HIDDEN PATTERNS IN LEARNER FEEDBACK - Generalizing from Noisy Self-assessment during Self-directed Learning

2011 ◽  
Keyword(s):  
Self Directed Learning ◽  
Self Assessment ◽  
Directed Learning ◽  
Hidden Patterns

Self-Directed Learning for the Knowledge Worker

2022 ◽  
pp. 1-14
Author(s):  
Jillian R. Yarbrough ◽  
Patrick C. Hughes
Keyword(s):  
Knowledge Worker ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Critical Function ◽  
Advanced Society ◽  
Amount Of Information ◽  
Learning Success ◽  
Directed Learning ◽  
Life Roles

Learning is an increasingly critical function for every individual as we race into a technological and global advanced society. Consider that with advances in technology the amount of information we can obtain has grown, our workdays have expanded, and our work expectations are boundaryless. Now, more so than ever, individuals who want to be competitive must choose to continue learning. Not just gathering information but learning such that they are obtaining key information and can measure their own learning success. With this awareness, self-directed learning becomes a critical skill for all individuals in all life roles. The chapter will define self-directed learning, discuss relevant theories, present two self-assessment learning tools, and finally, offer a model for application.

scholarly journals Self-Assessment on the Competencies and Reported Improvement Priorities for Pediatrics Residents

2012 ◽  
Vol 4 (4) ◽  
pp. 445-453 ◽  
Author(s):  
Su-Ting T. Li ◽  
Daniel J. Tancredi ◽  
Ann E. Burke ◽  
Ann Guillot ◽  
Susan Guralnick ◽  
...  
Keyword(s):  
Core Competencies ◽  
Medical Knowledge ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Cross Sectional ◽  
Individualized Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Level Of Training ◽  
Sectional Analysis

Abstract Background Self-assessment and self-directed learning are essential to becoming an effective physician. Objective To identify factors associated with resident self-assessment on the competencies, and to determine whether residents chose areas of self-assessed relative weakness as areas for improvement in their Individualized Learning Plan (ILP). Methods We performed a cross-sectional analysis of the American Academy of Pediatrics' PediaLink ILP database. Pediatrics residents self-assessed their competency in the 6 Accreditation Council for Graduate Medical Education competencies using a color-coded slider scale with end anchors “novice” and “proficient” (0–100), and then chose at least 1 competency to improve. Multivariate regression explored the relationship between overall confidence in core competencies, sex, level of training, and degree (MD or DO) status. Correlation examined whether residents chose to improve competencies in which they rated themselves as lower. Results A total of 4167 residents completed an ILP in academic year 2009–2010, with residents' ratings improving from advanced beginner (48 on a 0–100 scale) in postgraduate year-1 residents (PGY-1s) to competent (75) in PGY-3s. Residents rated themselves as most competent in professionalism (mean, 75.3) and least competent in medical knowledge (mean, 55.8) and systems-based practice (mean, 55.2). In the adjusted regression model, residents' competency ratings increased by level of training and whether they were men. In PGY-3s, there was no difference between men and women. Residents selected areas for improvement that correlated to competencies where they had rated themselves lower (P < .01). Conclusion Residents' self-assessment of their competencies increased by level of training, although residents rated themselves as least competent in medical knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.

scholarly journals Interactive Atlas of Histology: A Tool for Self-Directed Learning, Practice, and Self-Assessment

2007 ◽  
Vol 21 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Emile Z. Goubran ◽  
Sivarama P. Vinjamury
Keyword(s):  
Student Satisfaction ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Academic Competency ◽  
Grade Point ◽  
Directed Learning ◽  
Survey Results ◽  
Exam Scores ◽  
High Level ◽  
Chiropractic Students

Purpose: An interactive atlas of histology was developed for online use by chiropractic students to enable them to practice and self-assess their ability to identify various histological structures. This article discusses the steps in the development, implementation, and usefulness of an interactive atlas of histology for students who take histology examinations. Methods: The atlas was developed by digitizing images imported through a video-microscope using actual microscope slides. Leica EWS 2100 and PowerPoint software were used to construct the atlas. The usefulness of the atlas was assessed through a comparison of histology exam scores between four classes before and four classes after the use of the atlas. Analysis of admissions data, including overall grade point average (GPA), science and nonscience GPA, and a number of course units, was done initially to avoid any identifiable differences in the academic competency between the two being compared. A survey of the students was also done to assess atlas usefulness and students' satisfaction with the atlas. Results: Analysis of histology exam scores showed that the average scores in the lab exam were significantly higher for the classes that used the atlas. Survey results showed a high level of student satisfaction with the atlas. Conclusion: The development and use of an online interactive atlas of histology for chiropractic students helped to improve lab exams scores. In addition, students were satisfied with the features and usefulness of this atlas.

