self directed learning
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2022 ◽  
Vol 11 (2) ◽  
pp. 653-661
Yong-Jik Lee ◽  
Robert Davis* ◽  
Yue Li

<p style="text-align: justify;">Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.</p>

Prof. Dr. Dong Hwa Kim ◽  
Prof. Dr. Young Sung Kim ◽  

This paper deals with emotion-based self-directed teaching and learning in online education. Teachers and learners cannot understand how much their communication exchanges well with each other. So, their teaching and learning efficiency decreases than their expectation. To increase teaching and learning efficiency, this paper analyzes face emotional patterns to figure out which emotion segments have dominant facts in teaching and learning through Korean women’s face data. These dominant factors are sent to control for improving self-directed learning. In the control system, deep learning compares face data with reference data and finally decides the control signal to improve self-directed learning. Keywords: Face Emotion, Online Education, Self-Directed Teaching and Learning, Emotion Reinforcement.

2022 ◽  
Vol 9 (1) ◽  
pp. 132-151
Ashadi Ashadi ◽  
Erna Andriyanti ◽  
Widyastuti Purbani ◽  
Ihtiara Fitrianingsih

Major potential effects of abrupt changes in educational settings particularly for education stakeholders such as teachers have been somewhat interesting to examine. This study examines how teachers of English as a Foreign Language (EFL) in different schooling levels acclimatize their experiences due to the unanticipated Covid-19 outbreak, which forced them to pursue Online Distance Learning (ODL). Employing a phenomenological approach, eight teachers from various educational and psychometric backgrounds in three different provinces in Indonesia shared their experiences in coping with the changes. Before engaging in two semi-structured interviews, they were invited to complete an e-reflection to share their feelings, concerns, difficulties, and challenges. To get to the core of their experience, the data were scrutinized following an interpretive phenomenological analysis which includes an early focus on the lines of inquiry, central concerns and important themes, identification of shared meanings, final interpretations, and the dissemination of the interpretations. The findings demonstrated that the changes created an ambivalent experience of being challenged and bored, prompting teachers to reflect on their existing practice and respond appropriately by combining empathy, new roles, and technology paramount through their self-directed learning (SDL). Further implications on teacher agency and identity are discussed to shed light on the reshaping of teacher identities due to ODL and SDL. 

Tim Weinert ◽  
Matthias Billert ◽  
Marian Thiel de Gafenco ◽  
Andreas Janson ◽  
Jan Marco Leimeister

AbstractThe increasing digitalization and automatization in the manufacturing industry as well as the need to learn on the job has reinforced the need for much more granular learning, which has not yet impacted the design of learning materials. In this regard, granular learning concepts require situated learning materials to support self-directed learning in the workplace in a targeted manner. Co-creation approaches offer promising opportunities to support employees in the independent design of such situated learning materials. Using an action-design research (ADR) approach, we derived requirements from co-creation concepts and practice by conducting focus group workshops in manufacturing and vocational training schools to develop design principles for a co-creation system that supports employees through the creation process of work-process-related learning material. Consequently, we formulate four design principles for the design of a collaborative learning and qualification system for manufacturing. Using an innovative mixed methods approach, we validate these design principles and design features to demonstrate the success of the developed artifact. The results provide insights regarding the design of a co-creation system to support learners in the co-creation of learning material with the consideration of cognitive load (CL). Our study contributes to research and practice by proposing novel design principles for supporting employees in peer creation processes. Furthermore, our study reveals how co-creation systems can support the collaborative development of learning materials in the work process.

2022 ◽  
pp. 073563312110629
Joerg Zumbach ◽  
Lena von Kotzebue ◽  
Constanze Pirklbauer

Augmented Reality (AR) has become an emerging educational technology in classroom practice and science education. While most research and contemporary meta-analyses reveal benefits with regard to knowledge acquisition and motivation of Augmented Reality–based learning environments, most of the studies lack a clear and fair control condition. In this research, we compared an AR-based learning environment with a paper-based learning environment for self-directed learning about the human digestive system. In an experiment, we examined the effects of these two conditions for knowledge acquisition, cognitive load, and experience of flow and immersion. Results reveal significantly higher outcomes in favor of the text-based instruction with regard to conceptual domain knowledge and mental representation of the human digestive system and its involved organs. Positive effects of the AR learning environment are limited to a higher experience of immersion.

