Teachers’ and students’ views on self-directed learning

2002 ◽  
Vol 17 (1) ◽  
pp. 33-38 ◽  
Author(s):  
Jaquelina Hewitt-Taylor
Keyword(s):  
Self Directed Learning ◽  
Teachers And Students ◽  
Directed Learning

scholarly journals Teaching Design and Practice of Intensive Reading Course Based on BOPPPS

2020 ◽  
Vol 11 (3) ◽  
pp. 503
Author(s):  
Liang Zhang
Keyword(s):  
Effective Teaching ◽  
Closed Loop ◽  
Teaching Practice ◽  
Intensive English ◽  
Self Directed Learning ◽  
Teaching Plan ◽  
Teachers And Students ◽  
Directed Learning ◽  
Intensive Reading ◽  
Design And Practice

BOPPPS, based on constructivism and communicative approach, is famous for effective teaching. It is a closed-loop teaching activity model that emphasizes students’ participation and feedback in the process of classroom teaching organization. Taking the course of Intensive English as an example, the paper designs teaching plan based on BOPPPS, formulates teaching tasks and implementation approaches in line with BOPPPS, implements the teaching plan, and reflects the teaching effect through teaching practice. Taking features of Intensive Reading course into consideration, the paper claims that BOPPPS is an effective teaching model, which not only stimulates students’ self-directed learning, but also save teachers and students’ energy to solve puzzles within the limited credit periods. Hopefully, BOPPPS might be gradually and widely applied to the English teaching.

scholarly journals Communication in nursing: A learning exercise for teachers and students

Curationis ◽  
1984 ◽  
Vol 7 (3) ◽  
Author(s):  
M. Hammond
Keyword(s):  
Medical Students ◽  
Adult Learners ◽  
Community Health ◽  
Teaching Method ◽  
Student Feedback ◽  
Self Directed Learning ◽  
Learning Materials ◽  
Teachers And Students ◽  
Directed Learning

In the Department of Community Health, University of the Witwatersrand, self-directed learning materials have been used for fourthyear medical students since January 1983. Student feedback has been very positive and we have seen significant increases in marks when compared with conventional didactic handouts. It is believed that this teaching method has great potential for many other groups of adult learners — nurses among them.

Educational Podcasting

2010 ◽  
pp. 194-208 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Web 2.0 ◽  
Tertiary Education ◽  
New Wave ◽  
Self Directed Learning ◽  
Content Creation ◽  
Pedagogical Choices ◽  
Teachers And Students ◽  
Directed Learning ◽  
Pedagogical Innovations ◽  
New Forms Of Learning

The proliferation of Web 2.0 technologies generates a new wave of online behavior, distributed collaboration, and social interaction. They are already having a transformative effect on education, triggering changes in how teachers and students communicate and learn. The chapter illustrates the new forms of learning, communication, and participation enabled by podcasting and the pedagogical innovations that are possible with this audio-based Web 2.0 technology. Beyond having access to a wider range of content, learners can engage in creative authorship by producing and manipulating digital audio content and making it available for consumption and critique by classmates, teachers, and a wider audience on the web. A range of podcasting activities are described in contemporary learning environments. The emphasis is on tertiary education settings where students are engaged in content creation, self-directed learning, and metacognitive skill development. These examples are discussed in terms of how they are indicative of the pedagogical choices now available to teachers and learners.

scholarly journals Self-Directed Learning for Learner Autonomy: Teachers' and Students' Perceptions

2019 ◽  
Vol 1 ◽  
pp. 62-73
Author(s):  
Luk Gharti
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Learner Autonomy ◽  
Primary Data ◽  
Self Directed Learning ◽  
Teachers And Students ◽  
Directed Learning ◽  
Master Level

