  
Adult Learners ◽  
Learning Strategies ◽  
Family Physicians ◽  
Learning Goals ◽  
Learning Needs ◽  
Human History ◽  
Learning Models ◽  
Self Directed Learning ◽  
Biomedical Knowledge ◽  
Directed Learning

Self-directed learners are able to recognize their learning needs, set their learning goals, identify the resources necessary to accomplish those goals, implement learning strategies, and evaluate the results of their efforts (Brockett & Hiemstra, 1991). Self-directedness is a skill that many adult learners possess. In an age when biomedical knowledge is increasing at a pace never before seen in human history, being a self-directed learner is not just a necessary skill, it is a critical one for family physicians. This chapter provides a brief overview of several self-directed learning models and the characteristics of self-directed learners, discusses self-directed learning in the context of continuing medical education, and provides an assessment of family physicians as self-directed learners.

scholarly journals Knowledge and practices regarding self-directed learning among undergraduates from a medical college in Kerala

2019 ◽  
Vol 6 (8) ◽  
pp. 3438
Author(s):  
Suba Joice Yesubakthan ◽  
Blessed S. Sargunam ◽  
Judith Rajendran ◽  
Beena I. Bhasy
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Cross Sectional Study ◽  
Learning Goals ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Medical College ◽  
Directed Learning ◽  
Knowledge And Practice

Background: Medical education for undergraduates is a challenging area and medical professionals are life-long learners. Self-directed learning (SDL) is adult learning process. SDL describes a process where individuals take initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. This study assessed knowledge and practices regarding SDL among medical undergraduates and looked for association between gender and year of study with knowledge and practices of different components of SDL.  Methods: A cross-sectional study was conducted among 192 students doing final year and internship at Dr. Somervell Memorial CSI Medical College, Kerala from April to July 2018 after obtaining clearance from Institutional ethics committee. Data was collected using a predesigned and pretested structured self-administered questionnaire on socio demographic profile, knowledge, practices, barriers and opportunities regarding SDL. Data was entered in excel sheet and analyzed using SPSS trial version 21.0.  Results: Majority of the students had good knowledge regarding the components of SDL and practiced components like identifying their learning needs, objectives, commitment and implementation of the learning process. Only 57.3% students evaluated learning process and 31.8% alone had an educator as facilitator. Important barriers identified were self-motivation (88%) followed by time (81.8%).  Conclusions: Interns had better knowledge and practice of SDL components compared to final year students. Though females had a better knowledge and practice of SDL components compared to males it was not statistically significant.

Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics

2016 ◽  
Vol 54 (8) ◽  
pp. 1168-1188 ◽  
Author(s):  
Andrew Chan-Chio Lao ◽  
Hercy N. H. Cheng ◽  
Mark C. L. Huang ◽  
Oskar Ku ◽  
Tak-Wai Chan
Keyword(s):  
Learning Strategies ◽  
Second Graders ◽  
Motivational Orientation ◽  
Learning Goals ◽  
Self Directed Learning ◽  
Computing Device ◽  
Extrinsic Goals ◽  
Learning Tasks ◽  
Directed Learning ◽  
And Mathematics

One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system based on their e-portfolio and strive for the goals with efforts and mathematics capability. However, unlike adults who hold specific purposes that lead to enhanced motivation for SDL, children’s motivation is crucial for learning individually. Therefore, this study examines the differences in motivational orientation and learning strategies between second graders with different intensities of intrinsic and extrinsic goals. The results indicate that students with high intensity of both intrinsic and extrinsic goals demonstrate significantly higher motivational orientation and learning strategies than those with low intensity of goals. These results provide supportive evidence for the design of CS-SDL at the elementary level and offer a reference for exploring children’s motivational differences in CS-SDL.

scholarly journals Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Jamie Loizzo ◽  
Peggy A. Ertmer ◽  
William R. Watson ◽  
Sunnie Lee Watson
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
Adult Learners ◽  
Human Trafficking ◽  
Adult Learner ◽  
Ethnographic Study ◽  
Self Determination ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Directed Learning

Despite the increased attention given to MOOCs over the last four years, learners’ voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors’ and masters’ degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed learning and self-determination theories, we were interested in investigating learners’ motivations for enrolling in the MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the MOOC. Reasons for enrollment varied from personal enjoyment to professional development, and differing definitions emerged regarding completion or success in a MOOC. Implications of this study include a proposed conceptual framework of adult learner MOOC motivations and goals, which may inform the intentional instructional design of MOOCs to better meet adults’ self-directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change.