An Open Source Self-Assessment Platform as Technological Tool for Distance and Open Education Learners

2018 ◽  
Vol 39 (1) ◽  
pp. 89-108
Author(s):  
Simon-Peter Kafui Aheto ◽  
Johannes C. Cronjé ◽  
Dick Ng'ambi
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Open Education ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Higher Order Thinking Skills ◽  
Teacher Student ◽  
Assessment Techniques ◽  
Directed Learning ◽  
Technological Tool

This paper explores the use of the WikiEducator E-quiz platform as an educational tool to enhance self-assessment techniques applied by distance and open education learners. Anderson’s Model explains six different types of interaction: student-student, student-teacher, student-content, teacher-teacher, teacher-content and content-content. The model has a number of intertwining links with higher order thinking skills—analysis, evaluation and creating—of Bloom’s Digital Taxonomy. Most of the learner-participants in this pilot study presented in this paper were privileged to have access to a computer, mobile phone and Internet, that enabled them to access, edit and add content to the E-quiz platform. A review of literature involved two main topics, namely self-directed learning and self-assessment. This study was qualitative in nature and conducted at a university in Ghana. Initially, Bower’s affordances analysis was used to test the efficacy and appropriateness of the WikiEducator E-quiz platform for distance education. The affordances analysis not only assisted in analysing the platform and the tasks to achieve, but also identified the gaps. Learners who used the platform critiqued and reflected on the platform from their own perspectives. Two of the principal author’s colleagues were instrumental in offering their opinions of the platform from a teacher’s lens.

Student Self-Assessment of Operative Dentistry Experiences: A Time-Dependent Exercise in Self-Directed Learning

2017 ◽  
Vol 81 (5) ◽  
pp. 571-581
Author(s):  
Michael J. Metz ◽  
Marcelo T. Durski ◽  
Megan O'Malley DeGaris ◽  
Timothy C. Daugherty ◽  
Randall L. Vaught ◽  
...  
Keyword(s):  
Time Dependent ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Operative Dentistry ◽  
Directed Learning

scholarly journals Students’ Self – directed Learning at University of Social Science and Humanities, National University of Ho Chi Minh City

2021 ◽  
Vol 11 (3) ◽  
pp. 73
Author(s):  
Nguyen Van Tuong ◽  
Phan Nguyễn Đông Trường
Keyword(s):  
Learning Strategies ◽  
Ho Chi Minh City ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Cronbach Alpha ◽  
Social Sciences And Humanities ◽  
National University ◽  
Directed Learning ◽  
Good Learning ◽  
The University

The study aimed to investigate the level of students’ self–directed learning at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City. The study proceeded with a sample of 395 students voluntarily participating in the survey. The sample was calculated according to the Watson sample formula (2001) out of a total of 12,540 students across the university with 50% in level confidence. The research calculated was within the second term of the academic year, 2021 – 2022. The self – assessment self – directed learning scale developed by Williamsons (2007) was administrated in this research to evaluate levels of students’ self–directed learning. The instrument was firstly Vietnamized and evaluated for Cronbach Alpha and Exploratory factors analysis to match with Vietnamese logic thinking and context in this research. The scale comprised 4 aspects of self–directed learning as Awareness, Learning strategies: Learning activities, Evaluation, and Interpersonal Skills. In the pilot research, Cronbach alpha index was respectively 0.862; 0.911; 0.908; 0.905. The results revealed that students’ level of self–directed learning was at an intermediate level. For more specific, students had high awareness and good learning strategies, according to awareness and learning strategies figures. However, there were differences between different academic years in terms of self–directed learning.