2022 ◽  
pp. 004005992110681
Anna Laura McAfee ◽  
Aftynne E. Cheek ◽  
Maddy Hensch ◽  
Lexi Stone

Self-determination consists of essential skills for students with disabilities because it gives individuals the power to make decisions based on their own needs and desires. Self-determination includes areas such as choice-making, goal setting, and self-directed learning. Music therapy is a service that can be used to enhance self-determination for students within the educational setting. Through intentional collaboration, music therapists and special educators can bring together their expertise to promote self-determination in students with disabilities. As members of students’ Individualized Educational Programs (IEPs), both professionals are working towards the common interest of fulfilling individuals’ goals and needs. The authors of this manuscript outline and describe a three-step process for collaboration between music therapists and special educators to promote self-determination among students while also providing a vignette to demonstrate this practice.

Florence M. F. Wong ◽  
Crystal W. Y. Kan

Background: Small group work embraces independent study and interactive learning, which enhance knowledge acquisition and skills. Self-directed learning (SDL) and problem-solving (PS) are essential skills in the development of the nursing profession. During the coronavirus pandemic, virtual learning was indispensable. However, little is known about how students develop SDL and PS abilities through online learning through group work. Objective: To evaluate the effects of the online intervention on SDL and PS abilities through interactive group work. Methods: A randomised waitlist-control trial was carried out. A structured intervention using problem-based learning (PBL) as a guideline was used to direct student learning in small group work. Assessments were scheduled at Time 0 (baseline), Time 1 (8th week), Time 2 (16th week), and Time 3 (28th week). Results: The mean student age was 21.45 (SD = 0.86). About 78% of students were female. There was no significant difference in demographic characteristics and analysis at the baseline. Students in the intervention group reported greater improvement in the SDLRS and PSI at the 8th week, whereas those in the waitlist control group reported greater improvement in the SDLRS and PSI at the 16th week. Sustained effects in the SDLRS and PSI were observed in both the intervention and waitlist control groups at the 16th and 28th weeks, respectively. A repeated-measure analysis was performed to compare the SDLRS and PSI in different periods and revealed statistically significant results (p < 0.001) in all subscales of SDLRS and PSI in the four study periods. Conclusions: The guidelines appear to be an effective treatment for SDL and PS ability enhancement with sustainable effects through interactive group work. The guidelines with explicit instructions and learning objectives provide directions and guidance to students to learn more effectively. The educator plays a vital role in facilitating the students’ SDL and PS ability improvement.

2022 ◽  
Nor Hafizah Adnan ◽  
Siti Shakirah Sayadi

Self-directed learning among students, particularly at the upper secondary level, is still underexplored in Malaysia. Further understanding of ESL students’ readiness for self-directed learning in improving English writing skills is crucial to exploit the advantages of this learning method for their benefit. Thus, this study aimed to examine the levels of self-directedness among secondary school students and their readiness to apply self-directed learning in improving English writing skills through a survey design. A total of 50 ESL students in a secondary school responded to two sets of questionnaires that measured different variables in this research. The first questionnaire included a self-rating scale of self-directed learning, which consisted of awareness, learning strategies, learning activities, evaluation, and interpersonal skills. The second questionnaire contained questions about students’ readiness for self-directed learning in improving English writing skills. Sampling was done randomly without considering students’ academic level of English. The findings found that most students possessed a medium level of self-directedness with not much difference with the high-level ones. The study then revealed a positive relationship between students’ level of self-directedness and students’ readiness to incorporate self-directed learning in English writing skills. For instance, students with a high level of self-directedness scored higher in students’ readiness for self-directed learning in improving English writing skills than those with a low level of self-directedness. Future studies should consider self-directed learning strategies to promote lifelong effects of positive attributes towards learning experiences, such as discipline, attention, responsible, and creativity in planning learning objectives.

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