Self-Directed Learning for the Knowledge Worker

2022 ◽  
pp. 1-14
Author(s):  
Jillian R. Yarbrough ◽  
Patrick C. Hughes
Keyword(s):  
Knowledge Worker ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Critical Function ◽  
Advanced Society ◽  
Amount Of Information ◽  
Learning Success ◽  
Directed Learning ◽  
Life Roles

Learning is an increasingly critical function for every individual as we race into a technological and global advanced society. Consider that with advances in technology the amount of information we can obtain has grown, our workdays have expanded, and our work expectations are boundaryless. Now, more so than ever, individuals who want to be competitive must choose to continue learning. Not just gathering information but learning such that they are obtaining key information and can measure their own learning success. With this awareness, self-directed learning becomes a critical skill for all individuals in all life roles. The chapter will define self-directed learning, discuss relevant theories, present two self-assessment learning tools, and finally, offer a model for application.

Corpora as Tools for Self-Driven Learning

2020 ◽  
pp. 166-190
Author(s):  
Reka R. Jablonkai ◽  
Neva Čebron
Keyword(s):  
Early Stage ◽  
Language Skills ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Complex Activity ◽  
Undergraduate Level ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Efl Students ◽  
Structured Approach

Can EFL students be profitably introduced to compilation of DIY corpora for various ESP domains even at the undergraduate level? How can they benefit from self-directed exploitation of language corpora at such an early stage? What language skills can a corpus-based ESP course enhance? This chapter discusses the advantages and limitations of a structured approach to pedagogical corpus consultation and corpora as self-directed learning tools as applied in an innovative corpus-based ESP course. A multifaceted enquiry of students' assessment and perception of the course - initial feedback, questionnaire, and focus group – was conducted. Results indicate that although students perceived corpus use as a complex activity, their attitude to the corpus approach was positive and they recognised the benefits of corpora as self-directed tools. Suggestions for further improvements of such practices are also discussed.

scholarly journals Self-Assessment on the Competencies and Reported Improvement Priorities for Pediatrics Residents

2012 ◽  
Vol 4 (4) ◽  
pp. 445-453 ◽  
Author(s):  
Su-Ting T. Li ◽  
Daniel J. Tancredi ◽  
Ann E. Burke ◽  
Ann Guillot ◽  
Susan Guralnick ◽  
...  
Keyword(s):  
Core Competencies ◽  
Medical Knowledge ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Cross Sectional ◽  
Individualized Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Level Of Training ◽  
Sectional Analysis

Abstract Background Self-assessment and self-directed learning are essential to becoming an effective physician. Objective To identify factors associated with resident self-assessment on the competencies, and to determine whether residents chose areas of self-assessed relative weakness as areas for improvement in their Individualized Learning Plan (ILP). Methods We performed a cross-sectional analysis of the American Academy of Pediatrics' PediaLink ILP database. Pediatrics residents self-assessed their competency in the 6 Accreditation Council for Graduate Medical Education competencies using a color-coded slider scale with end anchors “novice” and “proficient” (0–100), and then chose at least 1 competency to improve. Multivariate regression explored the relationship between overall confidence in core competencies, sex, level of training, and degree (MD or DO) status. Correlation examined whether residents chose to improve competencies in which they rated themselves as lower. Results A total of 4167 residents completed an ILP in academic year 2009–2010, with residents' ratings improving from advanced beginner (48 on a 0–100 scale) in postgraduate year-1 residents (PGY-1s) to competent (75) in PGY-3s. Residents rated themselves as most competent in professionalism (mean, 75.3) and least competent in medical knowledge (mean, 55.8) and systems-based practice (mean, 55.2). In the adjusted regression model, residents' competency ratings increased by level of training and whether they were men. In PGY-3s, there was no difference between men and women. Residents selected areas for improvement that correlated to competencies where they had rated themselves lower (P < .01). Conclusion Residents' self-assessment of their competencies increased by level of training, although residents rated themselves as least competent in medical knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.

scholarly journals Interactive Atlas of Histology: A Tool for Self-Directed Learning, Practice, and Self-Assessment

2007 ◽  
Vol 21 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Emile Z. Goubran ◽  
Sivarama P. Vinjamury
Keyword(s):  
Student Satisfaction ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Academic Competency ◽  
Grade Point ◽  
Directed Learning ◽  
Survey Results ◽  
Exam Scores ◽  
High Level ◽  
Chiropractic Students

Purpose: An interactive atlas of histology was developed for online use by chiropractic students to enable them to practice and self-assess their ability to identify various histological structures. This article discusses the steps in the development, implementation, and usefulness of an interactive atlas of histology for students who take histology examinations. Methods: The atlas was developed by digitizing images imported through a video-microscope using actual microscope slides. Leica EWS 2100 and PowerPoint software were used to construct the atlas. The usefulness of the atlas was assessed through a comparison of histology exam scores between four classes before and four classes after the use of the atlas. Analysis of admissions data, including overall grade point average (GPA), science and nonscience GPA, and a number of course units, was done initially to avoid any identifiable differences in the academic competency between the two being compared. A survey of the students was also done to assess atlas usefulness and students' satisfaction with the atlas. Results: Analysis of histology exam scores showed that the average scores in the lab exam were significantly higher for the classes that used the atlas. Survey results showed a high level of student satisfaction with the atlas. Conclusion: The development and use of an online interactive atlas of histology for chiropractic students helped to improve lab exams scores. In addition, students were satisfied with the features and usefulness of this atlas.

