scholarly journals The Effect of Action Learning Approaches on Problem-solving Skills and Self Directed Learning Skills of Nursing Undergraduate Students

2016 ◽  
Vol 16 (12) ◽  
pp. 35-42
Author(s):  
Su-Mi Kim
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Action Learning ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Directed Learning

Learning Physics Using Practical Engineering Projects

2010 ◽  
Vol 156-157 ◽  
pp. 1082-1085
Author(s):  
Hui Liang Zhang ◽  
Ding Ding Shi ◽  
Chun Yuan Zhang
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Practical Engineering ◽  
Directed Learning ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
Engineering Projects

A problem solving strategy based on practical engineering projects in physics has been developed. The survey shows that 85% of the students think this strategy can help them improve self-directed learning skills, their communication skills and problem solving skills in their learning process.

scholarly journals THE VALIDITY AND EFFECTIVENESS OF PHYSICS INDEPENDENT LEARNING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING AND SELF-DIRECTED LEARNING SKILLS OF STUDENTS IN OPEN AND DISTANCE EDUCATION SYSTEMS

2017 ◽  
Vol 16 (5) ◽  
pp. 651-665
Author(s):  
Paken Pandiangan ◽  
I Gusti Made Sanjaya ◽  
Budi Jatmiko
Keyword(s):  
Distance Education ◽  
Problem Solving ◽  
Independent Learning ◽  
Validity And Reliability ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Post Test ◽  
Trial Test ◽  
Directed Learning

The Physics Independent Learning (PIL) model is an authentic problem-based model designed teaching guide for improving self-directed learning and problem-solving skills in open and distance education. This research is aimed to analyze the validity and effectiveness of PIL model. This research was conducted using focus group discussions of experts that consisted of three science education experts and applies quasi-experiment of one group pre-test and post-test design to 144 students in East Java, Indonesia. Before applying the lesson using the PIL model, the students are given pre-test and after accomplishing the learning, the students are given post-test. The data collected from pre-test and post-test then is further analyzed by means of validity coefficient (rα), Cronbach’s alpha (α), pair t-test, n-gain and ANOVA. The result of research shows that rα = .75 and α = .92 is for content validity; rα = .79 and α = .99 is for construct validity, so that PIL model is validity and reliability qualified. In addition, there are increasing scores of physics problem solving skills and self-directed learning skills of α = 5% with moderate category of n-gain consistent in a limited trial test and of high category in a broader trial test for all groups. Keywords: PIL model, model validity, model effectiveness, physics problem-solving skills, self-directed learning skills, electricity, magnetism.

scholarly journals CONSIDERATIONS FOR DEVELOPMENT OF CRITICAL REFLECTION SKILLS IN FIRST-YEAR ENGINEERING INFORMED THROUGH STUDENT PERSPECTIVES

2020 ◽  
Author(s):  
Elizabeth DaMaren ◽  
Danielle Pearlston ◽  
Stephen Mattucci
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Critical Reflection ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Student Activities ◽  
Academic Settings ◽  
Directed Learning

Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering.  The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills.  This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection.  Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs. 

Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students

2013 ◽  
Vol 37 (4) ◽  
pp. 356-360 ◽  
Author(s):  
Shubhada Gade ◽  
Suresh Chari
Keyword(s):  
Problem Solving ◽  
Group Dynamics ◽  
Soft Skills ◽  
Medical Council ◽  
Self Directed Learning ◽  
Case Scenario ◽  
Problem Solving Skills ◽  
Case Based Learning ◽  
Directed Learning ◽  
Case Based

The Medical Council of India, in the recent Vision 2015 document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A paper-based case scenario of multinodular goiter was given to phase I Bachelor of Medicine, Bachelor of Surgery students in two sessions. An attitude survey of the students and teachers was done using a Likert scale ranging from strongly disagrees to strongly agree. A pretest and posttest were conducted. The students opined that CBL helped them to better their understanding of a particular topic, gave them better retention of knowledge, helped them to relate clinical conditions to basic sciences, improved soft skills such as communication skills and group dynamics, and promoted a better teacher-student relationship. There was significant improvement in student's performance when pre- and posttest scores were compared ( P = 0.018). Furthermore, faculty members opined that CBL promoted self-study and problem-solving abilities of the students. In conclusion, CBL motivates students toward self-directed learning and to develop analytic and problem-solving skills; thus, CBL could be beneficial for students' entry into clinical departments and, finally, in managing patients.

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