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Nemec, Patricia B. „The self-directed learner.“ Psychiatric Rehabilitation Journal 35, Nr. 1 (2011): 71–73. http://dx.doi.org/10.2975/35.1.2011.71.73.
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TARHAN, Betul. „SELF-DIRECTED LEARNING: INVESTIGATING LEARNER BELIEFS“. International Journal Of Eurasia Social Sciences 11, Nr. 39 (01.01.2020): 1–10. http://dx.doi.org/10.35826/ijoess.2490.
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Caffarella, Rosemary S. „On Being a Self-Directed Learner“. Adult Learning 5, Nr. 5 (Mai 1994): 7. http://dx.doi.org/10.1177/104515959400500504.
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Bratanych, Olgа, Sergii Skydan und Melisandra Leonardos. „SELF-DIRECTED LEARNING OF ENGLISH FOR SPECIFIC PURPOSES (BUSINESS ENGLISH) AS POWERFUL PEDADOGICAL TOOL IN THE CONTEXT OF ECONOMIC UNIVERSITY“. Scientific Journal of Polonia University 25, Nr. 6 (28.12.2017): 117. http://dx.doi.org/10.23856/2512.
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The authors have analyzed the conceptual framework of self-directed learning theory; described some issues of self-directed learning within the field of higher education in the North America and identified some challenges of self-directed English for Specific Purposes (ESP) learning in the Ukrainian Economic University setting; shared some practical information about using it as a pedagogical tool in an ESP (Business English) classroom for advanced learners in the context of Ukrainian Economic University; characterized the ESP course containing a self-directed learning component; showed who is more likely to become an efficient self-directed ESP learner; presented some ideas on the role of the teacher in involving students in self-directed ESP learning; selected several ways to foster an ESP learner autonomy: established a number of economic benefits of self-directed ESP learning.
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Agustiani, Indah Windra Dwie. „MAXIMAZING TEACHER ROLES IN SHAPING SELF-DIRECTED LEARNERS“. English Community Journal 3, Nr. 1 (15.07.2019): 289. http://dx.doi.org/10.32502/ecj.v3i1.1694.
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This paper attempts to offer some efforts that can be applied or employed by teachers in teaching learning activities to shape self-directed learners. It encompasses some theories about roles of teachers, roles of learners, the definition and characteristics of self-directed learners,the advantages of self-directed learning, and some possible tips of shaping self-directed learners. Some roles of teachers are discussed in this paper to highlight that teachers do not only teach and give some materials to be learned by their learners but have great tasks, like to be a monitor of students learning, motivator, organizer, and controller of pupil behaviour,provider of accurate language models,counselor and friend, needs analyst,material developer, and evaluator (Richard :1990:4). Hence, a teacher must encourage learners to take on greater degree of responsibility for their own successful learning (Hedge, 2000:34) and a teacher must motivate and help the learners to gain and develop the executive control of their learning strategies especially metacognitive strategies to teach them how to learn (Joyce,etal: 2009:16).Thus, some roles of learners become important to be included in this paper to assert that the burden of learning cannot be merely puored on the teacher but the learners have some roles need to be contemplated for the success of teaching and learning. Therefore, the integration of teacher - learner awareness toward their roles in teaching learning process can be effectively shaped to generate self-directed learners.
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M S, Dr Vinutha Shankar. „Role of Self Directed Learning in Competency based Medical Education in creating an Indian Medical Graduate“. JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 09, Nr. 3 (15.09.2019): 59–60. http://dx.doi.org/10.58739/jcbs/v09i3.4.
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Competency based Medical Education (CBME) has been the buzz word of recent times. As a welcome step, MCI has released the much awaited Undergraduate Medical Regulations in 2019 which is based on the VISION document which was conceived a few years ago by medical educators spread across the nation. The end product of this educational model is the Indian Medical Graduate (IMG). The construct for CBME relies on four foundations1: 1. Focusing education on patient outcomes 2. Emphasizing learner abilities 3. De-emphasizing time based learning 4. Increasing individualized trainee plans for the learner Greater emphasis is laid on hands on training, small group teaching and self-directed learning (SDL). Learners are expected to take active part and share responsibility of their learning
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MacVicar, Ronald. „The self-directed learner in medical education“. Education for Primary Care 27, Nr. 1 (02.01.2016): 69. http://dx.doi.org/10.1080/14739879.2015.1134126.
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WAN MOHD ISA, WAN ABDUL RAHIM, Zulinda Ayu Zulkipli und Mimi Nurakmal Mustapa. „A Conceptual Framework of Blended Learning for Self-Directed Learners in the Social Context: Case of Mobile Learning“. Social and Management Research Journal 14, Nr. 1 (30.06.2017): 51. http://dx.doi.org/10.24191/smrj.v14i1.5279.
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Currently, the factors for adopting m-learning revolve around higher education settings. However, the factors surrounding different cultural and background context of the user in using m-learning in different contexts are not fully explored, especially in the social context. Thus, there are needs to understand blended learning for self-directed learners from different communities. The main objectives of this paper are (i) to develop a conceptual framework of blended learning for self-directed learners in the social context by using mobile learning as the case study and (ii) to provide recommendations for improving m-learning for self-directed learners. The adapted conceptual framework which consists of (i) learner aspects, (ii) device aspects and (iii) the social aspects, was used in this study. A survey was conducted with 190 respondents who have experience in using mobile devices for self-directed learning and their qualitative responses were recorded. The preliminary descriptive results are presented to understand the user’s background and qualitative responses in supporting the recommendations related to (i) learner's aspects, (ii) device aspects and (iii) the social aspects, as suggested in the conceptual framework.
Keywords: blended learning; mobile learning, self-directed learners
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Gharti, Luk. „Self-Directed Learning for Learner Autonomy: Teachers' and Students' Perceptions“. Journal of NELTA Gandaki 1 (14.06.2019): 62–73. http://dx.doi.org/10.3126/jong.v1i0.24461.
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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.