scholarly journals INSTRUCTIONAL DESIGN OF KNOWLEDGE NUGGETS

2021 ◽  
Author(s):  
Christian Ploder ◽  
◽  
Lisa Ehrhardt ◽  
Laura Gamper ◽  
Christoph Hazy
Keyword(s):  
Time Frame ◽  
Training Methods ◽  
Self Directed Learning ◽  
Use Of Technology ◽  
Learning Success ◽  
Video Tutorials ◽  
Level 3 ◽  
Directed Learning ◽  
Great Relevance ◽  
Level 2

Throughout their careers, all students experience the same set of learning routines within the same time frame and following the same pedagogical approach based on identical materials. In contrast, Knowledge Nuggets provide students with different opportunities to achieve specific learning outcomes through self-directed learning activities. An individual student's skill inventory could improve the full individualization of the Knowledge Nugget delivery at the start of each class. Knowledge Nuggets are considered learning materials organized within small, defined topics. This granularity makes the content easier to consume at an individual pace. Depending on their scope and size, these Knowledge Nuggets can vary. The level does not indicate the amount of content or the shared knowledge's difficulty but how the learning is prepared and conveyed. The simplest way (level 1) to share knowledge is only to provide text within a document. The next higher level 2 includes a slideshow explained in more detail by playing an audio podcast - so the combination of visual with audio should attend two senses in parallel. The slides contain images or diagrams in addition to keywords. Video tutorials are the most advanced ways to share knowledge. This type of tutoring allows instructors to visually illustrate content to minimize complexity by combining text, speech, images, and animation. With level 3 (video tutorials), it is possible to address more senses simultaneously. However, all three levels offer the same characteristics: practicality, reproducibility, and manageable time. These characteristics are of great relevance to be accepted as training methods in any educational program. The progressive redistribution of dimensions occurs in elaboration, the use of technology, and the cognitive load. The paper aims to determine why the different levels are essential for the overall picture and how the measurement of learning success can be measured.

scholarly journals e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors

2016 ◽  
Author(s):  
Jorrick Beckers ◽  
Diana Dolmans ◽  
Jeroen Van Merriënboer
Keyword(s):  
Systematic Review ◽  
Learning Goals ◽  
Learning Tools ◽  
Personal Factors ◽  
Inclusion Criteria ◽  
Self Directed Learning ◽  
Plan Implementation ◽  
Self Evaluation ◽  
Directed Learning ◽  
Process Factors

<p>e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet clear under which conditions e-portfolios optimally facilitate the development of these skills. We conducted a systematic review aimed at identifying and understanding influences on the development of self-directed learning with an e-portfolio. Inclusion criteria were used to select recent, high quality studies that focused on e-portfolios and reported an influence on self-directed learning. There were 17 articles that met the inclusion criteria. Institutional factors, curriculum factors, learning process factors, personal factors, and portfolio factors were identified. Portfolios are used most effectively when faculty development aimed at supervising self-directed learning skills development is provided, when the portfolio is integrated into the educational routine, when teachers coach students regularly, when scaffolding is applied to increase motivation, and when the portfolio is designed to facilitate at least goal-setting, task-analysis, plan implementation, and self-evaluation.</p>

An Open Source Self-Assessment Platform as Technological Tool for Distance and Open Education Learners

2018 ◽  
Vol 39 (1) ◽  
pp. 89-108
Author(s):  
Simon-Peter Kafui Aheto ◽  
Johannes C. Cronjé ◽  
Dick Ng'ambi
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Open Education ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Higher Order Thinking Skills ◽  
Teacher Student ◽  
Assessment Techniques ◽  
Directed Learning ◽  
Technological Tool

This paper explores the use of the WikiEducator E-quiz platform as an educational tool to enhance self-assessment techniques applied by distance and open education learners. Anderson’s Model explains six different types of interaction: student-student, student-teacher, student-content, teacher-teacher, teacher-content and content-content. The model has a number of intertwining links with higher order thinking skills—analysis, evaluation and creating—of Bloom’s Digital Taxonomy. Most of the learner-participants in this pilot study presented in this paper were privileged to have access to a computer, mobile phone and Internet, that enabled them to access, edit and add content to the E-quiz platform. A review of literature involved two main topics, namely self-directed learning and self-assessment. This study was qualitative in nature and conducted at a university in Ghana. Initially, Bower’s affordances analysis was used to test the efficacy and appropriateness of the WikiEducator E-quiz platform for distance education. The affordances analysis not only assisted in analysing the platform and the tasks to achieve, but also identified the gaps. Learners who used the platform critiqued and reflected on the platform from their own perspectives. Two of the principal author’s colleagues were instrumental in offering their opinions of the platform from a teacher’s lens.

Student Self-Assessment of Operative Dentistry Experiences: A Time-Dependent Exercise in Self-Directed Learning

2017 ◽  
Vol 81 (5) ◽  
pp. 571-581
Author(s):  
Michael J. Metz ◽  
Marcelo T. Durski ◽  
Megan O'Malley DeGaris ◽  
Timothy C. Daugherty ◽  
Randall L. Vaught ◽  
...  
Keyword(s):  
Time Dependent ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Operative Dentistry ◽  
Directed Learning
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