scholarly journals Using an Online Homework System for Fostering Self-directed Learning

2021 ◽  
pp. 323-335
Author(s):  
Harry Wiggins ◽  
Quay Van der Hoff
Keyword(s):  
21St Century ◽  
Independent Learning ◽  
First Year ◽  
Online Homework ◽  
Mathematics Students ◽  
Self Directed Learning ◽  
Sample Group ◽  
Directed Learning ◽  
Course Material ◽  
Whole Class

Self-directed learning is learning in which the conceptualization, design, conduct and evaluation of new content is directed and driven by the learner itself. This is an essential skill for students in the 21st century. Many large undergraduate courses use an online homework system to engage the whole class in the course material simultaneously. A very important advantage of using an online homework system is the quick feedback that gives students an immediate indication on how well they understand the work.  The purpose of this study firstly focusses on constructing a framework along which to determine the role and success of an online homework system towards making students self-directed learners. The second purpose of this study is to give an example of how the framework can be used. The sample group consists of both engineering and mainstream first year mathematics students using the online homework system WebAssign. The study investigates the extent to which the online homework system fosters independent learning in these cohorts of students. The article concludes by discussing the findings, some discussion and conclusions of this framework.

scholarly journals R-D-L me this: A simple semi-directed learning approach to teaching first year physics students.

2016 ◽  
Author(s):  
Matthew John Mears
Keyword(s):  
Academic Staff ◽  
Independent Learning ◽  
First Year ◽  
Self Directed Learning ◽  
Physics Students ◽  
Physics Courses ◽  
Directed Learning ◽  
Approach To Teaching ◽  
Improving Student Learning ◽  
Positive Effect

Students often enter physics courses at higher education with a background experience of “spoon fed” learning yet academic staff expect students to engage in self-directed learning. The Revise, Do, Learn method presented here provides a first intermediary step between “spoon fed” and independent learning. A small to moderate positive effect (d = 0.38) was found between subsequent cohorts that, when considered with the minimal time and effort required to implement the method, provides an easy win for improving student learning.

scholarly journals Faktor-Faktor yang Mempengaruhi Self Directed Learning Readiness pada Mahasiswa Tahun Pertama, Kedua, dan Ketiga di Fakultas Kedokteran Universitas Hasanuddin dalam PBL

2016 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Hasan Nyambe ◽  
Harsono Mardiwiyoto ◽  
Gandes Retno Rahayu
Keyword(s):  
Self Control ◽  
Independent Learning ◽  
Average Score ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
First Year Students ◽  
Directed Learning ◽  
Second Year ◽  
Self Learning

Background: The study explores the factors that affecting the readiness to (self-directed learning readiness) in the context of PBL is still rare, especially when in fact unprepared students in the initiative and the desire for self-learning, a lack of understanding of students on independent learning and interpretation mischaracterized the self-learning (self directed learning) is still frequently encountered. This study aimed to measure simultaneously identify factors that influence student SDLR in the first, second and third at the Medical Faculty of Hasanuddin University.Method: through two stages (sequencing), which combines two research approaches, namely qualitative as the main approach (dominant) and quantitative approaches as facilitators (less dominant). data collection with questionnaires and focus group discussions. The number of subjects quantitative 399 people (143 people from the first year, 152 the second year and 104 people from the third year), while for FGD about 18 people who set out with purposive sampling. Distributing questionnaires carried out in advance to obtain SDLR categories of high, medium and low, followed by FGD each batch by category SDLRnya. The analysis starts with the transcription process then the coding process.Results: This study shows that the average score lowest SDLR owned by First-year students FK UNHAS while the highest SDLR owned by Second year students. Not found SDLR category lower because students have had plenty of experience of active and independent learning that develops steadily. There are several factors that affect SDLR construct the desire to learn, self-control and self-management.Conclusion: Factors that affect SDLR the first year students, second and third in the FK Unhas divided into two, namely: (1) internal factors which consist of physical health, the availability of leisure time, hobby or avocation, self maturity, and intelligence; (2) external factors which consists of the support of family and friends, faculty facilities, problems, relationships between peers, and the influence of parents and friends

scholarly journals Gambaran Self Directed Learning Readiness (SDLR) pada Mahasiswa Tingkat Pertama Program Studi Pendidikan Dokter di Fakultas Kedokteran Universitas Sam Ratulangi

2021 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Arselina C. Mandolang
Keyword(s):  
Problem Based Learning ◽  
Independent Learning ◽  
First Year ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Undergraduate Program ◽  
Learning Readiness ◽  
First Year Students ◽  
Medical Undergraduate ◽  
Directed Learning