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Nakonechna, Alyona. „The Organization of Future Translators’ Self-Directed Learning at US Universities“. Comparative Professional Pedagogy 7, Nr. 1 (01.03.2017): 87–94. http://dx.doi.org/10.1515/rpp-2017-0013.
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AbstractThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning and teaching consists of three components – teacher, learner and communication method. The traits of autonomous learners have been listed. The functions of self-directed learning in US higher education institution have been presented. Six ways of supporting autonomy, namely, classroom-based, curriculum-based, teacher-based, learner-based, resource-based, technology-based, have been singled out and analyzed. The experience of the Kent State University in training future Masters of Arts in Translation has been analyzed. Based on the research performed, the positive aspects of the experience have been justified and relevant recommendations to improve the organization of future translators’ self-directed learning in Ukrainian higher education institutions have been outlined.
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Karavoltsou, Athina A., und Carmel O'Sullivan. „Drama in Education and Self-Directed Learning for Adults“. Journal of Adult and Continuing Education 17, Nr. 2 (November 2011): 64–79. http://dx.doi.org/10.7227/jace.17.2.7.
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Drama in Education (DIE), as an artistic and educational experience, is sufficiently evidenced in the literature as a dialogical, liberating practice of education. This article discusses a practitioner research project in a second chance adult education school in Greece, where the use of a DIE teaching and learning approach was explored in an environmental adult education module. Self-directed learning in this study referred to learner-control and was used to uncover how power relations are constructed through the micro-politics of the classroom. The primary aim of the study was to establish whether the use of a DIE approach could enhance learners' motivation to participate in classroom choices and decisions, and thus take greater control and responsibility for their own learning process. The results indicate that resistance occurred when the teacher delegated greater responsibility than the learners were equipped to handle. The article concludes by advocating an educational encounter of shared authority and vulnerability between teacher and learners when working in and through the arts.
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Tainsh, Ryan D. „The Impact of Self-Directedness on the Academic Success and Persistence of Postsecondary Online Learners“. International Journal of Research in Education and Science 9, Nr. 1 (13.02.2023): 92–108. http://dx.doi.org/10.46328/ijres.3010.
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Despite similarities between self-directed learners and successful postsecondary online learners, infrequently has self-directedness been examined in this population. Understanding the impact of self-directedness on online learner academic success and persistence may clarify the profile of a successful online student. Independent samples t-tests noted significantly lower PRO-SDLS total scores among learners that had withdrawn from an online course than among those who had not (t [184] = 2.66, p 0.05) and significantly higher PRO-SDLS initiative scores among exclusively online learners than among residential online learners (t [187] = 2.32, p 0.05). These findings, gathered from 189 online learners at a large, private university, may inform the development of effective online learner readiness assessments, targeted advisement strategies, and thoughtfully designed postsecondary online courses.
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Lee, Dongsung. „An Autoethnography of an Adult Learner’s YouTube-based Learning Experience“. Korean Association for Qualitative Inquiry 8, Nr. 4 (31.12.2022): 179–204. http://dx.doi.org/10.30940/jqi.2022.8.4.179.
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The aim of this study is to understand the characteristics and meaning of the online platform-based adult learning experience by autobiographically describing the YouTube-based learning experience of an adult learner. The study results are briefly presented as follows. Firstly, as an adult learner, I converted the fragmented information on YouTube into systematic self-directed knowledge based on my subjective point of view and perspective. Secondly, as a researcher, I actively participated in YouTube-based online learning based on self-direction and mutuality. Thirdly, as an adult learner, I was able to overcome the limitations of the physical environment through the expansion of temporality and spatiality on YouTube. The results showed that the essence of the YouTube-based learning experience of an adult learner was that it is informal learning in which self-directed knowledge was subjectively constructed through self-awareness and reflection on the learning content, learning method, and learning environment mediated by YouTube. The results of this study will contribute to providing a theoretical and practical foundation for informal learning to promote the continuous growth and development of adult learners by identifying the characteristics and educational meaning of the YouTube-based online learning experience of an adult learner.
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Ahmad, Badli Esham, und Faizah Abdul Majid. „Face in Self-directed Learning: The Journey of a Highly Self-directed Malay Adult Learner“. Procedia - Social and Behavioral Sciences 116 (Februar 2014): 2717–21. http://dx.doi.org/10.1016/j.sbspro.2014.01.642.
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Din, Noorriati, Shireen Haron und Rahmah Mohd Rashid. „Self-Directed Learning Improves Quality of Life“. Journal of ASIAN Behavioural Studies 3, Nr. 10 (22.08.2018): 154–61. http://dx.doi.org/10.21834/jabs.v3i10.314.
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The SeDLE (Self-directed Learning Environment) Index is developed to measure the strength and ability of the learning environment to facilitate self-directed learning. This is a conceptual paper to explain the development and validation of the SeDLE index. Evidence showed that a self-directed learning environment exhibits a self-directed learner in promoting one’s quality of life. The self-directed environment will support and inhibit the ability to function with less supervision among learners thus viewed as a solution to reduce the problem of spoon feeding in the classrooms.
Keywords: Self-directed, life, quality, interaction.
eISSN 2514-7528 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
DOI:https://doi.org/10.21834/jabs.v3i10.314
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Annuar, Nursyamilah, und Roziana Shaari. „The Antecedents toward Self-Directed Learning among Distance Learner in Malaysian Public Universities“. JOURNAL OF SOCIAL SCIENCE RESEARCH 3, Nr. 2 (28.03.2014): 415–21. http://dx.doi.org/10.24297/jssr.v3i2.3207.
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This paper reviews the underpinning theories and past literature on self-directed learning in relation to self-efficacy by distance learner in higher learning institutions. There is little research available that systematically traces the extent to which individual and external factors play a role in level of self-directed learning ability. Subsequently, a number of hypotheses and a framework of self-directed learning are proposed. There are four hypotheses proposes which are there is a positive significant effect of motivation of self-directed learning; there is a significant positive effect of life satisfaction with self-directed learning; there is a mediate effect of self-efficacy which is significant and positive between motivation with self-directed learning; and there is a mediate effect of self-efficacy which is a significant and positive between life satisfaction and self-directed learning. The paper proposes that the students self-directed learning is influenced by or have relationship with students motivation and life satisfaction.
