Developing Self-Directed Learning to Cope With Open and Distributed E-Learning

2019 ◽  
pp. 103-124
Author(s):  
Bernadette Winefrede Geduld
Keyword(s):  
Instructional Strategies ◽  
Learning Model ◽  
Vital Role ◽  
Academic Learning ◽  
Information Communication ◽  
Self Directed Learning ◽  
Academic Challenges ◽  
The Social ◽  
E Learning ◽  
Directed Learning

Self-directed learning is a significant requirement for the development of lifelong learning and has globally developed into a vital role in academic learning. In this chapter, the author will firstly reflect on the social, cultural, educational, and economic characteristics of ODeL students studying through an open and distributed e-learning model. The purpose of this chapter is to reflect on various skills such as cognitive, organizational, emotional, and information communication technology skills that studying through an open and distributed e-learning model (ODeL) demands. A few situational challenges stemming from students' social, cultural, and previous educational contexts are discussed. Thereafter, the concept, self-directed learning, as a requirement for successful academic achievement in ODeL is presented. Lastly, instructional strategies are recommended to support and enhance students' self-directed learning to empower them to overcome the academic challenges in open and distributed e-learning.

Integration Tutorials and Seminars: A Creative Learning Approach for Occupational Therapy Curricula

2000 ◽  
Vol 67 (3) ◽  
pp. 86-92 ◽  
Author(s):  
Emely Smits ◽  
Janice Ferguson
Keyword(s):  
Experiential Learning ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Learning Model ◽  
Academic Learning ◽  
Learning Approach ◽  
Self Directed Learning ◽  
Creative Learning ◽  
Directed Learning ◽  
Effective Transfer

This paper, the first of two companion papers, describes a creative learning approach. Integration Tutorials and Seminars were developed to address concerns of regional fieldwork-education coordinators and preceptors about the ability of third-year student occupational therapists to integrate and apply academic and theoretical knowledge during fieldwork. This ability can be gained through experiential learning in the academic setting and is essential for the effective transfer of academic learning into the students' fieldwork-education experiences (Dale, 1994; Fidler, 1996; McCaugherty, 1991; Neistadt, 1996). The Modified Learning Model of Svinicki and Dixon (1987) was used as a template for an academic course fostering experiential learning. An important secondary goal was to nurture student self-directedness in learning using the philosophy of the Staged Self-Directed Learning Model (Grow, 1991). Case studies were used as a vehicle for engaging and challenging the students. The philosophy, guidelines and process of the Integration Tutorials and Seminars are presented and have the potential to be adapted for occupational therapy curricula around the globe.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals Reconsider deschooling: Alternative towards more accessible and inclusive education

2018 ◽  
Vol 31 (3) ◽  
pp. 256
Author(s):  
Agie Nugroho Soegiono ◽  
Aulia Anis ◽  
Saskia Rizqina Maulida
Keyword(s):  
Informal Learning ◽  
Inclusive Education ◽  
School Setting ◽  
Learning Activities ◽  
Education For All ◽  
Formal Learning ◽  
Delivery Method ◽  
Self Directed Learning ◽  
E Learning ◽  
Directed Learning

This essay discusses deschooling concept as an alternative learning delivery method to achieve education for all. We argue that the deschooling idea, first introduced by Illich before the era of the Internet, has become relevant in relation to today’s education challenges. What we mean by deschooling in this paper is not the abolishment of the schooling system. Instead, the recall of deschooling discourse aims to provide more recognition of learning activities outside of the school setting. The learning webs, a key enabler in deschooling discourse, are realistic when implemented with the help of 21st century’s technology. The argument in this paper utilised an in-depth literature review and discourse analysis in the deschooling debate. To strengthen our argument, we have provided three case studies in the form of informal learning, non-formal learning and e-learning related to deschooling initiatives. Based on our findings, we can conclude that deschooling society is certainly viable. The principles used in deschooling, such as flexibility, inclusiveness, adaptability and personalisation, are alternatives for everyone to have freedom of access, use, copy, and modify learning resources. We also found that there may be possible challenges, including the limitation of self-directed learning, the pitfall of institutionalised capital and a lack of social interaction.

scholarly journals An e-Learning Model for Teaching Mathematics on an Open Source Learning Platform

2018 ◽  
Vol 19 (5) ◽  
Author(s):  
Jeong Yong Ahn ◽  
Akugizibwe Edwin
Keyword(s):  
Open Source ◽  
Social Constructivism ◽  
Learning Model ◽  
Learning Objects ◽  
Vital Role ◽  
Learning Theories ◽  
Learning Platform ◽  
Control Learning ◽  
E Learning ◽  
And Control