scholarly journals IMPLEMENTASI PEMBELAJARAN BERBASIS BLENDED LEARNING MENGGUNAKAN MEDIA WHATSAPP UNTUK MENINGKATKAN SELF DIRECTED LEARNING MAHASISWA

2020 ◽  
Vol 7 (2) ◽  
pp. 202-212
Author(s):  
Hendri Purbo Waseso ◽  
Salis Irfan Fuadi
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Action Plan ◽  
Research Model ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Directed Learning ◽  
Classroom Action Research

Tujuan peneliti ini adalah untuk mengetahui apakah implementasi pembelajaran berbasis blended learning menggunakan whatsapp dapat meningkatkan self directed learning mahasiswa, mengubah mindset mahasiswa mengenai pentingnya self directed learning yaitu dengan tidak hanya mengandalkan pembelajaran tatap muka di kelas. Penelitian ini menggunakan jenis penelitian adalah Classroom action research model McKernan diadopsi dalam penelitian ini sebagai metode penelitian yang berisi tujuh tahapan yaitu penjabaran masalah, assessment kebutuhan, hipotesis gagasan, action plan, implementasi rencana, evaluasi dan keputusan-keputusan. Tahapan tersebut dilaksanakan setidaknya dalam dua siklus tindakan. Pengumpulan data dilakukan dengan teknik observasi, wawancara, anecdotal record, dan self assessment. Teknik analisis data yang digunakan adalah deskriptif kualitatif dengan menarasikan setiap hasil analisa data yang telah dilakukan reduksi, penyajian dan penarikan kesimpulan. Berdasar penelitian yang sudah di laksanakan dapat di simpulkan bahwa mahasiswa mereka menjadi lebih siap dalam menerima pembelajaran, kesan teratur dan pendewasaan diri terlihat pada pembelajaran ini. Mahasiswa menjadi dapat mengontrol banyaknya pengalaman belajar yang terjadi dan dimiliki, perkembangan keahlian dan wawasan serta mengkaitkan materi satu sama lainnya, dapat mengubah diri pada kinerja/performansi yang paling baik, manajemen diri mahasiswa, dan motivasi diri dan penilaian diri. Hal ini sesuai dengan tujuan dari Self Directed Learning.

scholarly journals Accounting students' experience of an improved strategy of feedback on assessment

2016 ◽  
Vol 9 (3) ◽  
pp. 769-788 ◽  
Author(s):  
Nerine Stegmann ◽  
Marelize Malan
Keyword(s):  
South Africa ◽  
Peer Assessment ◽  
Formative Assessments ◽  
Accounting Students ◽  
Self Directed Learning ◽  
Student Body ◽  
Self Assessment ◽  
Directed Learning ◽  
Constructive Criticism ◽  
Chartered Accountants

Higher education institutions in South Africa are experiencing the effects of massification and diversification of the student body, necessitating students to take more responsibility for the management of their own learning. The education of chartered accountants in South Africa reflects this reality. Feedback on assignments and formative assessments is regarded as a key mechanism to facilitate students' development as independent learners. The practical logistics of providing one-on-one feedback to an ever-increasing number of students necessitate a concerted change in feedback practice. The goal of this article is to report on the experience of undergraduate accounting students regarding the revised and more detailed system of feedback on assignments and formative assessments that was introduced by the authors. The researchers are of the opinion that the questionnaire cannot be tested at other universities, unless the total approach to feedback is instituted and supported. The research is underpinned by the theoretical framework of self-directed learning. Pragmatism and a mixed methods methodology is the relevant research paradigm underlying this inquiry and the concurrent triangulation approach is considered appropriate to this investigation. The study found that students were of the opinion that the new form of feedback on assessment enabled them to identify typical mistakes, recognise their individual strengths and weaknesses, gain from constructive criticism and conduct regular self-assessment. The quantitative inquiry clearly showed that students were overwhelmingly satisfied and impressed with the features of the revised strategy of feedback. However, the peer-assessment feature of the strategy was not received as positively, as students expressed anxiety in assessing their peers. The study has proven that a concerted change in focus could assist in student self-assessment and self-directedness.

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