scholarly journals The Effect of Students' Digital Literacy Skill to the Quality of Accounting Learning in Self-Directed Learning as Moderating Variables

2021 ◽  
Author(s):  
Dwi Astuti ◽  
Kardiyem Kardiyem ◽  
Wulan Rachmadani ◽  
Saringatun Mudrikah
Keyword(s):  
Digital Literacy ◽  
Literacy Skill ◽  
Self Directed Learning ◽  
Moderating Variables ◽  
Directed Learning

scholarly journals Building Critical Thinking Skills Through a New Design Mobile-Based Interactive Learning Media Knowledge Framework

2021 ◽  
Vol 15 (17) ◽  
pp. 49
Author(s):  
Patni Ninghardjanti ◽  
Chairul Huda Atma Dirgatama
Keyword(s):  
Critical Thinking ◽  
Human Resource Development ◽  
Digital Literacy ◽  
Structural Equation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Validity And Reliability ◽  
Self Directed Learning ◽  
Directed Learning

Education is expected to be a solution to issues in human resource development. A number of initiatives have been made to overcome educational problems ranging from improving the curriculum, developing and increasing the quality of teachers, developing student abilities, and other efforts related to improving the quality of education. Based on the preliminary observation, students’ critical thinking skills were considered low and a confirmatory study related to building critical thinking skills is necessary. This study analyzed critical thinking skills that are built based on perceptions of mobile media, self-directed learning, and digital literacy. The research method used was a quantitative approach by using a questionnaire instrument.. Data analysis included analyses of prerequisite tests including validity and reliability tests. The data were analyzed using the structural equation model (SEM) analysis. The results showed that 1) there was a positive and significant effect on the variable of perceptions on online learning media on self-directed learning and digital literacy, 2) there was a positive and significant effect on the variable of self-directed learning on critical thinking skills 3) there was a positive and significant effect on the variable of digital literacy on critical thinking skills 4) the variable of the perceptions on mobile-based learning media had a positive and significant effect on critical thinking skills through the mediation of self-directed learning and digital literacy.

scholarly journals Can Self-directed Learning Environment Improve Quality of Life?

2016 ◽  
Vol 222 ◽  
pp. 219-227 ◽  
Author(s):  
Noorriati Din ◽  
Shireen Haron ◽  
Rahmah Mohd Rashid
Keyword(s):  
Quality Of Life ◽  
Learning Environment ◽  
Improve Quality ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

scholarly journals DOES REFLECTIVE PRACTICE AND PERSONALISED FEEDBACK FOSTER LEARNING?

2019 ◽  
Vol 5 (1) ◽  
pp. 102-105
Author(s):  
MOHAMAD AZHARI ABU BAKAR
Keyword(s):  
Reflective Practice ◽  
Critical Evaluation ◽  
Reflective Writing ◽  
Self Directed Learning ◽  
Learning Journey ◽  
Directed Learning ◽  
High Level ◽  
Education Science ◽  
Personalised Feedback

Reflective practice is proven as an evidence-based approach in education science. It guides learners to actively engage in critical evaluation of their thoughts, actions, and experience to construct a meaningful framework of understanding. Implementation of reflective practice in learning nurtures students’ self-directed learning to be accountable for their learning journey (Knowles, Gilbourne, Borrie, & Nevill, 2001). Eventually, they can experience deep learning (Parry, Walsh, Larsen, & Hogan, 2012), with the activation of active thinking (Louis & Sutton, 1991) and working memory. The growth of reflective practice requires a high level of attentional control, and metacognition to produce a large spectrum of content knowledge with various mental languages (emotive, volitive, and cognitive). However, the contents of reflective practice have to be guided with personalised feedbacks by the instructors to foster the quality of reflective practice. The instructor has to be catered with the structured rubric of evaluation to provide professional feedback to the student's reflective writing. Therefore, in this study, each reflective writing produced by the student was evaluated based on five categories of the reflective style produced by Bruno & Gilardi (2014).

scholarly journals Self-Directed Learning Improves Quality of Life

2018 ◽  
Vol 3 (10) ◽  
pp. 154-161
Author(s):  
Noorriati Din ◽  
Shireen Haron ◽  
Rahmah Mohd Rashid
Keyword(s):  
Quality Of Life ◽  
Learning Environment ◽  
Publishing House ◽  
Life Quality ◽  
Self Directed Learning ◽  
Directed Learning ◽  
International Publishing ◽  
Environment Index ◽  
Development And Validation

The SeDLE (Self-directed Learning Environment) Index is developed to measure the strength and ability of the learning environment to facilitate self-directed learning. This is a conceptual paper to explain the development and validation of the SeDLE index. Evidence showed that a self-directed learning environment exhibits a self-directed learner in promoting one’s quality of life. The self-directed environment will support and inhibit the ability to function with less supervision among learners thus viewed as a solution to reduce the problem of spoon feeding in the classrooms. Keywords: Self-directed, life, quality, interaction. eISSN 2514-7528 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI:https://doi.org/10.21834/jabs.v3i10.314  

Assessing creativity in musical compositions: flow as an assessment tool

2003 ◽  
Vol 20 (3) ◽  
pp. 277-290 ◽  
Author(s):  
Charles Byrne ◽  
Raymond MacDonald ◽  
Lana Carlton
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Optimal Experience ◽  
Self Directed Learning ◽  
Music Classroom ◽  
Directed Learning ◽  
Creative Products ◽  
Assessment Procedures ◽  
Group Compositions

This study was designed to examine any links between the concept of flow or optimal experience and the creative output of student compositions. The creative products of group compositions by university students (n=45) were rated for creativity and on a number of standard criteria and compared with scores obtained from Experience Sampling Forms (Csikszentmihalyi & Csikszentmihalyi, 1988) completed by each participant. A significant correlation was found between optimal experience or flow levels of students and the quality of their group compositions as measured by creativity ratings. Some implications for educators and learners in the music classroom are explored and a proposed self-directed learning tool is discussed. Some of the issues on the assessment of creativity in music raised by Sheridan & Byrne (2002) are also discussed. This paper highlights the subjective nature of existing assessment procedures, considering whether examiners need extended criteria as opposed to a single dimension of creativity. The formative assessment nature of the flow paradigm is also explored.

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