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Annuar, Nursyamilah, und Roziana Shaari. „Transformation of Self-Directed Learning Abilities Among Distance Learner“. JOURNAL OF SOCIAL SCIENCE RESEARCH 4, Nr. 1 (28.05.2014): 415–21. http://dx.doi.org/10.24297/jssr.v4i1.6425.
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The results of increase in knowledge, fast-paced technology and changes in working environment leads adult as learners to be more competitive. As potential human resources, adult learners should cultivate their self-directed learning ability in order to be more competitive. However, adult learners still face great difficulty in gaining new knowledge as todays adult learners are still very much lack of readiness to self-direct in learning. It is important for adult learners who pursue distance learning to possess self-directed learning ability. Therefore, one of the options for these adult learners to develop their self-directed learning ability is through the practice in distance learning. This learning provides a platform for adult learners to planning, implementing and evaluating their own learning activities.
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du Toit-Brits, Charlene. „The educator as a self-directed learner and agent“. Tydskrif vir Geesteswetenskappe 58, Nr. 2 (2018): 376–86. http://dx.doi.org/10.17159/2224-7912/2018/v58n2a11.
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Akmilia, Tsara Desiana, Pupung Purnawarman und Rojab Siti Rodliyah. „SELF-DIRECTED FEEDBACK: AN ATTEMPT TOWARDS LEARNER AUTONOMY IN WRITING“. Indonesian EFL Journal 1, Nr. 1 (12.09.2017): 48. http://dx.doi.org/10.25134/ieflj.v1i1.613.
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This paper aims to investigate the application of self-directed feedback in a writing classroom in terms of how it may affect their skills in writing and the students� response to it. The study was conducted in one of public high schools in Bandung, taking nine students of a science class as the participants. It employs a case study which is using interview and document analysis as the data collection techniques. The findings show that after the inclusion of self-directed feedback in four drafts, the students managed to have a progress in terms of organization, vocabulary, mechanics, and grammar in the process of writing a report text. The awareness of their own progress also indicates a trait of an autonomous learner. Most of the students saw self-directed feedback as a worthy technique to be used again in the subsequent lessons. As a conclusion, self-directed feedback is proven applicable in the writing classrooms as it functions as a step in making students acquire strategies of learning autonomy. For further research, it is suggested that self-directed feedback is included in a set of a self-monitoring strategy rather than one exclusive technique.Keywords: self-directed feedback, writing, learner autonomy
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Li, Yun Cheng. „An Autonomous Learning Multimedia Courseware Design“. Applied Mechanics and Materials 530-531 (Februar 2014): 851–54. http://dx.doi.org/10.4028/www.scientific.net/amm.530-531.851.
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Aimed at project Instructional Courseware Design Using Geometrical Painting Method which is an sample of multimedia courseware, an suggestion was made that design should be directed by appropriate teaching and learning theory, bring forth all materials to learner through appropriate technology, making the learner to be able to join into the whole process of learning, to practice all the related technique in time, so that the learner could to be learned soon. Through this process, the learner not only could learn the knowledge it self, but also the method to solve problems in the real world.
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Bontisesari, Bontisesari, Irma Rasita Gloria Barus und Harries Marithasari. „EXPLORING SELF-DIRECTED LEARNING READINESS OF UNDERGRADUATE STUDENTS AT IPB UNIVERSITY“. Prosiding Konferensi Linguistik Tahunan Atma Jaya (KOLITA) 20, Nr. 20 (19.10.2022): 36–43. http://dx.doi.org/10.25170/kolita.20.3775.
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To equip learners to face global challenges, there is an urgency to support and facilitate learners to become autonomous, particularly in the higher education context. Being autonomous learners means being aware and taking control of their own learning process, which will prepare them for the future. In doing so, learners need to acquire the capability of self-direction, which leads to the approach of self-directed learning. The theoretical framework in this study was the modified version of Guglielmino’s Self-Directed Learning Readiness Scale (SDLRS) as the guide for obtaining the data. Hence, this study aimed to measure the self-directed learning readiness of students in higher education, specifically in learning English as a Foreign Language. It revealed the attitudes, abilities, and characteristics of the learners contributing to their readiness in performing self-directed learning. This descriptive, quasi-quantitative study obtained the data through questionnaire responses among 268 undergraduate students at Bogor Agricultural University. The responses were tabulated and interpreted descriptively to obtain more comprehensive findings. The results show that there is room for improvement in increasing the learners’ readiness in self-directed learning through a classroom environment that allows them to explore their own learning. Although the average score of students’ self-directed learning readiness shows that the majority of students by 76.5% are ready to conduct self-directed learning, there are still 23.5% of students who are in the “not ready” category. By understanding the learners’ self-directed learning readiness, this study will contribute to the development of teaching and learning designs that prioritize learner autonomy. Considering the results of the self-directed learning readiness scale, strategies and innovations are needed to increase the overall score of students’ SDLR. Therefore, with appropriate teaching and learning design, it is hoped that learners can improve their capability of directing their own learning by taking the responsibility for learning instead of depending on the lecturers to provide knowledge. However, lecturers also need to be aware of their roles and give opportunities for learners to actively seek knowledge.
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Iqbal, Nadia, und Rafaqat Ali Akbar. „Effect of Autonomous Learner Approach on Prospective Teachers' Critical Thinking Skills“. Global Educational Studies Review VI, Nr. I (30.03.2021): 369–75. http://dx.doi.org/10.31703/gesr.2021(vi-i).37.
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Autonomous learner approach facilitates the learning environment in which students become a responsible and self-directed learner. The purpose of this experimental study was to explore the effect of the autonomous learner approach on prospective teachers' critical thinking skills. The 'quasi-experimental pre-test posttest control group research design' was used for this study. The participants of this study were prospective teachers of M.A. Early Childhood Education, studying at the Institute of Education and Research, University of the Punjab, Lahore'. A self-developed critical thinking skills scale (CTSS) was used for collecting the data. Independent samples t-test and ANCOVA were used to analyse the data. Findings show that there was an effect of the autonomous learner approach on prospective teachers' self-directed learning skills. The conclusion demonstrates that the autonomous learner approach is requisite in developing critical thinking skills among prospective teachers.
