scholarly journals Student Run Biology Workshop: An Educational and Transformative Experience in Biosciences

2018 ◽  
Vol 8 (3) ◽  
pp. 152
Author(s):  
Katerina Kedraka
Keyword(s):  
Transformative Learning ◽  
Research Method ◽  
Learning Strategy ◽  
Self Management ◽  
Comprehensive Understanding ◽  
Transformative Experience ◽  
Self Directed Learning ◽  
Learning Practices ◽  
Emancipatory Learning ◽  
Directed Learning

Ιn this article we argue that integrating and self-directed knowledge across university learning can lead to critical reflections and potentially transformative learning, for both students and educators. Student Run Biology Workshop (SRBW) is an innovative, self-directed learning project, carried out by the students of the Department of Molecular Biology & Genetics, in the Democritus University of Thrace-Greece. Our aim was to find out whether this educational experience was a transformative experience, as well. Qualitative research method was used; data was collected in December 2017 at the end of three feedback discussions by personally-written opinion documents and proceeded through Content Analysis. Results showed that students’ participation and consequently their teamwork within the SRBW energized them to face assumptions, to engage in new concerns, to adopt alternative learning practices, to gain a critical and comprehensive understanding of Biosciences and their role within the field. The experience gained by the students has led them to a review of roles, to the building of a new perception of knowledge, to co-operation, to self-management of educational activities, and, eventually, to a more emancipatory learning. But what if this SRBW project is something much more? Which are the key dilemmas concerning this emancipatory learning strategy deriving from this experience for the participant students- future Bioscientists? Furthermore, what about the dilemmas that we, their professors, faced when we saw our students fly so high –without needing us? And, as Brookfield (1996) underlined, can we critically approach our assumptions and assertions without experiencing the consequences of our actions?

scholarly journals Mix research methods: teaching and learning in 2nd year bachelor nursing program

2016 ◽  
Vol 5 (2) ◽  
pp. 127 ◽  
Author(s):  
Samantha Ismaile ◽  
Haya Alsahlia ◽  
Samina Khan ◽  
Hanan Alshehri
Keyword(s):  
Nursing Education ◽  
Research Methods ◽  
Research Method ◽  
Teaching And Learning ◽  
Self Management ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Group A ◽  
Group B

Background: Nursing profession and its development, no doubt plays a crucial role in healthcare sectors. Students’ learning approaches are now being recognized across higher education as having a considerable effect on student achievement’ and their learning outcomes. The learning process in nursing education has always been a challenge to find pedagogical instructional methods that can engage learners actively and help the students to understand concepts for new applications in theoretical and practical situation.Purpose: The aim of this research study is to compare the effect of sequencing theory via classroom lecturing before practical clinical skill taught in laboratories and visa versa on students learning readiness and approaches.Methods: The research method of this study employed a mixed research methods by the implication of both quantitative and qualitative methods. The quantitative research method was conducted by means of two validated questionnaires. The first questionnaire used is the Self- Directed Learning Readiness Scale for Nursing Education (SDLRSNE). This is a self-reporting instrument designed to assess stu-dents' attitudes, abilities, and personality characteristics necessary for self- directed learning. The second questionnaire is the Revised two-factor version of the Study Process (R-SPQ-2F) in order to assess students’ deep or surface learning approaches. The qualitative research was conducted via students reflection on their learning experience via the use of free text comments in Blackboard Learning Management System (LMS) environment. The study sample included 97 nursing students. Students were divided into two groups A and B. Each group consisted of 47 nursing students.Results: Significant differences between group ‘A’ and group ‘B’ were found for SDLRSNE self-management, desire for learning and self-control, suggesting that self-management in group ‘A’ managed their learning better than group ‘B’. There were no significant differences in terms of learning approaches between group ‘A’ and B.Conclusion: This study highlights that students teaching and learning experiences are sensitive to learning environments. This was done through sequencing theoretical and clinical teaching and visa versa in a nursing course. Proper design of the learning environment and the availability of supportive learning tools encourage students learning and teaching experience.

