A Reflective Essay of a Conceptual Model for Self-Directed Learning for the Adult Learner

2022 ◽  
pp. 163-172
Author(s):  
Maria Paradiso-Testa
Keyword(s):  
Seventh Century ◽  
Learning Theories ◽  
Traditional Learning ◽  
Self Directed Learning ◽  
Art And Science ◽  
Factors Affecting ◽  
Directed Learning ◽  
The Many ◽  
Emergent Theory ◽  
Reflective Essay

Of the many factors affecting our lives today, the ever-changing landscape of education is at the forefront. Learning is a complex behavior which involves cognitive, affective, and psychomotor domains. While pedagogy is the art and science of teaching children, andragogy is the art and science of teaching adults. The term pedagogy came into use in the seventh century. It wasn't until the 19th and 20th centuries that what we know as traditional learning theories—behaviorism, humanism, cognitivism, social cognitivism, and constructivism—were recognized. They were derived from the investigative tools of theorists—Pavlov, Skinner, Piaget, Freud, Maslow, Rogers, and Thorndike—to understand the nature of learning. In 1970, Malcolm Knowles promoted andragogy as a model of assumption that serves as a basis for an emergent theory. Today, the way of differentiating adult learners from children learners is through the process of andragogy.

Videagogy

2013 ◽  
pp. 138-147 ◽  
Author(s):  
Peter M. Jonas ◽  
Darnell J. Bradley
Keyword(s):  
Distance Learning ◽  
Video Recording ◽  
Traditional Learning ◽  
The Internet ◽  
Video Content ◽  
Self Directed Learning ◽  
Teaching Technique ◽  
Directed Learning ◽  
Traditional Pedagogy ◽  
Home Computing

Capitalist economics posits that increased competition between entrepreneurs in an economy leads to better, more consumer friendly products. As colleges compete for students, the same could be said for how modern learners have driven traditional pedagogy to new heights. In the last 30 years, education has witnessed the transformation of distance learning via the internet and home computing, the growth and inclusion of non-traditional learning methods, and most recently, the growth of a ubiquitous video culture via the usage of digital video recording, phone cameras, and web vehicles such as YouTube. This chapter attempts to connect research with the practical components of using technology in the form of humorous, short videos as a new teaching technique called videagogy: from the words video and pedagogy, pronounced vid-e-ah-go-jee. Using humorous videos and allowing students to select video content brings self-directed learning to students in a non-threatening way that actually makes them laugh out loud.

Insuring Self-Direction and Flexibility in Distance Learning for Adults

2011 ◽  
pp. 322-336
Author(s):  
Mary C. Ware
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Adult Learning Theories ◽  
Directed Learning ◽  
Learning Flexibility ◽  
On Line ◽  
Contract Learning ◽  
On Line Learning

Distance learning via the internet has become the key to reaching adult learners globally. Adult learners have been shown to benefit from such qualities as: provisions for self-directed learning, flexibility, and frequent communication with the instructor in order to achieve success. Contract learning and contract grading are two innovations popularized during the “individualized instruction” movement of the 1970s which are being used to assist instructors of twenty-first century on-line learning courses in providing for self-direction, flexibility and frequent communication. The chapter which follows will provide an overview of contract learning and contract grading as it can be used with adult learners in distance learning courses (e.g., courses supported by WebCT, Blackboard). The chapter will examine adult learning theories which support contract learning/grading as well as provide information on designing learning contracts and grading contracts which are appropriate for adult learners.

scholarly journals FACEBOOK® GROUP USAGE TO SUPPORT FLIPPED-CLASSROOM LEARNING ON OCULAR TRAUMA

2020 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Muhamad Reza Utama ◽  
Deny Yuliawan ◽  
Yoyo Suhoyo ◽  
Widyandana Doni
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Ocular Trauma ◽  
Cognitive Engagement ◽  
Traditional Learning ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Active User ◽  
Directed Learning