scholarly journals Effect of Students’ Self-Directed Learning to Self-Care in Organs of Human Body Lesson on Daily Life

2019 ◽  
Vol 3 (2) ◽  
pp. 387
Author(s):  
Reni Marlina ◽  
Dian Miranda ◽  
Marmawi Marmawi ◽  
Andri Maulidi
Keyword(s):  
Learning Strategies ◽  
Human Body ◽  
Quantitative Research ◽  
Daily Life ◽  
Self Care ◽  
The Body ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Quantitative Research Methods ◽  
Directed Learning

This study aims to describe the effects of self-directed learning skills on self-care for organs of the body among five-year-old children in the kindergartens of Kubu Raya District, West Kalimantan. The methods used in this study were qualitative and quantitative research methods. The results of this study showed that the respondents were able to diagnose learning needs with good criteria, had not been able to formulate learning objectives independently, were able to identify learning resources with good criteria, were able to choose and apply appropriate learning strategies, and were happy to evaluate their learning outcomes with the very good criteria. In the aspect of self-care for organs, the students had knowledge about the organs and understood how to maintain with good criteria. The students had used their time to care for organs, had not been able to describe the functions of organs, and were able to analyze knowledge about personal health with very good criteria. The results of the analysis indicates that self-directed learning affected self-care for organs of the body. It is recommended for teachers and parents to teach the human body recognition not only having an accessory but more emphasis on practice in daily life

Self-directed learning at the point of care

2017 ◽  
Vol 10 (3) ◽  
pp. 178-182
Author(s):  
Kieran Walsh
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Point Of Care ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Material Resources ◽  
Directed Learning

Self-directed learning ‘is a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes’. The purpose of this article is to explain why self-directed learning is important; to outline the important steps in self-directed learning; to summarise the evidence for self-directed learning; and to suggest criteria to help you choose appropriate tools that will help with self-directed learning at the point of care.

scholarly journals ANALYSIS THE IMPLEMENTATION OF SELF DIRECTED LEARNING IN LEARNING ENGLISH FOR SPECIFIC PURPOSE

2020 ◽  
Vol 3 (1) ◽  
pp. 61-70
Author(s):  
Gabriel Fredi Daar ◽  
Fransiskus Jemadi
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Research Result ◽  
Learning Goals ◽  
Learning Needs ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Study Program ◽  
Directed Learning ◽  
Learning English

Self Directed Learning is the actions taken by which the students independently take initiative to assess their own learning needs, set up learning goals with implementation of appropriate strategies and evaluate learning outcome. This study aims to find out how Students of Nursing at Unika Santu paulus Ruteng, Flores implement self Directed Learning in learning English for Specific Purposes (ESP). It’s mixed method research combining the use of quantitative and qualitative study. For the purpose of quantitative study, it’s used total sampling. Therefore, all 6th semester students numbered 32 were chosen as the samples of the research. Meanwhile for the purpose of qualitative study, it’s chosen 6 students taken purposively. The research result showed that most students of Nursing Unika Santu Paulus Ruteng 23 (71.9%) implemented medium Self Directed Learning in learning English for Specific Purpose (ESP).  It’s furthermore supported by the findings of qualitative study which was elaborated and described based on Self Directed Learning processes namely 1) self learning awareness, 2) planning to learn, 3) learning goal, 4) being discipline to learn, 5) self confident, 6) hard working to learn, and 7) originality. The findings would be the suggestions for school authorities in particular English teacher to plan for applying Self Directed Learning in learning English for Specific Purpose at Nursing Study program Unika Santu Paulus Ruteng, Flores. By knowing earlier the concept and how to apply SDL, students of Nursing have a free will to implement it in learning English.Keywords: SDL, learning English, ESP, nursing students

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

Transformational Shifts of Pedagogy Through Professional Development, Essential Questions, and Self-Directed Learning

2018 ◽  
pp. 160-178
Author(s):  
Ronda Cypret-Mahach
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Self Directed Learning ◽  
Essential Questions ◽  
Directed Learning ◽  
Transformational Experiences ◽  
Star Reading

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

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