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Oh, Jinnyoung. „A Case Study of Applying ‘Notion’ when Reading Classics of Great Literature“. Korean Association of General Education 16, Nr. 1 (28.02.2022): 147–71. http://dx.doi.org/10.46392/kjge.2022.16.1.147.
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The purpose of smart learning and self-directed learning is to make learners realize that they can cultivate the ability to process various types of informative knowledge and then create new knowledge in a singular fashion. This is also the purpose of learner-centered lesson design. This study aims to provide a case that will determine the effects of the ‘Notion’ application when used as a smart-learning tool and when applying question-based learning in a program which makes use of smart learning and self-directed learning. Namely, the Reading Classics of Great Literature course. ‘Notion’ application is a new tool that has not been dealt with in previous studies in the field of smart learning and learner-centered lesson design. The reason why I introduced ‘Notion’ into the course is because I consider it to be the best application to date for the implementation of learner-centered lesson design. In fact, ‘Notion’ has a more diverse user interface than other smart learning online applications. It helps learners to better understand problematic phenomena structurally and to solve problems creatively. This in turn allows them to go beyond simply memorizing or utilizing information. Furthermore, this study identifies the utility of ‘Notion’ through three cases of 1) the access of data 2) interaction 3) self-designing question-based learning, and then concentrates on the analysis of these use cases in regards to its to educational implications. This analysis is crucial to analyze the characteristics and components of the program on Reading Classics of Great Literature. Therefore, this case study will explore effective ways to implement smart learning and self-directed learning in the field General Education.
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Cruz, Jehan Lira. „Promoting Learner Autonomy through Tandem Learning in a Japanese ESL Context“. International Journal on Social and Education Sciences 5, Nr. 1 (20.01.2023): 34–50. http://dx.doi.org/10.46328/ijonses.424.
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Computer-mediated form of language learning provides the opportunity to engage in meaningful and authentic interaction in the target language. Through interaction and collaboration, learners are said to develop a sense of autonomy (Little, 2001). Studies from the literature show that Japanese learners do not lack the capacity for self-directed learning but rather, the language learning environment that has been created by most Japanese institutions has implicitly discouraged learners from becoming autonomous learners (Holden Usuki, 1999; MEXT, 2013). This study seeks to explore how tandem learning could foster an autonomous learning environment in an EFL classroom in Japan. It will describe learners’ perception of the Facebook Project, and whether it has helped this group of learners assume more responsibility for the learning process. Findings show that the project enhanced intrinsic motivation, promoted learner reflection, and students took the initiative to reciprocate with their tandem partners’ language needs. Implications of the study suggest that learners need to be involved in the design of learning environments and adequate levels of technological proficiency are necessary to prepare learners for more self-directed learning.
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Liming, Yu. „The Comprehensible Output Hypothesis and Self-directed Learning: A Learner's Perspective“. TESL Canada Journal 8, Nr. 1 (26.10.1990): 09. http://dx.doi.org/10.18806/tesl.v8i1.575.
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In the course of his diary study dealing with communication strategies, the writer of this paper has found that the way of acquiring a language is not merely as simple as "understanding the message" as Krashen's Input Hypothesis (1985) claims. Swain's Comprehensible Output Hypothesis (1985) maintains that the development of a learner's communicative competence does not merely depend on comprehensible input: the learner's output has an independent and indispensible role to play. Swain's thesis has proved to be of relevance to the writer's experience as a self-directed learner. This paper discusses in detail the significance to language acquisition of pushing for comprehensible output. Three issues are discussed: (I) comprehensible output and negative input; (2) comprehensible output and incomprehensible output; (3) comprehensible output and comprehensible input.
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Guillot, Marie-Noëlle. „Computer information systems and learner independence - a word of caution“. ReCALL 5, Nr. 8 (Mai 1993): 16–20. http://dx.doi.org/10.1017/s0958344000005395.
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Both economic pressure - the need to accommodate ever greater numbers of foreign language learners, the increasing demand for distance education - and the educational desirability of self-directed learning have stimulated a great surge of research and practical interest in learner autonomy. And there is little doubt that information technology will be called upon, is already being called upon, to play a major role in the teaching profession's efforts to encourage foreign language learners towards self-reliance and to capitalize on the present appeal of computers. But what do we mean by ‘self-reliance’. What do we mean by ‘autonomy’? And what is the relationship between computer-induced motivation and learning?
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Washbourne, Kelly. „The self-directed learner: intentionality in translator training and education“. Perspectives 22, Nr. 3 (13.08.2013): 373–87. http://dx.doi.org/10.1080/0907676x.2013.827225.
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Jones, Allen R. „Increasing Adult Learner Motivation for Completing Self-Directed E-Learning“. Performance Improvement 52, Nr. 7 (August 2013): 32–42. http://dx.doi.org/10.1002/pfi.21361.
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Kvedaraitė, Nida, Rima Jasnauskaitė, Renata Geležinienė und Gražina Strazdienė. „FORMS OF EDUCATIONAL ACTIVITIES THAT ENHANCE SELF-DIRECTED LEARNING OF ADULTS“. Problems of Education in the 21st Century 56, Nr. 1 (25.11.2013): 74–85. http://dx.doi.org/10.33225/pec/13.56.74.