Background: Facebook has been acknowledged as an alternative media in supporting traditional learning activities. However, its potential in enhancing students’ cognitive engagement on flipped-classroom’ activities is still not much known. This study aims to measure undergraduate medical students’ cognitive engagement changes after joining an ocular trauma flipped-classroom’ Facebook group.Methods: This pre-experimental study was involving 45 third-year undergraduate medical students of Muhammadiyah Surabaya' University who were joining the ocular trauma flipped-classroom' Facebook group. Three cognitive engagement variables were measured before students were joining the group and after the flipped-classroom’ face to face session ended. Finally, metrics data of the group members’ activities, which had been collected using Facebook Insight, used to shown changes between the active and passive user.Results: All users’ (n = 45) cognitive engagement were rising significantly after join the Facebook group (motivation, p = 0,000; self-directed learning readiness, p = 0,000; knowledge towards ocular trauma topic, p = 0,000). Increase in average active user knowledge was 11.09 points higher than passive users. Self-efficacy aspect of the students’ learning motivation and self-management aspects of the students’ self-directed learning readiness were the most increased sub-components.Conclusion: Facebook group has the potential to improve students’ cognitive engagement on ocular trauma’ flipped classroom.  

scholarly journals Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

2020 ◽  
Vol 27 (7) ◽  
pp. 1085-1105
Author(s):  
Sarah Preedy ◽  
Paul Jones ◽  
Gideon Maas ◽  
Hilary Duckett
Keyword(s):  
Extracurricular Activities ◽  
Perceived Value ◽  
Learning Opportunities ◽  
Learning Processes ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Learning Capabilities ◽  
Directed Learning

PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.FindingsFindings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.Originality/valueThe existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.

Pedagogy vs Andragogy Organizations

2014 ◽  
pp. 318-330
Author(s):  
Victor X. Wang ◽  
Susan K. Dennett
Keyword(s):  
Human Resource ◽  
Learning Theory ◽  
Active Role ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Pedagogical Approach ◽  
Approach To Learning ◽  
Directed Learning ◽  
Quality Learning ◽  
Taking Responsibility

Human Resource practitioners have a responsibility to ensure quality learning occurs in their organizations. Therefore, it is important when organizations consider learning in their environment; what constitutes quality learning? Should they be considering a pedagogical approach to learning or should they consider an andragogical approach to learning? Having a better understanding of learning theories will help determine which learning methods may be successful. This chapter compares the pedagogical and the andragogical models. Knowles' self-directed learning theory is discussed, as well as Merriam, Caffarella, and Baumgarnter (2007). Learning contracts are discussed as a way of adults taking responsibility for their learning. The authors describe how adults might take more of an active role for their learning and how educators become more of a facilitator. Reviewing these theories will help organizations maximize learning.

The Attitude of Healthcare Services Management Students towards Self-Directed Learning

2021 ◽  
Author(s):  
Parvaneh Isfahani ◽  
Faezeh Rasulkhani ◽  
Hadiseh Shahreki ◽  
Fatemeh Mohammadi ◽  
Somayeh Samani
Keyword(s):  
Healthcare Services ◽  
Study Data ◽  
Individual Characteristics ◽  
Point Of View ◽  
Medical Sciences ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Many ◽  
Management Students ◽  
Effect Learning

Background: Due to the many developments in the field of science and knowledge, self-directed learning can play a key role in lifelong learning and empowerment as a very important skill. Therefore, this study was conducted to determine the attitude of healthcare services management students of Zabol University of Medical Sciences towards self-directed learning in 2019. Methods: In this descriptive-analytical study, 62 students of health care management major were selected using the census method. A standard questionnaire was used in this study. Data were analyzed using appropriate descriptive and inferential tests. Results: The most frequent elements were "lack of influence from the teacher" (3.24 ± 0.935) in the category of perception of self-direct learning, "higher arousal power than the traditional method" (2.65 ± 0.791) in the category of how to effect learning, "quizzes and tests" (2.73 ± 0.961) in the category of barriers and "good lecture" (3.02 ± 1.000) in the category of motivational factors. Conclusion: From the students' point of view, Individual characteristics played an important role in determining self-directed learning efficiency and lack of knowledge was one of the major obstacles.