scholarly journals Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ni Luh Made Purnia Adi ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
Self Management ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
The Impact ◽  
Teacher's Perception

Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

Garrison's Model of Self-Directed Learning: Preliminary Validation and Relationship to Academic Achievement

2010 ◽  
Vol 13 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Sabry M. Abd-El-Fattah
Keyword(s):  
Academic Achievement ◽  
Self Management ◽  
Path Modeling ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Psychological Constructs ◽  
Mediation Analyses ◽  
Preliminary Validation ◽  
Directed Learning ◽  
The Relationship

In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.

scholarly journals On Efficiency of Strategy-Based Learning in Achieving Autonomy Competence among Algerian Undergraduate Learners

2020 ◽  
Vol 06 (11) ◽  
Author(s):  
MAROUA ROGTI ◽  
Keyword(s):  
Instructional Strategies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Directed Learning ◽  
Language Class ◽  
Guided Learning ◽  
Directed Learning ◽  
English Literacy ◽  
Based Instruction

In the last decade, there has been an eminent shift towards a relative emphasis on achievement, competence, and autonomy in the language teaching and learning arena. Prior to this, educationalists had a growing concern in how to gain academic achievement through considering learning strategies as part of classroom discourse. Further, instructional strategies can also gain a strategic position in the curriculum, so that learners can be self-directed and strategic learners. This can help them choose the appropriate learning strategy to successively accomplish tasks and meet the desired goals. This study would like to be a part of increasing the effectiveness of implementing Strategy-based Instruction for achieving self-guided learning and autonomy in the language class. It adapts a survey administered to three teachers of English literacy in order to elicit their views about dealing with tasks in teaching literature through instructional strategies to graduate students and their impact on achieving self-directed learning. Hence, it reported affirmative and practical outcomes from the previous studies and assumed the need for integrating instructional strategies prosperously into an ordinary literature task in class.

scholarly journals Teachers As Learners: Implications Of Adult Education For Professional Development

2009 ◽  
Vol 6 (7) ◽  
Author(s):  
Amy Beavers
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Transformative Learning ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Critical Element ◽  
Development Programs ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Teacher Professional

Effective communication with teachers is a critical element of any successful professional development.  Teachers are the foundational component of any educational system.  It is vital that adequate attention is focused on appropriate and effective training of these teachers.  Ideally, professional development offers a means of collaborative support and training to collectively conquer challenges facing teachers both in and out of the classroom.  The need for continued professional development is widely accepted.  Certainly, programs based on high-quality and meaningful teacher development can affect teachers’ skills and attitudes in the classroom, further increasing the quality of education the students receive.  There are numerous resources and studies detailing the components of effective professional development; however, these models can be quite extensive and potentially overwhelming to an administrator who already has enough tasks to occupy their time.  By incorporating a few basic principles established within the field of adult education, teacher professional development can dramatically increase its effectiveness.  This paper outlines very briefly some of these concepts and offers simple and applicable suggestions for teacher professional development programs such as: the characteristics of adult learners, self-directed learning, transformative learning and critical reflection.

Developing Mentoring Programs in Engineering and Technology Education

2016 ◽  
Vol 5 (2) ◽  
pp. 1-15
Author(s):  
Catherine A. Hansman
Keyword(s):  
Transformative Learning ◽  
Mentoring Programs ◽  
Educational Institutions ◽  
Mentoring Relationships ◽  
Future Research ◽  
Self Directed Learning ◽  
Research And Practice ◽  
Technology Students ◽  
Engineering And Technology ◽  
Directed Learning

Mentoring relationships have long been viewed as essential to encourage the career development of engineering and technology students. The purpose of this article is to examine and analyze the concepts of shared power, self-directed learning, critical reflection, and potential for transformative learning in mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The article concludes with an analysis of mentoring models and suggestions for future research and practice for mentoring in higher educational institutions engineering and technology programs that may lead to active and transformative learning among mentors and protégés in these programs.

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