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The research examines self-directed learning as the formation of new educational culture in the contexts of learning theories such as: constructive learning, social constructivism, experiential learning and action science . The key educational activities supporting and enabling the learning processes are distinguished and substantiated: learning by doing, learning through collaboration, learning through experience, which give new experiences to the learner as well as status, competences of educational and managerial field, and values. A qualitative approach was applied in the research and as a research strategy of a semi-structured interview was carried out, which allowed to characterize the experiences and individual meanings of research participants while they take part in non-formal educational activities that enhance their self-directed learning. The results obtained in the course of empirical research allow stating that self-directed learners broaden the variety of learning settings, shift the learning beyond the boundaries of a formal education institution and consciously learn through job-related and life activities in various groups, communicating and collaborating with colleagues. This enables the learners to reflect upon the experience gained in job-related and life activities, and shift from the formal learning to non-formal. Key words: educational activities enhancing self-directed learning, learning by doing, learning through collaboration, learning through experience, self-directed learning.
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Ponton, Michael K., und Mary Jo Dondlinger. „A Sociocognitive Discussion of Learning Resource Selection in Self-Directed Learning“. International Journal of Learning and Development 12, Nr. 2 (02.06.2022): 46. http://dx.doi.org/10.5296/ijld.v12i2.19924.
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An essential feature of social cognitive theory is its use of reciprocal determinism as a lens to understand any domain of human functioning. In this conception of personal agency, human development and activity is the result of the interaction of three constituent factors: person, behavior, and environment. One particular domain of functioning is self-directed learning that describes the process of an individual learner who acts as an agent to create and direct all aspects of a learning activity, which includes the critical function of selecting learning resources (i.e., critical because learning quality is the direct result of such choices). The purpose of this article is to use this sociocognitive model of reciprocal determinism as an interpretive framework for discussing how self-directed learners select learning resources.
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Renato S Cagomoc. „Effectiveness and acceptability of textbook instruction paired with locally-developed quality-assured MELC-based learning activity sheets for modular instruction“. International Journal of Scientific Research Updates 3, Nr. 2 (30.05.2022): 021–26. http://dx.doi.org/10.53430/ijsru.2022.3.2.0035.
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This study assessed effectiveness and acceptability of Textbook instruction paired with locally developed quality assured MELC-based Learning Activity Sheets for modular instruction in DepEd Schools Division of Calbayog City during the curriculum year 2020. Utilizing the descriptive-assessment research method, this involved all school heads & teachers in DepEd Schools Division of Calbayog City thereby incorporating total or complete enumeration as its sampling technique and the one thousand learner respondents that can understand the content of the questionnaires chosen via random sampling. Results revealed that self-learning modules create an effective learning environment for the learners to learn. These contain the answers to all possible queries, confusions, and questions that may come into the mind of the learner at the time of learning. These also provide immediate feedback on the performance of the students. These also help to maintain a high-interest level and sufficient motivation for the learners enriching its features such as Self-explanatory, Self-contained, Self- directed, Self-motivating and Self-evaluating which help to cater the needs of all types of learners.
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Lai, Chun, und Dongping Zheng. „Self-directed use of mobile devices for language learning beyond the classroom“. ReCALL 30, Nr. 3 (02.10.2017): 299–318. http://dx.doi.org/10.1017/s0958344017000258.
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AbstractThe essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.
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Caruso, Shirley J. „Toward Understanding The Role Of Web 2.0 Technology In Self-Directed Learning And Job Performance“. Contemporary Issues in Education Research (CIER) 11, Nr. 3 (03.07.2018): 89–98. http://dx.doi.org/10.19030/cier.v11i3.10180.
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This paper serves as an exploration and thick description of job performance outcomes based upon the manner in which self-directed learning activities of employees are conducted, mediated by the use of Web 2.0 technologies in organizational settings. It provides a collective view of the role that Web 2.0 technology plays in self-directed workplace learning and job performance outcomes to benefit employees, organizations, and human resource development professionals. To expand further the knowledge base of adult learning and self-directed learning activities, this paper places its focus on the role of Web 2.0 technology in adult learners’ engagement in self-directed learning. Part of the discussion focuses on learners’ preferences in relation to the emergence of Web 2.0 technology. This discussion of learner preferences explores learning environments that participants engaged in and the motivation behind their engagement. This paper contributes to the field of human resource development by providing a new lens that views the role of Web 2.0 technology in self-directed learning and job performance within an organizational setting, thereby enabling its integration into a blended-learning site. A practical application resulting from this paper is to provide insight to human resource development professionals into best practices and recommendations for the adoption and application of Web 2.0 technology.
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Subekti, Adaninggar Septi. „Indonesian Learners’ Self-Directed Learning in Online EAP Classes: Its Manifestations and Factors“. LITERA 20, Nr. 3 (31.12.2021): 405–23. http://dx.doi.org/10.21831/ltr.v20i3.42062.
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The present study was conducted to investigate online English for Academic Purposes (EAP) classes’ learners’ manifestations of the level of their Self-directed Learning (SDL) in English as well as their views about possible factors influencing their SDL. The study used interviews as the method of data collection. Six EAP learner participants at the university level participated in the study. Through Thematic Analysis of the interview transcripts, the present study found that learners with a high SDL (HSDL) adhered to a carefully planned learning agenda and were eager to learn more. In comparison, learners with a low SDL (LSDL) reported having no deliberate planning for learning and making no or little effort to learn English independently outside English class. The present study further found that perceived relevance of English class increased learners' SDL, and its lack of relevance reduced it. The study also found that LSDL learners' sense of achievement and teachers' support could increase their interest in learning, and so their SDL. Based on the findings, it was suggested that EAP courses increase their relevance to learners' needs and teachers provide the necessary support for LSDL learners to make them more interested in learning and increase their SDL.
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Kop, Rita. „The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course“. International Review of Research in Open and Distributed Learning 12, Nr. 3 (25.03.2011): 19. http://dx.doi.org/10.19173/irrodl.v12i3.882.
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Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. This paper raises questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning.
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Nurbaiti, Agus Mustajib und Maizarah. „THE STUDENTS’ SELF-DIRECTED LEARNING IN ENGLISH LEARNING ON THE ELEVENTH-GRADE OF SMA NEGERI 1 TEMBILAHAN“. J-SHELVES OF INDRAGIRI (JSI) 2, Nr. 2 (25.05.2021): 84–97. http://dx.doi.org/10.32520/jsi.v2i2.1559.