Neurobiology of Navigation and Learning: Fourth Dimension Cartography

2018 ◽  
Vol 7 (3.19) ◽  
pp. 63
Author(s):  
Agustín Sepúlveda-Sariego ◽  
Sandra Meza-Fernández
Keyword(s):  
Social Learning ◽  
Present Article ◽  
Physical Space ◽  
Learning Theories ◽  
Fourth Dimension ◽  
Self Directed Learning ◽  
Four Dimensions ◽  
The World ◽  
Directed Learning ◽  
New Perspective

The present article sheds light on new representations of learning. The proposition deals with a representation of learning in four dimensions, in which the highlight is on the navigation across space as a new perspective on the phenomenon of learning. This perspective allows for some aspects of the phenomenon and attempts to show experimental proposals on the matter. Three of the dimensions are based on learning theories: Vigotsky’s Meaningful learning; Piaget’s self-directed learning through discovery; and Vigotsky’s Social Learning. A fourth dimension would be the physical space itself. Animals navigate in different ways through the world. Navigation: the process of being in this world is the basis of learning.  

scholarly journals Integrating Multimedia ICT Software in Language Curriculum: Students’ Perception, Use, and Effectivenes

2014 ◽  
Vol 22 (1) ◽  
pp. 20 ◽  
Author(s):  
Nikolai Penner ◽  
Elzbieta Grodek
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Language Practice ◽  
Language Curriculum ◽  
Factors Affecting ◽  
Alternative Means ◽  
Information And Communication ◽  
Directed Learning

<span>Information and Communication Technologies (ICT) constitute an integral part of the teaching and learning environment in present-day educational institutions and play an increasingly important role in the modern second language classroom. In this study, an online language learning tool Tell Me More (TMM) has been introduced as  a supplementary tool in French and German first and second-year language university classes. At the end of the academic year, the students completed a questionnaire exploring their </span><em>TMM</em><span> usage behaviour and perception of the software. The survey also addressed aspects of the respondents' readiness for self-directed language learning. The data were then imported into SPSS and underwent statistical analysis. The results of the study show that 1) relatively few of today's university students are open to the idea of voluntarily using ICT for independent language practice; 2) grade, price, and availability of alternative means of language practice are the most important factors affecting the students' decision to purchase and use ICT software; 3) there is a relationship between the students' decision to buy and use ICT software and their readiness for self-directed learning.</span>

scholarly journals A Review of MOOCs Implementation in Malaysian Higher Education System

2019 ◽  
Vol 4 (2) ◽  
pp. 1-14
Author(s):  
Naemah Abdul Wahab ◽  
Jamal Othman ◽  
Rozita Kadar ◽  
Saiful Nizam Warris
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Instructional Delivery ◽  
Self Directed Learning ◽  
Factors Affecting ◽  
Higher Education System ◽  
Directed Learning ◽  
The Moment

Massive Open Online Courses (MOOCs) is a present technological innovation of teaching and learning in the modern higher education landscape. MOOCs have reformed the manner of instructional delivery by the educators as well as the way learners acquire their knowledge. For this reason, this study explores the definitions of MOOCs, its characteristics, benefits as well as drawbacks and MOOCs practices in Malaysia. We also look into the assessments and grading practices in MOOCs as well as factors affecting learners’ readiness to MOOCs. Lastly, we discussed some suggestion and future directions for achieving a successful MOOCs implementation in higher education settings. From all the studies done in the recent years, we can perceive that Malaysia has taken the latest step in modernizing the method of instructional delivery in higher learning institutions through the implementation of MOOCs. Although at the moment, MOOCs in Malaysia uses its own mold by blending the traditional classroom setting with only 30 percent of MOOCs used as the online instructional approach, it still encourages learners to adapt with self-directed learning and exploring various ICT tools, inspires the educators to develop updated instructional skills and provide opportunity of lifelong learning experiences to diverse learners’ backgrounds. These lifelong learning practices offer open and flexible education for the entire population, either formally or informally. Recently, Malaysian MOOCs are seen progressing towards providing professional development and training courses in future that goes beyond the need of higher education and university students.

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