scholarly journals A systematic review of research on the use of technology-supported cooperative learning to enhance self-directed learning

2019 ◽  
pp. 203-238
Keyword(s):  
Systematic Review ◽  
Cooperative Learning ◽  
Self Directed Learning ◽  
Use Of Technology ◽  
Directed Learning

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

scholarly journals Introducing cooperative learning: students’ attitudes towards learning and the implications for self-directed learning

2016 ◽  
Author(s):  
Elsa Mentz ◽  
Sukie van Zyl
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Computer Application ◽  
First Year ◽  
Application Technology ◽  
Self Directed Learning ◽  
Positive Attitudes ◽  
Directed Learning ◽  
Students Attitudes ◽  
Attitudes Towards Learning

This article reports on research that aims to enhance self-directed learning by introducing cooperative learning strategies. The two-fold aim of this research was firstly to determine whether the implementation of cooperative learning in a Computer Application Technology class of first-year students contributed to positive attitudes towards learning, and secondly, whether students’ attitudes towards learning, after completion of the cooperative learning intervention, related to their self-directedness. We conclude that the implementation of cooperative learning in a Computer Application Technology first-year class positively contributes to students’ attitudes towards learning and their attitudes towards learning related to their perceived self-directed learning (SDL) readiness.

scholarly journals Evaluation of Self-Directed Learning in Nursing Students: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Mohammad Nazarianpirdosti ◽  
Maryam Janatolmakan ◽  
Bahareh Andayeshgar ◽  
Alireza Khatony
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Meta Analysis ◽  
Self Directed Learning ◽  
Positive Role ◽  
Directed Learning ◽  
Training Courses ◽  
The Mean

Background. Self-directed learning plays an important role in nursing education and is associated with academic achievement, communication self-efficacy, assertiveness, responsibility, and students’ clinical competencies. This study was conducted to analyze the existing research on the level of self-directed learning in nursing students. Methods. In this systematic review and meta-analysis, all studies that had examined the level of self-directed learning in nursing students until March 2, 2020, were searched in Science Direct, Ovid, Scopus, PubMed, ProQuest, Web of Science, and Google Scholar databases. In the meta-analysis section, I2 index and the random effects model were used. Comprehensive Meta-Analysis software (version 2) was used for data analysis. Results. The mean score of self-directed learning in 12 articles with 3830 samples was 156.73 ± 1.47 out of 200 (95% CI: 153.3–160.1). These scores were 153.50 ± 2.71 (95% CI: 148.18–158.82) and 154.67 ± 1.32 (95% CI: 157.50–159.32) in the male and female students, respectively. There was a significant relationship between self-directed learning and sample size, year of study, and semester ( p < 0.05 ). Conclusion. The mean self-directed learning in nursing students was at a moderate level, which does not seem to be sufficient. Given the positive role of self-directed learning in nursing education, it is essential that nursing professors teach self-directed learning skills to students via training courses.

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>

Revitalizing Blended and Self-Directed Learning Among Adult Learners Through the Distance Education Mode of Learning in Ghana

2021 ◽  
pp. 185-203
Author(s):  
Isaac Kofi Biney
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Adult Learners ◽  
Blended Learning ◽  
Self Directed Learning ◽  
Use Of Technology ◽  
Directed Learning ◽  
Global North ◽  
University Of Ghana

Higher education institutions (HEIs) are witnessing increasing participation of non-traditional learners, learning by distance education (DE) mode. Blended learning (BL) strategy is adapted to create opportunities for adult learners to improve knowledge, skills, and intellectual capacities to impact, among others, productivity at workplace. This chapter explores the use of technology to conceptualize BL and self-directed learning (SDL). It discussed blended learning as practiced in the global north and the global south. It examined SDL and focused attention on blended learning as practiced in HEIs, using University of Ghana as a case study. It identified issues involved in blended learning and mapped up solutions in revitalizing self-directed learning culture among the young adults in Ghana. The chapter concludes that the state-of-the-art computer laboratories which power the Sakai LMS should be refurbished and retooled to deepen BL and SDL culture among adult learners in Ghana.

COOPERATIVE LEARNING STRATEGIES FOR PROMOTION OF STUDENT’S SELF-DIRECTION

2015 ◽  
pp. 61
Author(s):  
Gunārs Strods
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Average Level ◽  
Control Group ◽  
Self Directed Learning ◽  
Group Data ◽  
Study Results ◽  
Directed Learning ◽  
Learning Development

<p>This article presents results of promotion of students self-direction in cooperative learning in teacher training. The purpose of the study was to work out and implement an cooperative learning model for promotion of student self-directed learning skills in teacher training in university, and explore the relationships between the cooperative learning process and self-directed learning development. Empirical data were collected through self-directed learning-eadiness tests (SDLRS/LPA) and interviews at the beginning and the end of the semester. The data of experiment group were compared with control group data, and 170 students were involved in the study. Results indicate that self-directed learning readiness improves through cooperative learning processes for students of all levels, while in traditional process below average and average level students’ readiness improves, and above average level students’ readiness expressions are limited and readiness for self-direction decreases.</p>

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