scholarly journals Curricular Perspectives on Promotion of Self-Directed Learning : Content Analysis of Articles in “Journal of JSEE”

2019 ◽  
Vol 67 (5) ◽  
pp. 5_63-5_68
Author(s):  
Tomokazu FUJITSUKA
Keyword(s):  
Content Analysis ◽  
Self Directed Learning ◽  
Learning Content ◽  
Directed Learning

Self-Directed Learning Strategies in Adult Educational Contexts

2019 ◽  
pp. 124-137
Author(s):  
Roaa Aljafari
Keyword(s):  
Adult Education ◽  
Learning Strategies ◽  
Learner Control ◽  
Training Model ◽  
The Self ◽  
Individual Autonomy ◽  
Self Directed Learning ◽  
Learning Content ◽  
Directed Learning ◽  
The Impact

Self-directed learning is a teaching model where the learning content which is predetermined by the educator as well as the students tends to learn at their own pace to enable them to master the content provided. The features of self-directed learning may include individual autonomy, learner control, and autoindexing. In addition, self-directed learning has grown to become a generic training model for medicine, business, and adult education. Problem-based learning also tends to involve elements of self-directed instructions in its model. Self-directed learning also has evaluation tools that enable it to measure the impact of the self-directed learning on the students such as the ability for the students to perceive themselves as having the skills as well as attitudes required for successful learning.

scholarly journals An analysis of the impact of a leadership intervention on an undergraduate work-based learning project for human resource management students

2019 ◽  
Vol 11 (1) ◽  
pp. 53-62
Author(s):  
Trevor Gerhardt
Keyword(s):  
Content Analysis ◽  
Action Research ◽  
Human Resource ◽  
Self Directed Learning ◽  
Group Leaders ◽  
Content Type ◽  
Mature Adults ◽  
Directed Learning ◽  
The Impact ◽  
Leadership Intervention

Purpose The purpose of this paper is to analyse the impact of an action research intervention during a work-based learning (WBL) project among human resource management (HRM) students at a business college in London. The intervention was the researcher’s meeting with the nominated group leaders to facilitate reflection on their leadership and instil confidence. Design/methodology/approach This paper is based on an action research leadership intervention on a broader undergraduate WBL module taught across nine disciplines and numerous projects. The action learning involved the phases of action, reflection, learning and planning. The sample was five group leaders on one of the projects for HRM students. A content analysis of their assessment submissions was included in the reflection, learning and planning phases. Findings Based on a content analysis, most of the group leaders acknowledged the leadership intervention in their submissions in varying degrees of quantity and quality. The findings reflect the impact of the intervention upon leadership confidence and the application of theory on practice. Specific leadership input would enhance the impact. The intervention did address confidence which impacted self-directed learning. Research limitations/implications The research is limited to a specific context and small sample. It is limited by the fact that reflective assessment work could not be used in comparison with the project assessment submissions. Practical implications The research demonstrates directly from the assessed submissions of students the benefit of WBL with a specific focus on confidence, leadership, reflection and self-directed learning. It demonstrates as an example the application of action research on a small WBL sample. Social implications The research is the evidence of the importance of leadership and confidence among mature adults in WBL contexts. Originality/value This paper demonstrates the impact of WBL on the learning of mature adults and, furthermore, the impact of a leadership intervention on the motivation of students for self-directed learning.

scholarly journals Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

2016 ◽  
Vol 18 (2) ◽  
pp. 105-118 ◽  
Author(s):  
Ausra Kazlauskiene ◽  
Ramute Gaucaite ◽  
Rasa Poceviciene
Keyword(s):  
Content Analysis ◽  
General Education ◽  
Educational Practice ◽  
Process Research ◽  
Educational Process ◽  
Theory And Practice ◽  
Self Directed Learning ◽  
Education School ◽  
Directed Learning ◽  
Practical Experiences

Abstract Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the strategic document plane but also in educational practice. However, its implementation in practice is complicated. The success of the interaction between theory and practice largely depends on the teacher’s professionalism. Therefore, the insights that have emerged in the context of teachers’ practical experiences applying self-directed learning are important identifying preconditions for sustainable changes in didactics. The semi-structured written survey and the content analysis enabled the authors to find out preconditions for changes in didactics, manifesting themselves through the teacher’’s personal self-actualisation, the student’s empowerment to learn and redistribution of powers of participants of the educational process. Research results suggest that identified preconditions for changes in didactics are interrelated and illustrate manifestation of sustainable changes in didactics.

scholarly journals STUDENTS` SELF-DIRECTED LEARNING IN THE PROCESS OF DEBATING

2020 ◽  
Vol 3 ◽  
pp. 531
Author(s):  
Maija Ročāne ◽  
Alīda Samuseviča
Keyword(s):  
Deep Understanding ◽  
Individual Interest ◽  
Personal Interest ◽  
Science And Society ◽  
Self Directed Learning ◽  
Personal Lives ◽  
Learning Content ◽  
Directed Learning ◽  
Thinking Processes ◽  
Interest And Motivation

Nowadays methods promoting self-directed learning have become essential as thinking processes, deep understanding and an independent desire to explore and research the learning content gain importance. One of these methods is debating, which provides students the opportunity not only to be aware of topical problems in science and society, but also to understand the significance of them in their personal lives. The analysis of the survey show that for students with experience in debating, goal achievement is greatly influenced by individual interest and motivation, while for students without debating experience teacher's positive attitude is more important than personal interest and motivation to learn. 

Self-Directed Learning Strategies in Adult Educational Contexts

2021 ◽  
pp. 611-621
Author(s):  
Roaa Aljafari
Keyword(s):  
Adult Education ◽  
Learning Strategies ◽  
Learner Control ◽  
Training Model ◽  
The Self ◽  
Individual Autonomy ◽  
Self Directed Learning ◽  
Learning Content ◽  
Directed Learning ◽  
The Impact

Self-directed learning is a teaching model where the learning content which is predetermined by the educator as well as the students tends to learn at their own pace to enable them to master the content provided. The features of self-directed learning may include individual autonomy, learner control, and autoindexing. In addition, self-directed learning has grown to become a generic training model for medicine, business, and adult education. Problem-based learning also tends to involve elements of self-directed instructions in its model. Self-directed learning also has evaluation tools that enable it to measure the impact of the self-directed learning on the students such as the ability for the students to perceive themselves as having the skills as well as attitudes required for successful learning.

scholarly journals Public libraries as places for self-directed lifelong learning: narratives of empowerment

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Yuko Yoshida ◽  
Keyword(s):  
Content Analysis ◽  
Public Libraries ◽  
Study Groups ◽  
Study Group ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Group Members ◽  
Research Questions ◽  
Civic Awareness

Introduction. The purpose of this study is to explore how library-based study groups in Japanese public libraries serve as arenas for citizens’ self-directed learning, and the role played in the lives of the group members. Method. Semi-structured interviews were conducted with four participants, focussing on the backgrounds and interests of the study group members. Analysis. Categorical content analysis was implemented to clarify the three research questions 1) Recognition of public libraries as a place for self-directed learning and citizens’ empowerment, 2) Relationships with other group members and 3) Affiliations with public libraries. Results. The groups provided arenas in which members could pursue self-directed learning; develop meaningful adult relationships; and through which they could affect positive change in their communities. Conclusions. The study groups were perceived as tools for self-realisation and libraries as places where study group members could satisfy their intellectual needs. Participation in the study groups also fostered group members’ civic awareness and gave them outlets for civic engagement related to the promotion of literacy and, more broadly, education.

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