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.

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.

Promoting self-directed learning using a menu of assessment options: the investment model

2006 ◽  
Vol 30 (4) ◽  
pp. 181-194 ◽  
Author(s):  
P. K. Rangachari
Keyword(s):  
Social Life ◽  
Learning Experience ◽  
Scientific Information ◽  
Investment Model ◽  
Self Directed Learning ◽  
Grade Point ◽  
The Public ◽  
The Social ◽  
Directed Learning ◽  
Undergraduate Science

Undergraduate science students took an Inquiry course in their second (sophomore) year. The course was designed to explore the social life of scientific knowledge. They were given a set of eight assessment options: personal logs, targeted oral examinations, commentaries, mini-lectures, individual explorations, research proposals, book reviews, and problem-solving exercises. Each option had a specific maximum mark (percentage or grade point) associated with it. Students were permitted to select any set of options to obtain their total grade for the course. From the student’s perspective, the course provided a valuable learning experience and enabled them to recognize the complexities involved in the process of generating scientific information and making it useful and relevant to the public. The opportunity given to select their own assessment options enhanced their learning. For me, as the sole instructor managing 51 students, the experience was rewarding.

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 Indonesian L2 Learners’ Resilience and Self-directed Learning in Online Classes: A Correlational Study

2021 ◽  
Vol 8 (1) ◽  
pp. 27-47
Author(s):  
Adaninggar Septi Subekti
Keyword(s):  
Online Learning ◽  
English For Academic Purposes ◽  
Survey Method ◽  
Future Research ◽  
Critical Element ◽  
Online Classes ◽  
Self Directed Learning ◽  
L2 Learners ◽  
Directed Learning ◽  
High Level

The present study aimed to investigate Indonesian second language (L2) learners’ level of resilience and the relationship between their resilience and their self-directed learning (SDL) in an online learning setting at the time of the Covid-19 pandemic. The present study used a survey method by distributing Google Form questionnaires. The participants were 187 university student participants taking English for Academic Purposes (EAP) classes online in their respective departments. It was conducted to fill the void in resilience literature in the Indonesian L2 context and to find out the Indonesian learners’ resilience in the online learning setting as well as to know whether learners’ resilience was associated with their SDL, a critical element to succeed in online learning. The study found that learners possessed a high level of resilience. Learners were found to have a high level of realistic optimism and self-discipline, prominent characteristics of resilience. However, they reported a slightly lower level of capability in handling multiple tasks at the same time. The study further found that learners’ resilience was significantly, moderately, and positively correlated with their SDL. Based on the findings, possible contributions and implications are stated alongside the limitations of the study and possible directions for future research.

Utilization of problem-based learning in an entrepreneurship business planning course

2008 ◽  
Vol 11 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Joseph R. Bell
Keyword(s):  
Problem Based Learning ◽  
Classroom Technology ◽  
Business Planning ◽  
Student Survey ◽  
Self Directed Learning ◽  
Future Assessment ◽  
Structured Problems ◽  
Directed Learning ◽  
Survey Results ◽  
Independent Thinking

This article demonstrates the implementation and efficacy of Problem-Based Learning (PBL) in an undergraduate entrepreneurship business planning course. Throughout the course, ill-structured problems arise that require independent thinking and ongoing problem solving with students taking responsibility for their own learning. The course incorporates the latest classroom technology and how that technology is utilized to deliver self-directed learning. The PBL methodology is then evaluated in light of anonymous student survey results. The objective is to create a framework for future assessment in evaluating PBL in the business planning course.

scholarly journals Understanding the Level of Self-Directed Learning and Decision-Making Style of Construction-Related Workers

2019 ◽  
Vol 13 (07) ◽  
pp. 44
Author(s):  
Norhazren Izatie Mohd ◽  
Kherun Nita Ali ◽  
Shirin Shafiei Ebrahimi ◽  
Ahmad Faiz Azizi Ahmad Fauzi
Keyword(s):  
Decision Making ◽  
Learning Strategies ◽  
Rating Scale ◽  
Hazard Identification ◽  
Serious Game ◽  
Skilled Workers ◽  
Self Directed Learning ◽  
Decision Making Styles ◽  
Directed Learning ◽  
High Level

<p class="0abstract">Current serious game framework still lacks in fulfilling the user's requirements.  This is due to the framework elements which only focus on the process of delivery.  Hence, this study was carried out to determine user’s ability in self-directed learning and their styles in making a decision.  This study forms part of a larger research on a framework for serious game frameworks for hazard identification training modules.  A set of questionnaire consisting of three sections which are demographic, decision-making styles and levels of self-directed learning was designed.  In decision-making styles, 49 items are measured representing eight styles in decision making such as vigilant, dependent, avoidant, anxious, confident, spontaneous, brooding and intuitive.  Meanwhile, a self-rating scale consisting of 50 items was used to measure the level of self-directed learning such as awareness, learning strategies, learning activities, evaluation and interpersonal skills.  Data was collected from 319 construction-related workers and analysed using mean comparison and ANOVA.  Findings confirmed that their style of decision-making is inclined to ‘vigilant’ and ‘brooding’ types.  The results revealed two levels of self-directed learning, namely, the moderate level for supervisor and high level for general workers, skilled workers, consultants, management teams and safety trainees.  This level of self-directed learning is influenced by their level of education and working experiences.  The findings also highlight that decision-making style has a moderate relationship with the level of self-directed learning among construction-related workers.  The study contributes to the understanding of the construction workers' needs in enhancing their skills in becoming independent and lifelong learners</p>

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.

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