The role of teachers’ assessment beliefs in fostering self-directed learning skills within the school learning context and its implications for higher education

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

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Emotional Intelligence, Knowledge Management Processes and Creative Performance: Modelling the Mediating Role of Self-Directed Learning in Higher Education

Sustainability ◽

10.3390/su13052933 ◽

2021 ◽

Vol 13 (5) ◽

pp. 2933

Author(s):

Zahid Shafait ◽

Zhu Yuming ◽

Natanya Meyer ◽

Włodzimierz Sroka

Keyword(s):

Higher Education ◽

Emotional Intelligence ◽

Knowledge Management ◽

Creative Performance ◽

Self Directed Learning ◽

Mediating Role ◽

Management Processes ◽

Directed Learning ◽

Knowledge Management Processes

Grounded on the Knowledge Based View (KBV), this study examines the effects of a knowledge management enabler (Emotional Intelligence) on knowledge management processes (KMPs) in research universities. It investigates the direct effect of KMPs on creative performance. This study further examines the mediating role of Self-directed Learning in a relationship between KMPs and creative performance. This study used a sample frame of 248 academic and administrative personnel from Higher Education Institutions (HEIs) in Pakistan. The relationships were tested through a partial least squares structural equation modelling method. The results reveal that Emotional Intelligence (EI) as an enabler has a positive and significant impact on KMPs. However, a direct relation between self-directed learning and creative performance is insignificant. Also, established associations were found to be positive and significant. This study’s findings validate the academic experience of EI and suggest how academics and administrators of HEIs can value KMPs and the self-directed learning that strengthens creative performance. With the increased importance of EI and KMPs in HEIs, there is a lack of studies investigating the relationship between EI, KMPs and creative performance. This study empirically examines the interface of EI, KMPs and creative performance in HEI’s and enriches the existing literature by exploring the mediating role of self-directed learning.

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Guiding the student entrepreneur – Considering the emergent adult within the pedagogy–andragogy continuum in entrepreneurship education

Education + Training ◽

10.1108/et-03-2020-0069 ◽

2020 ◽

Vol 62 (7/8) ◽

pp. 759-777

Author(s):

Gustav Hägg ◽

Agnieszka Kurczewska

Keyword(s):

Higher Education ◽

Developmental Psychology ◽

Entrepreneurship Education ◽

Self Directed Learning ◽

Conceptual Approach ◽

Content Type ◽

Learning And Teaching ◽

Directed Learning ◽

Transitional Phase

PurposeThe purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education.Design/methodology/approachThe paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed.FindingsOdigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood.Practical implicationsThe paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education.Originality/valueBy introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.

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The Role of Academic Libraries for Augmenting Self-Directed Learning in Higher Education

The Reference Librarian ◽

10.1080/02763877.2018.1530167 ◽

2018 ◽

Vol 60 (1) ◽

pp. 14-28 ◽

Cited By ~ 2

Author(s):

Dilani Kanishka Abeyrathne ◽

Sakunthala Yatigammana Ekanayake

Keyword(s):

Higher Education ◽

Academic Libraries ◽

Self Directed Learning ◽

Directed Learning

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IDENTIFYING HIGHER EDUCATION FIRST-YEAR STUDENTS REPORTED EXPERIENCES STUDYING DURING THE PANDEMIC

European Journal of Education Studies ◽

10.46827/ejes.v8i8.3831 ◽

2021 ◽

Vol 8 (8) ◽

Author(s):

Sanna Ruhalahti ◽

Teija Lehto ◽

Susanna Saarinen ◽

Leena Katto

Keyword(s):

Higher Education ◽

Distance Learning ◽

Well Being ◽

First Year ◽

Digital Learning ◽

Self Directed Learning ◽

Learning Skills ◽

First Year Students ◽

Educational Challenge ◽

Directed Learning

The pandemic situation is having been a challenge for many students. The students starting their higher education at the beginning of 2021 were facing a new kind of educational challenge due to the Covid-19 pandemic. The purpose of this study was to gain insights into first-month studies during the exceptional times. The focus was on Finnish higher education first-year students’ (n=154) reported studying experiences during the COVID-19 pandemic. The participants were bachelor’s degree students who started their higher education studies in January 2021 in the middle of the exceptional pandemic situation caused by COVID-19. Studies during their first months have mainly been organised online, and there have been specific restrictions related to study arrangements. The study used an inductive content analysis to find out the positive and negative impacts of studying during exceptional times. The data for this study was drawn from an online questionnaire. The results indicated that students’ own resources and capacity played an important role in terms of positive or negative study experiences: good study motivation, good distance-learning skills, and self-directedness helped to cope with the exceptional situation, while insufficient distance-learning skills or challenges in self-direction caused difficulties and dissatisfaction among other students. Whereas, teachers’ digital pedagogical skills play a significant role, as the results of this study indicated. In addition, to teaching and learning activities, higher education institutions need to reflect on how student services, counselling, and peer support can be provided remotely. The findings of this study suggest that it is important to pay attention to students’ well-being and self-directed learning skills in digital learning communities and environments. In addition, the study it´s part suggests strengthening teachers’ competencies related to digital pedagogical competencies together with workload allocation and study scheduling. Also, there are a need to deepen learning community building and self-directed learning skills as a part of pedagogical support. Article visualizations:<img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" />

