Methodology for Knowledge Management and Self-Directed, Science Program Engineering Computing

2017 ◽  
pp. 63-81
Author(s):  
Marcos Levano
Keyword(s):  
Knowledge Management ◽  
Computer Science ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
The Self ◽  
Science Program ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Generic Competences ◽  
Self Learning

The following chapter shows the development of a learning methodology used to validate self-directed learning generic competences and knowledge management in a competence-based model in the engineering computer science program of the Universidad Católica Temuco (UCT). The design of the methodology shows the steps and activities of the learning-by-doing process, as shown gradually in the learning results of the competence. The designed methodological process allows creating working schemes for theory-based teaching and learning, and also for practicing and experimenting. The problematology as controlled scenarios is integrated in order to answer problems in engineering, allowing the process of validation in the self-learning and knowledge management competences. Thus, the achievements in the results have allowed helping the teachers to use their learning instruments.

scholarly journals The Self-Directed Learning Ability of Junior Nurses in the Emergency Department: An Up-to-date Survey

2021 ◽  
Vol 3 (1) ◽  
pp. 12-19
Author(s):  
Fali Nie ◽  
Xiaoling Han ◽  
Ziyang Sang ◽  
Xiaomei Ye ◽  
Yanhui Zhong ◽  
...  
Keyword(s):  
Emergency Department ◽  
Economic Incentive ◽  
The Self ◽  
Learning Ability ◽  
Training Methods ◽  
Academic Education ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Major Factors ◽  
Self Learning

Objective This study aimed to evaluate the self-directed learning ability of junior emergency department (ED) nurses and provide the rationale for whether it is necessary to strengthen the training of junior ED nurses. Methods Using the convenience sampling method, a self-directed learning ability questionnaire survey was conducted among 358 junior ED nurses in several tertiary hospitals in Guangdong Province. Results The total score of self-learning ability of junior ED nurses was 119.85±16.82 (scores >135, 85-135, and <85 indicate excellent, intermediate, and poor self-learning ability, respectively). The retrospective analysis showed that gender, whether having participated in academic education, and the degree of motivation for promotion were major factors that affected the self-learning ability of junior ED nurses (P<0.05). Conclusions The self-learning ability of junior ED nurses in Guangdong is at an intermediate level. Nursing managers should pay more attention to the junior ED nurses with poor self-learning ability. In particular, adopting various training methods and establishing appropriate promotion mechanisms and economic incentive measures may help improve their self-learning ability and enable them to meet job requirements.

scholarly journals Utility of self-learning packages in medical teaching: experience from a teaching hospital in South India

2017 ◽  
Vol 4 (6) ◽  
pp. 1613
Author(s):  
Lillykutty Poathen ◽  
Suresh S. Vadakkedom ◽  
Geeta Devi M.
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Teaching Experience ◽  
Clinical Correlation ◽  
Self Directed Learning ◽  
Medical College ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Directed Learning ◽  
Self Learning

Background: Many newer methods of teaching and learning have evolved, and more emphasis is given to self-directed learning. Self- Learning Package (SLP) is a teaching method used for self-directed learning which is complimentary to conventional teaching. Here the teacher plans and sets the teaching material and the students learn at their own time and pace. The proportion of students effectively making use of SLP varies. This study was designed to analyse the usefulness of these self- learning packages and to evolve strategies to improve its effectiveness.Methods: 131 students of second professional MBBS of Govt. Medical College, Kottayam after informed consent and IRB approval were introduced to twenty modules of SLP prepared in the department of Pathology. Students were evaluated for regularity of use and marks scored in sessional exams using a checklist. An open-ended questionnaire was used to get student’s perceptions and suggestions about the use of SLP and was analyzed qualitatively. The data were analyzed by unpaired T test using appropriate statistical software.Results: The study showed that there was significant difference in marks obtained by the regular and irregular users of SLP. Regular users scored more marks compared to the non-users, this difference was more in practical marks than in theory. 25% of students opined that it helped in improving knowledge. 55% felt that it helps in better clinical correlation. 20% felt that it improves knowledge and aids in better clinical correlation. Students also suggested that the modules should be in parallel with lecture topics.Conclusions: Self-learning packages help students to enhance their knowledge and improves the clinical correlation skills if properly prepared and used. Self-motivation of the student and proper faculty guidance is essential for the regular use of SLP.

scholarly journals Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

2016 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Nesreen AbuAssi ◽  
Hanan Alkorashy
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
The Self ◽  
Learning Approach ◽  
Self Directed Learning ◽  
King Saud University ◽  
Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

scholarly journals Self-directed learning in the context of a nursing curriculum: Development of a learning plan

Curationis ◽  
1996 ◽  
Vol 19 (2) ◽  
Author(s):  
B. Majumdar
Keyword(s):  
Health Care ◽  
Nursing Curriculum ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Rapid Pace ◽  
Biological Health ◽  
Learning Contract ◽  
Self Learning

The rapid pace at which biological health breakthroughs and advancements in technology occur is creating unique challenges to health care programmes. The curricula of all health care programmes will need to be set in learning environments where students will be able to develop learning skills that are transportable across situations, over a whole lifetime. This article attempts to focus on self-directed learning (SDL) concepts and the development of a learning contract/plan, including the roles of both the student and faculty in self-learning approaches and contractual development.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

scholarly journals Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255177
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Yuriy Bilan ◽  
Judit Oláh
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Learning Outcomes ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

Drama in Education and Self-Directed Learning for Adults

2011 ◽  
Vol 17 (2) ◽  
pp. 64-79
Author(s):  
Athina A. Karavoltsou ◽  
Carmel O'Sullivan
Keyword(s):  
Adult Education ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Drama In Education ◽  
The Arts ◽  
Education School ◽  
Shared Authority ◽  
Directed Learning ◽  
Motivation To Participate ◽  
Second Chance

Drama in Education (DIE), as an artistic and educational experience, is sufficiently evidenced in the literature as a dialogical, liberating practice of education. This article discusses a practitioner research project in a second chance adult education school in Greece, where the use of a DIE teaching and learning approach was explored in an environmental adult education module. Self-directed learning in this study referred to learner-control and was used to uncover how power relations are constructed through the micro-politics of the classroom. The primary aim of the study was to establish whether the use of a DIE approach could enhance learners' motivation to participate in classroom choices and decisions, and thus take greater control and responsibility for their own learning process. The results indicate that resistance occurred when the teacher delegated greater responsibility than the learners were equipped to handle. The article concludes by advocating an educational encounter of shared authority and vulnerability between teacher and learners when working in and through the arts.

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