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The purpose of this research is to know the level of students' self-directed learning in English learning on eleventh-grade students of SMA Negeri 1 Tembilahan. This research was achieved by conducting a descriptive quantitative study. The total population of this research was 268 students. Sample of this research were 92 students of eleventh-grade students of SMAN 1 Tembilahan. The researcher used purposive sampling to take the sample. The researcher gave a questionnaire to collect data, consisting of 20 statements based on self-directed learning indicators. It was using the Likert Scale. The results revealed that students' self-directed learning in English learning relies on enough levels with 63,97%. It means that they have a problem being a self-directed learner in English learning. They need to improve themselves to become a self-directed learner. The role of the teacher is vital in order to guide them to be more independent. The teacher can provide the instructions needed to direct students' initiative in their learning process to be more independent.
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Žvaliauskienė, Sidona. „Promotion of Student Autonomy in Learning the German Language. University Case Study“. Sustainable Multilingualism 17, Nr. 1 (18.11.2020): 231–53. http://dx.doi.org/10.2478/sm-2020-0020.
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SummaryThe concept of learner-centered teaching is very popular in modern foreign language didactics. Specialized literature emphasizes repeatedly how important it is to enable individual and self-directed learning processes and to support them with advice. It is obvious that autonomy can be seen as a key competence that is urgently needed in a constantly changing world of work. With the principles of learner orientation and learner autonomy, the roles of university lecturers and students are also changing. So it seems to be essential for lecturers to answer the following questions: Under what conditions can self-determined, efficient and successful foreign language learning take place in a university-learning environment? How much freedom students can or want to endure in a foreign language class? What are the limitations of learner-oriented teaching in foreign language classes? This article reports on the implementation of the pedagogical concepts of learner orientation and learner autonomy and shows why the use of the didactic principle of learner autonomy in universities is a challenging task for both teachers and learners. The statements are based on the insights gained during the BA seminar on contemporary German language at Kaunas Vytautas Magnus University.
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Thomson, Chihiro Kinoshita. „A learner-centred foreign language curriculum for a large, diverse group of students? yes, it is possible“. Australian Review of Applied Linguistics. Series S 12 (01.01.1995): 119–30. http://dx.doi.org/10.1075/aralss.12.08tho.
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Abstract In the reality of learner diversity and large enrolment, how can we effectively deliver a foreign language curriculum that is learner-centred and communicatively-based, and that fosters learner autonomy? This paper proposes a curriculum innovation in which a curriculum holds two major components: one of self-directed learning project and the other of any syllabus type of one’s choice. The paper describes and discusses a case study, which is a trial of the proposed curriculum, then further makes recommendations for successful implementation of such a curriculum. The project section of the proposed curriculum has four stages: the introduction stage where the concepts and benefit of the project are introduced to learners; the planning stage where the learners draw learning contracts; the monitoring stage where the learners monitor and modify their learning; and the assessment stage where the learners assess their own performance in accordance with their learning contracts.
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Azlan Mohamad, Syamsul Nor, Mohamed Amin Embi und Norazah Mohd Nordin. „Designing E-Portfolio with ARCS Motivational Design Strategies to Enhance Self-Directed Learning“. Higher Education Studies 6, Nr. 4 (20.11.2016): 138. http://dx.doi.org/10.5539/hes.v6n4p138.
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<p>This paper presents the instructional design effect on motivation towards the implementation of e-Portfolio with ARCS Motivational design strategies to enhance self-directed learning. The purpose of the study was to examine the learners’ motivation level after the implementation of e-Portfolio. Initially, this paper was conducted to study a total number of twenty-four students as a small group evaluation. The survey instrument was divided into four subscales which involved (1) attention, (2) relevance, (3) confidence, and (4) satisfaction to measure the motivation subscales among learners. The findings reported that learners’ motivation has a significant effect to create a desire and awareness in constructing, developing and exploring their knowledge. The e-Portfolio with ARCS motivational design strategies will enforce the learner in gaining their interest in learning. The integration of e-Portfolio and ARCS motivational design strategies will create an opportunity to enhance the transmission and instruction approach in teaching and learning for higher education environment.</p>
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Osidak, Viktoriya. „LANGUAGE LEARNER MOTIVATION IN LANGUAGE AUTONOMY“. АRS LINGUODIDACTICAE, Nr. 1 (2017): 25–30. http://dx.doi.org/10.17721/2663-0303.2017.1.04.
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Background: The notion of independent, autonomous learners is the focus of modern teaching paradigm as the key to success in language learning. At the same time the analysis of students’ attitude to their learning process has shown that many university students are not ready to take the responsibility for their own progress. The research in the field of learners’ motivation proves that motivation is the basic ingredient of the promotion and development of the autonomous language learning environment which results in the shift from teacher-centered to student-centered approach in the language classroom. Purpose: The purpose of the article is to discuss the nature of motivation of adults’ learners as a means of fostering learner autonomy and to outline the strategy of building up students’ independence in the language classroom. Results: A learner’s desire to succeed which is based on his ability to control and influence the situation appears to be the major external force behind language learning. The interaction between intrinsic and extrinsic motivation has led to a wealth of practical implications such as providing students with a repertoire of learning strategies that can help them become better motivated and more autonomous learners. The result of this type of teaching is the understanding of the importance of self-control as the means of enhancing students’ motivation and, as a result, to provide opportunities for feedback improvement through reflection, planning how to proceed with a learning task, monitoring one’s own performance on an ongoing basis, and self-evaluation upon task completion. Self-control has a four-stage development framework of a different degree of a student’s subordination to a teacher. It is expedient to rely on a teacher’s coaching and students’ cooperation while creating an efficient learning environment to enhance students’ self-control skills. Discussion: The discussion about intrinsic motivation has always been recognized as the primary impetus to initiate foreign language learning and later a driving force to sustain the self-directed learning process. Yet, “external” rewards such as passing grades or better employment opportunities, are essential for developing learner autonomy too. Thus extrinsic motivation can be viewed as a stimulus to the degree of fostering the autonomous learning in case an adult learner lacks intrinsic motivation.