The research entitled Self-directed Learning for Learner Autonomy: Perceptions of Teachers and Students was carried out to explore the perceptions about Self Directed Learning (SDL) for Learner Autonomy (LA) and analyze the roles of teachers to engage students in SDL. Considering the objectives, the primary data was collected from five master level English Language Teaching (ELT) teachers and three groups of master level students from Pokhara, Kaski. The purposive non-random sampling procedure was used to select the participants. The study was conducted using in-depth interview and Focused Group Discussion (FGD) tools to collect data. The obtained data from the respondents were analyzed and interpreted using analytical and interpretative procedure. It is a new approach in language teaching and learning in Nepalese context though it has been practicing since earlier. The finding shows that all the respondents have positive perceptions and its great contribution for developing LA. SDL helps learners to achieve better achievement and effective learning. It helps teachers to find the necessary changes and increases motivation to the learners to learn. But because of student’s unawareness, time constraint, no inspirations of institutions, student’s false assumptions, lack of insight knowledge about SDL, etc are creating the challenges in its proper application. In the study, the teachers’ roles are facilitator, helper, and resource provider by creating different situation, encouraging, orientating, inspiring, using Information Communication Technology (ICT) and using multimodality in the classroom.

scholarly journals Media Daring sebagai Self Directed Learning Materi PAI SD Pada Masa Pandemi Covid-19

FIKROTUNA ◽  
2020 ◽  
Vol 11 (01) ◽  
Author(s):  
Misbahul Munir ◽  
Triyo Supriyatno
Keyword(s):  
Learning Theory ◽  
Alternative Media ◽  
Independent Learning ◽  
Research Needs ◽  
Self Directed Learning ◽  
The Public ◽  
Teachers And Students ◽  
Directed Learning

The purpose of this research is to offer alternative media based on independent learning during the pandemic covid 19. The first objective is to explore information on online network-based media that is widely used in Indonesia as a support for learning; Second, to search a model of self-directed learning theory that has characteristics according to research needs; Third, to provide an overview of the alternative characteristics of online-based learning media offered. The data in this study were taken through google schoolar, semantic scholar, elsevier, researchgate, online seminars via youtube, zoom. The results of this study the most widely used media in Indonesia are Youtube, Facebook, WhatsApp, Zoom, Google Classroom. While the theory taken related to self directed learning according to Song and Hill’s, The typology of youtube, facebook, whatsapp, zoom, and google classroom media is found to be opened, closed, open and closed combination for the public. All media have in common can share files in the form of video, word, pdf. Except youtube and zoom. The benefit of Youtube is the flexibility of time and content developed with audio visual, while zooming does not have the flexibility of time, learning can be presented interactively between teachers and students.

scholarly journals Remodeling Teachers' and Students' Roles in Self-directed Learning Environments: The Case of Saudi Context

2019 ◽  
Vol 10 (3) ◽  
pp. 549
Author(s):  
Iman El-Nabawi Abdel Wahed Shaalan
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Structured Interviews ◽  
Language Performance ◽  
Self Directed Learning ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Directed Learning ◽  
And Performance

Traditional classrooms are markedly teacher-centered. EFL learners are largely urged to commit themselves to communicative learning environments which help them enhance their language performance. Self-directed learning is one of the approaches which proved to be highly effective in Foreign Language Learning (FLL). EFL teachers are usually encouraged to adopt self-directed learning practices in order to improve students’ linguistic competence and performance. Recently, many Saudi universities integrated self-directed learning mode into EFL instruction. However, students' language performance, which is crucial to finding a job opportunity in labor market, is below the desired level. The study aims at remodeling teachers' and students' roles in light of students’ perceptions of English self-directed learning. To achieve this ultimate goal, a questionnaire survey is administered and follow-up semi-structured interviews are held. Results showed that both male and female students have generally positive attitudes towards self-directed learning. However, many of them have real problems with understanding the nature of self-directed learning and how they should use it effectively. Therefore, both institutions and teachers are recommended to improve students’ understanding and awareness of self-directed learning modes, and to rethink their roles.

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