Throughout the world, mathematics plays a vital role for the educational and developmental aspirations of any country. The quest to teach mathematical knowledge in a viable and effective way so as to induce creativity and applicability among learners is an ongoing challenge, especially for developing countries. A better understanding of how students learn mathematics coupled with effective application of mathematical e-learning can enhance meaningful learning of mathematics and make the subject more exciting. In this note, we introduce a mathematical e-learning model suitable for the modern digital era based on the learning theories of social constructivism, social realism, and connectivity. We then discuss the feasibility of implementing the model on an open source e-learning platform. Our findings reveal that the platform offers a developer’s tool for coding and customizing templates to attain higher levels of usage and interactivity in which learners can create and control learning objects while they observe the results.   

Mobile Learning in Music Education

2017 ◽  
pp. 162-170
Author(s):  
Jason Chen
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Mobile Learning ◽  
Music Teachers ◽  
Cultural Practices ◽  
Financial Burden ◽  
Self Directed Learning ◽  
Digital World ◽  
E Learning ◽  
Directed Learning

To follow up the trends from an Asian perspective in globalization and technology provided by the Core Perspective, this section further discusses the recent development of mobile learning in music education and ICT in music education in Hong Kong. A detailed study of 120 teachers, including 60 in-service and 60 preservice music teachers’ concerns and expectations regarding mobile learning in the music curriculum, was conducted in 2014 and 2015, respectively, in Hong Kong. The top three concerns among teachers were equipment setup, technical support, and financial burden. The top three expectations are e-learning resources, interactive functions, and self-directed learning. This chapter proposes an ecology of ICT in music education as an “outside in-inside out” relationship, where cultural practices involving mobile learning can be brought into the school, enhanced at school, and then fed back into the digital world at large.

Promoting self-directed learning using a menu of assessment options: the investment model

2006 ◽  
Vol 30 (4) ◽  
pp. 181-194 ◽  
Author(s):  
P. K. Rangachari
Keyword(s):  
Social Life ◽  
Learning Experience ◽  
Scientific Information ◽  
Investment Model ◽  
Self Directed Learning ◽  
Grade Point ◽  
The Public ◽  
The Social ◽  
Directed Learning ◽  
Undergraduate Science

Undergraduate science students took an Inquiry course in their second (sophomore) year. The course was designed to explore the social life of scientific knowledge. They were given a set of eight assessment options: personal logs, targeted oral examinations, commentaries, mini-lectures, individual explorations, research proposals, book reviews, and problem-solving exercises. Each option had a specific maximum mark (percentage or grade point) associated with it. Students were permitted to select any set of options to obtain their total grade for the course. From the student’s perspective, the course provided a valuable learning experience and enabled them to recognize the complexities involved in the process of generating scientific information and making it useful and relevant to the public. The opportunity given to select their own assessment options enhanced their learning. For me, as the sole instructor managing 51 students, the experience was rewarding.

Development of self-directed learning readiness with experiential learning model in analytical chemistry laboratory

2019 ◽  
Vol 6 (2) ◽  
pp. 09-16
Author(s):  
Fatma Alkan
Keyword(s):  
Analytical Chemistry ◽  
Experiential Learning ◽  
Prospective Teachers ◽  
Learning Model ◽  
Chemistry Laboratory ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Post Test ◽  
Directed Learning ◽  
Group Interviews

This paper aims to analyse the effect of quantitative analysis practices in analytical chemistry laboratory designed according to the experiential learning model on the self-directed learning readiness of prospective teachers’. In the research, experiential learning model has four steps that are concrete experience, reflective observation, abstract conceptualisation and active participation. A single group, pre-test post-test experimental design was used. The study group consists of 14 prospective chemistry teachers’. The self-directed learning readiness scale and focus group interviews were used as a data collection tool. After the application increase, the level of self-directed learning readiness. Difference between pre-test and post-test scores of the study group was significant. When the sub-scales of the scale examined, there was a meaningful difference in the ‘willingness to learn and self-control’ sub- scales. In the focus group interviews, the prospective teachers’ emphasised that experiential learning provided an understanding of the purpose of quantitative applications of analytical chemistry. Keywords: Self-directed learning readiness, experiential learning model, analytical chemistry laboratory.

Sign in / Sign up

Export Citation Format

Share Document