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Widjaja, Andrianto, Yosua Giovanni Widjaja und Jeni Harianto. „PENGARUH INTERACTION ENVIRONMENT DAN LEARNER CHARACTERISTIC TERHADAP KEPUASAN DALAM PENGGUNAAN SISTEM E-LEARNING“. Media Mahardhika 20, Nr. 1 (18.09.2021): 1–11. http://dx.doi.org/10.29062/mahardika.v20i1.315.
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Studi ini bertujuan untuk mengetahui ada tidaknya pengaruh yang signifikan antara interaction-environment dan learner-characteristic sebagai variabel independen terhadap e-learning satisfaction sebagai variabel dependen. Disini faktor interaction- environment direpresentasikan melalui variabel-variabel Learner-content interaction, Learner- instructor interaction, dan Learner-learner interaction. Sedangkan faktor learner- characteristics direpresentasikan melalui variabel-variabel Self-efficacy dan Self- directed. Studi dilakukan pada sebuah perguruan tinggi swasta di Jakarta, dan sebagai sampel penelitian dipilih para mahasiswa di institusi tersebut dengan teknik purposive sampling. Metode analisis data menggunakan teknik regresi linier berganda. Hasil olah data menunjukkan bahwa semua variabel independen berpengaruh positif dan signifikan terhadap variabel dependen, kecuali Learner-learner interaction tidak berpengaruh signifikan terhadap E-learning satisfaction.
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Kang, Kyunglee. „A Study on the Development and Effectiveness of a Psychology Liberal Arts Class Incorporating Self-Directed Learning“. Korean Association of General Education 16, Nr. 4 (31.08.2022): 121–40. http://dx.doi.org/10.46392/kjge.2022.16.4.121.
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The purpose of this study is to develop a psychology liberal arts class incorporating self-directed learning and to analyze the effects of its implementation. In this study, a psychology liberal arts class connected with the self-directed learning factors was developed for self-directed learning. In order to analyze the effects of liberal arts class, data were collected and analyzed using reflection journal writing and in-depth interviews with 17 university students. The results are as follows. First, at the beginning of the liberal arts class, the process of students attempting to learn was found to be of significant importance regarding the learning process itself, as well as the trial and error process based on past experiences. From the perspective of the Galaxy model, this process is related to cognitive self-directed learning. From the perspective of the education subject, the intention of the learner is founded in education. Second, at the mid point of the liberal arts class, the process of realization among the students in regards to their learning was found to lie in an understanding of the learning phenomenon based on psychology, solving problems related to learning through the connection between psychology and learning science, and the use of teaching media for effective learning. From the perspective of the Galaxy model, this process is related to educational self-directed learning. From the perspective of the education subject, the intentions of learners and instructors are implemented in education. Third, at the end of the liberal arts class, the students’ growth process through learning was found to rest in the areas of their pursuit of value and their pursuit of change. From the perspective of the Galaxy model, this process is related to existential self-directed learning. From the perspective of the education subject, the intention of the learner becomes central in education.</br>The conclusions are as follows. First, it is necessary for us to develop a liberal arts class with self-directed capabilities that will be required in the era of the 4th Industrial Revolution. Second, such classes need to reflect the learner’s intentions that take into consideration the self-directed learning elements of time, space, exchange, and body elements in the design process of the liberal arts class for self-directed learning capabilities. Third, we need to discuss the appropriate role of the instructor in the operational process of the liberal arts class that possess self-directed learning capabilities.
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Higgs, Joy. „Managing Clinical Education: The Educator-manager and the Self-directed Learner“. Physiotherapy 78, Nr. 11 (November 1992): 822–28. http://dx.doi.org/10.1016/s0031-9406(10)60453-1.
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Giveh, Fatemeh, Mehdi Ghobadi und Zahra Zamani. „Self-directed Learning in L2 Acquisition: A Review of Theory, Practice, and Research“. Journal of Language Teaching and Research 9, Nr. 6 (01.11.2018): 1335. http://dx.doi.org/10.17507/jltr.0906.24.
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Emphasis on second language (L2) learner as the most significant agent responsible for the process of L2 acquisition has had significant implications for the both fields of L2 leaning and teaching. As L2 learning is concerned, we now know that learners should be helped to take responsibility for their own L2 learning and thus they should move towards independence in the process of L2 acquisition. As L2 teaching is concerned, teachers are now more preoccupied with facilitating the process of L2 learning rather than ‘teaching’ in its traditional sense of the term. These implications have presented themselves in what is called self-directed L2 learning. The purpose of this paper is to present a review of self-directed learning, discussing the improvements that this line of innovation has brought to L2 learning and even L2 teaching. The review is presented with respect to both theoretical underpinnings and research of self-directed L2 learning. Further, the practical implications of self-directed learning for both L2 learning and teaching are discussed.
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Cho, Mi-Kyoung, und Mi Young Kim. „Factors Influencing SDL Readiness and Self-Esteem in a Clinical Adult Nursing Practicum after Flipped Learning Education: Comparison of the Contact and Untact Models“. International Journal of Environmental Research and Public Health 18, Nr. 4 (05.02.2021): 1521. http://dx.doi.org/10.3390/ijerph18041521.
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This study aimed to evaluate the effects of a flipped learning contact model and a flipped learning “untact” model with Korean nursing students undergoing a clinical practicum, and to examine the factors of self-directed learning readiness and self-esteem considering these learning models. The participants included 85 students. Participants were randomly allocated to two models. This study measured self-directed learning readiness, self-esteem, learner motivation, professor–student and clinical instructor–student interactions, confidence in performing core skills, participating in online activities, clinical practice stress, and the friendliness of the two models. Participants’ characteristics were analyzed using frequencies and percentages, and between-group differences regarding characteristics were analyzed using the χ2 test, independent t-test, and one-way ANOVA with a Scheffe test. This study conducted independent t-tests for comparison of the between-group adjusted mean difference of the pretest and posttest scores. The influence of the dependent variables on self-directed learning readiness and self-esteem was measured using a stepwise multiple regression method. Among the two models in the practicum, the flipped-mastery contact model (FMCM) showed higher self-directed learning (SDL) readiness and professor–student interaction than those of the flipped-mastery untact model (FMUM) after the clinical practicum was completed. The three influencing factors of SDL readiness were FMCM, learner motivation, and ward friendliness, with an explanatory power of 31.6% (F = 13.96, p < 0.001). Learner motivation, professor–student interaction, and ward friendliness influenced self-esteem, with an explanatory power of 54.7% (F = 34.86, p < 0.001).