Abstract: The concept of self-directed learning (SDL) develops rapidly in distance education. This independent learning can be assessed by measuring the score of self-directed learning readiness (SDLR). The Medical Undergraduate Program of Faculty of Medicine Sam Ratulangi University uses the problem based learning (PBL) method which requires students to be able to study independently. The SDLR score of students is very important in the first year of study, therefore, the students will be evaluated by the institution immediately, as well as encouraging them to adapt the independent learning method. This study was aimed to obtain the description of SDLR score in the first-year students of Medical Undergraduate Program of Faculty of Medicine, Sam Ratulangi University. This was a descriptive study with a cross sectional design. The study was conducted on the first year students by using the SDLR questionnaire of Fisher modified by Nyambe. The results showed that a total of 109 students (69.87%) had high SDLR score, 44 students (28.2%) had moderate score, and three students (1.92%) had low score. In conclusion, most of the first year students of Medical Undergraduate Program Faculty of Medicine, Sam Ratulangi University had high SDLR scores.Keywords: self directed learning readiness (SDLR); medical education                                                   Abstrak: Konsep belajar mandiri atau self directed learning (SDL) berkembang pesat pada pendidikan jarak jauh. Pembelajaran mandiri ini dapat dinilai dengan mengukur skor self directed learning readiness (SDLR). Program Studi Pendidikan Dokter (PSPD) Fakultas Kedokteran Universitas Sam Ratulangi menggunakan metode problem based learning (PBL) yang menuntut mahasiswa untuk dapat belajar mandiri. Skor SDLR dari mahasiswa sangat penting pada tahun pertama pendidikan agar dapat segera dievaluasi oleh institusi dan untuk mendorong mahasiswa agar dapat menyesuaikan dengan metode belajar mandiri. Penelitian ini bertujuan untuk mengetahui gambaran SDLR pada mahasiswa tingkat pertama Program Studi Pendidikan Dokter (PSPD) di Fakultas Kedokteran Universitas Sam Ratulangi.  Jenis penelitian ialah deskritif dengan desain potong lintang. Penelitian ini dilakukan pada mahasiswa tingkat pertama dengan meng-gunakan kuesioner SDLR dari Fisher yang dimodifikasi oleh Nyambe. Hasil penelitian mendapat-kan 109 mahasiswa (69,87%) mempunyai skor SDLR tinggi, 44 mahasiswa (28,2%) dengan skor sedang, dan 3 mahasiswa (1,92%) skor rendah.  Simpulan penelitian ini ialah sebagian besar mahasiswa tingkat pertama PSPD Fakultas Kedokteran Universitas Sam Ratulangi mempunyai skor SDLR tinggi.Kata kunci: self directed learning readiness (SDLR); pendidikan kedokteran

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

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.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

Deeper Self-Directed Learning for the 21st Century and Beyond

2022 ◽  
pp. 50-77
Author(s):  
Sukie van Zyl ◽  
Elsa Mentz
Keyword(s):  
21St Century ◽  
Theoretical Basis ◽  
Social Constructivist ◽  
Constructivist Theory ◽  
Transfer Of Knowledge ◽  
Self Directed Learning ◽  
Knowledge And Skills ◽  
Directed Learning ◽  
Social Constructivist Theory

In this chapter, self-directed learning (SDL) and the competency to transfer knowledge between different contexts are positioned as essential competencies for the 21st century. Being able to transfer knowledge, especially between different contexts, has increasingly been indicated as essential competency for the 21st century. Transfer of knowledge and skills has however been neglected in SDL research. It is therefore argued that students should be deeper self-directed learners, who can take responsibility for their learning to obtain transferable competencies. Learners should be able to apply their knowledge and SDL skills to new and unknown situations in order to succeed in the 21st century and beyond. Social constructivist theory is suggested as theoretical basis for deeper self-directed learning (DSDL). In this chapter, the concept of DSDL will be defined, and various competencies associated with DSDL will be discussed. Finally, suggestions will be made to develop DSDL in education.

scholarly journals Internal Medicine Residents' Acceptance of Self-Directed Learning Plans at the Point of Care

2011 ◽  
Vol 3 (3) ◽  
pp. 425-428 ◽  
Author(s):  
Susan J Smith ◽  
Radhika R Kakarala ◽  
Siva K Talluri ◽  
Parul Sud ◽  
J Parboosingh
Keyword(s):  
Internal Medicine ◽  
Point Of Care ◽  
First Year ◽  
Knowledge Gaps ◽  
Self Directed Learning ◽  
Perceptions And Attitudes ◽  
Internal Medicine Residents ◽  
Directed Learning ◽  
Clinical Questions ◽  
Learning Plans

Abstract Objectives We implemented a curriculum using self-directed learning plans (SDLPs) based on clinical questions arising from the residents' practice, and we report on perceptions and attitudes from residents in internal medicine regarding the use of SDLPs conceived at point of care. Methods Internal medicine residents at a single community hospital in the Midwest were surveyed in 2006 regarding SDLPs. We report their perceived effectiveness in identifying knowledge gaps, the processes used to fill those gaps, and the resident outcomes using descriptive statistics. Results A total of 26 out of 37 residents (70%) responded. Most (24 of 26; 92%) perceived SDLPs helped them to identify and fill knowledge gaps and that their skills in framing questions (23 of 26; 88%), identifying resources (21 of 26; 81%), and critically appraising the evidence (20 of 26; 77%) improved through regular use. They also felt these plans led to a meaningful change in their practice or provided further direction for learning (17 of 26; 65%). Most (21 of 26; 81%) reported their intent to include point-of-care learning in their continuing education after residency. We found no significant differences in the responses of first-year compared with second- or third-year residents. Conclusions Questions arising during patient care are strong motivators for physician self-directed learning. The residents' responses indicated that they accepted the SDLPs and intend to use them in practice. Embedding the discussion of the SDLPs in preclinic conferences has ensured sustainability during the past 5 years and has enabled us to demonstrate teaching of practice-based learning and improvement.

scholarly journals The Organization of Future Translators’ Self-Directed Learning at US Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 87-94
Author(s):  
Alyona Nakonechna
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Independent Learning ◽  
State University ◽  
Self Directed Learning ◽  
Kent State University ◽  
Learning And Teaching ◽  
Communication Method ◽  
Directed Learning

AbstractThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning and teaching consists of three components – teacher, learner and communication method. The traits of autonomous learners have been listed. The functions of self-directed learning in US higher education institution have been presented. Six ways of supporting autonomy, namely, classroom-based, curriculum-based, teacher-based, learner-based, resource-based, technology-based, have been singled out and analyzed. The experience of the Kent State University in training future Masters of Arts in Translation has been analyzed. Based on the research performed, the positive aspects of the experience have been justified and relevant recommendations to improve the organization of future translators’ self-directed learning in Ukrainian higher education institutions have been outlined.

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