The Value of Pacing in Promoting Self-Directed Learning

2019 ◽  
pp. 1-22
Author(s):  
Itumeleng I. Setlhodi
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Experience ◽  
Core Values ◽  
Self Directed Learning ◽  
Learning Framework ◽  
E Learning ◽  
Directed Learning

The chapter presents significant considerations for pacing amid directing own learning in an open distance e-learning environment (ODeL), assuming principles to achieve learning outcomes through processes that support learning style/s in leading own learning. Looking at a variety of factors, the prototypes for self-directedness and elements for self-pacing are presented. A case of an ODeL institution was explored and interviews conducted (n=57) to examine self-directed learning contextual factors in relation to the speed at which learners assume leadership in achieving learning outcomes within an (ODeL) context and gaining independence towards enhancing learning experience. The outcomes reveal that learners gain independence through adopting suitable speed, adopting core values, collaborating, support provided, and will to improve their skills. Finally, a self-directed paced learning framework for adult learners is offered.

scholarly journals Online Learning: Notes for Achieving Effective Learning Outcomes

2021 ◽  
Author(s):  
Abdul Syukur Ghazali
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Outcomes ◽  
Support Systems ◽  
Self Directed Learning ◽  
Effective Learning ◽  
Online Language Learning ◽  
E Learning ◽  
Directed Learning

For successful online learning or e-learning, learners are required to be independent learners. According to Lucy M. and Paul J. Guglielmino (Getting the Most from Online Learning, 2004: 25–27), learners need to ask the following questions: (1) Why should a learner understand why they are learning through e-learning? (2) What do e-learners need to know about self-directed learning? (3) How can e-learners develop their readiness for self-directed learning? (4) What support systems should the learners develop or need? Keywords: Effective Learning Outcomes, Online Learning, Online language learning

scholarly journals Improving the Ability in Academic Writing of Student’s English Education Department Through Self Directed E-Learning

2019 ◽  
Vol 10 (2) ◽  
pp. 211 ◽  
Author(s):  
Yulia Rizki Ramadhani ◽  
Rini Kesuma Siregar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Academic Writing ◽  
T Test ◽  
Self Directed Learning ◽  
Average Value ◽  
Post Test ◽  
E Learning ◽  
Directed Learning ◽  
Paired T Test

The aim of this study is to collaborate on the Self Directed Learning model through the use of moodle technology media in which the learning model can enhance the quality and effectiveness of student learning independently so that students can use technology devices in a correct and proper way. This study utilizes a quantitative approach to the design of OneGroup Pretest-Posttest Design with a pre-experimental research technique. The researcher used cluster samples in the process of collecting samples. The data collected from this study was further analyzed and conclusions were reached using the Prerequisite Test of Analysis and the Paired T-Test Test for hypotheses. The findings of the study with the descriptive statistical analysis showed that the pre-test average value was lower than the post-test average, in description there were differences in the average learning outcomes between the pre-test and post-test. Based on the results of the Paired T-Test statistics, Ha is accepted as having  t-count value (13,691) greater than T-table (2,131). The results of the pre-testand post-testing are differenced on average so there is a significant effect of self-directed learning using moodle to improve student learning achievement in academic writing skills. The average value of the experimental class was included in a sufficient category, according to calculated results from Gain-scores. It means learning through self-directed e-learning is quite effective in order to improve students ' academic writing abilities. Self-directed learning through Moodle and learning resources are quite effective and efficient in improving student learning and can encourage students to learn on-campus as well as at home, train students to be ready for learning, allow students to participate actively during face to face teaching and learning activities so that students can enhance learning outcomes.

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