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Rubin, Joan. „Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador“. Profile: Issues in Teachers´ Professional Development 21, Nr. 2 (01.07.2019): 145–53. http://dx.doi.org/10.15446/profile.v21n2.75121.
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Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or Self-Regulation. The scholar details her experience teaching LSM concepts such as SMART goal setting, Task Analysis, Cognitive and Affective Strategies. She provides descriptions of what these language teachers consider the roles of the teacher and that of the learner to be and also what their most critical teaching issues were. She also briefly elaborates the history of the development of learner strategies and the value of metacognitive strategies and knowledge.
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Ferreira, Bárbara P., Leandro F. Malloy-Diniz, Juliana O. Parma, Nathálya G. H. M. Nogueira, Tércio Apolinário-Souza, Herbert Ugrinowitsch und Guilherme M. Lage. „Self-Controlled Feedback and Learner Impulsivity in Sequential Motor Learning“. Perceptual and Motor Skills 126, Nr. 1 (06.11.2018): 157–79. http://dx.doi.org/10.1177/0031512518807341.
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Many studies have attributed self-controlled feedback benefits associated with motor learning to learners' greater information processing during practice. However, individual learner characteristics like their impulsivity can also influence how people engage cognitively during learning. We investigated possible dissociations between the types of interaction in self-controlled knowledge of results (KR) and learner impulsivity levels in learning a sequential motor task. Ninety volunteers responded to the self-restraint section of the Barkley deficits in executive functioning scale, and those 60 participants with the highest ( n = 30) and lowest ( n = 30) impulsivity scores practiced a motor task involving sequential pressing of four keys in predetermined absolute and relative times. We further divided participants into four experimental groups by assigning the high- and low-impulsivity groups to two forms of KR—self-controlled absolute and yoked. Study results showed no interaction effect between impulsivity and self-controlled KR, and, contrary to expectation, self-controlled KR did not benefit learning, independently of impulsivity. However, low-impulsivity participants performed better than high-impulsivity participants on the absolute dimension of the transfer task, while high-impulsivity learners were better at the relative dimension. Cognitive characteristics of automatic and reflexive processing were expressed by the strategies used to direct attention to relative and absolute task dimensions, respectively. Low-impulsivity learners switched their attention to both dimensions at the end of practice, while high-impulsivity learners did not switch their attention or directed it only to the relative dimension at the end of the practice. These results suggest that the cognitive styles of high- and low-impulsive learners differentially favor learning distinct dimensions of a motor task, regardless of self-controlled KR.
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Xodabande, Ismail, und Esmat Babaii. „Directed Motivational Currents (DMCs) in Self-directed Language Learning: An Interpretative Phenomenological Analysis“. Journal of Language and Education 7, Nr. 3 (30.09.2021): 201–12. http://dx.doi.org/10.17323/jle.2021.12856.
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Directed Motivational Currents (DMCs) postulated as a novel motivational construct in second language acquisition (SLA) research to explain periods of intense and enduring behavior in pursuit of a highly valued goal or vision. Nonetheless, much of the discussion related to this new motivational phenomenon has remained theoretical, and only a limited number of empirical studies have investigated its various dimensions in language learning. The current qualitative study employed interpretative phenomenological analysis (IPA) to explore a period of intense motivation experienced by an Iranian language learner in self-directed and mobile assisted language learning. The findings provided further empirical evidence for the triggering stimulus and the core characteristics of DMCs in terms of goal/vision orientedness, a salient facilitative structure, and positive emotionality in explaining the essence and the universal meaning of the phenomenon experienced by the participant of the current study.
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Homma, Yuta, und Huw Davies. „Discourse on a Language-Learning Trajectory: An Undergraduate’s Progress Beyond Becoming a User of English to Developing an English-Speaking Identity“. Relay Journal 5, Nr. 1 (25.01.2023): 31–52. http://dx.doi.org/10.37237/relay/050104.
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An undergraduate student evaluates his four-year self-directed language learning journey at a university in Japan, and—together with the learning advisor he shared his learning journals with—puts forward a proposition about how the process of transformational learner development works. The paper begins with a year-by-year autoethnographic account of self-directed study, through analysis of journal entries. Next, the authors draw on Kato and Mynard’s (2015) Learning Trajectory in Transformational Advising to develop a revised model. This model hypothesizes that following a transformational experience, learners need to rebuild their worldview, which can be a draining process. This reconceptualization of what happens after a transformational learning experience is of use to educators and course designers, in order to ensure learners are given appropriate support, and to students in assisting them to understand their current situations.
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Ho, Wing Yee Jenifer, und Li Wei. „Mobilizing Learning“. Chinese Semiotic Studies 15, Nr. 4 (26.11.2019): 533–59. http://dx.doi.org/10.1515/css-2019-0029.
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Abstract This article offers an alternative view of mobile learning, moving away from a focus on technology to an emphasis on the mobilization of multiple resources by the learner and the interactivity between the learner and the environment. We present an analysis of an episode of self-directed online learning by a multilingual learner using the perspective of translanguaging. We argue that the mobilization process is a process of translanguaging whereby the learner goes beyond not only the boundaries between different-named languages but also linguistic codes, transcending modalities and making use of the technological environment and artifacts. In so doing, we highlight the need for researchers to broaden the definition of language and language learning and look more closely at the details of how learners orchestrate and coordinate their mind and body to adapt to the affordances of the diverse range of multilingual, multimodal, and multisemiotic resources.