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Latviešu valodas kā svešvalodas apguve Āzijā

Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings - Valodu apguve: problēmas un perspektīva = Language Acquisition: Problems and Perspective ◽

10.37384/va.2020.16.055 ◽

2020 ◽

pp. 55-62

Author(s):

Inga Laizāne

Keyword(s):

Higher Education ◽

20Th Century ◽

Higher Education Institutions ◽

State University ◽

The European Union ◽

Self Directed Learning ◽

Language And Culture ◽

Study Programs ◽

Directed Learning ◽

The Republic

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.

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Development of a Mathematics On-line Project in Engineering Education

Open Education Studies ◽

10.1515/edu-2019-0019 ◽

2019 ◽

Vol 1 (1) ◽

pp. 257-261

Author(s):

Filomena Soares ◽

Ana Paula Lopes ◽

Anna Cellmer ◽

Anne Uukkivi ◽

Carolina Rebollar ◽

...

Keyword(s):

Higher Education ◽

Engineering Education ◽

Tertiary Education ◽

Early Stage ◽

Self Directed Learning ◽

Engineering Mathematics ◽

Information And Communication ◽

Directed Learning ◽

Ict Tools ◽

On Line

AbstractEmbracing tertiary education system represents the beginning of a transition and adjustment period for several students. Most of these have just finished high school where the environment is strictly defined, controlled, stable and attendance is mandatory. Higher Education changes the role of students’ responsibility and this can cause stress and difficulty in the transition to self-directed learning and autonomy promotion. The purpose of this paper is to present an Erasmus+ project that brought together six Higher Education Institutions from different European countries and to describe its current stage. This project aims to develop a shared understanding of engineering mathematics at an early stage of tertiary education and to raise awareness of cultural, professional and educational issues. The initial focus of the work is on the partners’ mutual interest in active learning, particularly the application of Information and Communication Technology in the field of engineering education. When finalised, the project hopes to provide students with a new authentic engineering mathematics subject which meets their needs. This is also the core reason why the on-line course will be composed using innovative pedagogics and ICT tools, as appropriate pedagogics supports students’ procedural, conceptual and application understanding in mathematics and enhances digital competencies, literacy and skills.

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Job Seekers’ Self-Directed Learning Activities Explained Through the Lens of Regulatory Focus

Journal of Career Development ◽

10.1177/0894845321991648 ◽

2021 ◽

pp. 089484532199164

Author(s):

Adam M. Kanar ◽

Dave Bouckenooghe

Keyword(s):

Job Search ◽

Regulatory Focus ◽

Self Efficacy ◽

Learning Activities ◽

Job Seekers ◽

Self Directed Learning ◽

Significant Relationships ◽

Directed Learning ◽

Job Searching

This study aimed to understand the role of regulatory focus for influencing self-directed learning activities during a job search. The authors surveyed 185 job-searching university students at two time points to explore the conditions under which regulatory focus (promotion and prevention foci) impacts self-directed learning activities and the number of employment interviews secured. Both promotion and prevention foci showed significant relationships with self-directed learning activities and number of interviews, and positive and negative affect partially mediated these relationships. The relationships between both regulatory focus strategies and self-directed learning were also contingent on self-efficacy. More specifically, prevention focus and self-directed learning showed a positive relationship for job seekers with high levels of self-efficacy but a negative one for job seekers with low levels of self-efficacy. This research extends the understanding of the role of regulatory focus in the context of self-directed learning during a job search. Implications for research and practice are discussed.

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‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

Disaster Medicine and Public Health Preparedness ◽

10.1017/dmp.2020.423 ◽

2020 ◽

pp. 1-3

Author(s):

Anthony Mark Monaghan ◽

Jake Hudson ◽

Arion Romanos Alexopoulos

Keyword(s):

Medical Education ◽

Medical Student ◽

Flipped Classroom ◽

Independent Learning ◽

Flipped Learning ◽

Potential Utility ◽

Self Directed Learning ◽

Learning Skills ◽

Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

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