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Relevant bibliographies by topics / Center for Self-Directed Learning

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Academic literature on the topic 'Center for Self-Directed Learning'

Author: Grafiati

Published: 28 July 2024

Last updated: 30 July 2024

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Journal articles on the topic "Center for Self-Directed Learning"

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Pueschel, Chance. "A Self-Directed Teaching Method to Improve English Skills." Global Association of Applied Liberal Arts Studies 1, no. 1 (February 28, 2023): 91–109. http://dx.doi.org/10.58990/galas.2023.1.1.91.

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In this study proposes integrating a Self-Access Learning into classroom or activities to improve English instruction. Students can learn English independently in library areas or English-only spaces at the Self-Access Learning Center. In the Self-Access Learning, counseling teachers help students listen and talk in English according to their interests, English skills, and learning styles. Several European, Hong Kong, Japanese, Singaporean, and Australian Self-Access Learning employ self-directed learning to improve English fluency This may be a great example for English education in our nation and encourage self-directed English language study. This study developed a five-stage self-directed English hearing and speaking instructional model: orientation, pre-test, learning plan, counseling, and self-study. Most participants' self-directed English learning increased during the 4-week Central University College of Education field application. The program taught individuals to study independently and customize their learning. The study recommended reward and follow-up strategies for self-directed instructional-learning models and field application. Foreign languages need self-directed learning. Learner-centered education lacks self-directed learning. Teacher-centered education reduces self-directed learning, motivation, and learner expectations. English private schools are societal issues. This chapter highlights our nation's major English education concerns and study goals. is also needed to understand why English accounts for a considerable amount of private school costs.

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Nopas, Dech-siri. "Development of a self-directed workplace learning program to enhance cultural competence for the registered nurses from the international hospitals in Thailand." Asian Journal of Education and Training 9, no. 4 (October 20, 2023): 98–107. http://dx.doi.org/10.20448/edu.v9i4.5077.

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Thailand is now a medical center in Asia. There has been an increase in the number of foreign patients receiving medical services in Thailand. The employees in the healthcare industry, like the registered nurse, are the center of the relationship with that service. The vital learning promotion course for these registered nurses dealing with patients of various nationalities is cultural competence promotion. With the nature of the learning style of the registered nurse, they need more flexibility and respond to their learning nature. Ultimately, the enhancement of cultural competency learning still needs to be achieved. Therefore, this research study aimed to 1) develop a self-directed learning program in the workplace to promote cultural competence for registered nurses in international hospitals and 2) study the effect of implementing a self-directed workplace learning program to promote cultural competency. The researcher adopted a Research and Development methodology divided into two phases. The first phase is to develop a self-directed workplace learning program to enhance cultural competency. The second phase is to study the effect of implementing a self-directed learning program. The findings revealed that: 1) a draft of a self-directed workplace learning program to enhance cultural competence consisting of concepts and principles, the primary goal of the program, the guideline for promoting cultural competence learning based on the idea of self-directed workplace learning, the learning program, the learning facilitators of the program, the learning spaces are locations or areas within an organization, the international hospital's networks and the learning resources include information sources from diverse places. Plus, 2) registered nurses had better levels of cultural competency learning in attitudes, knowledge, and skills than before participating in the program trial and had improved scores in all areas.

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Örs, Mukaddes, and Osman Titrek. "The Correlation Between Metacognitive Awareness Level and Self-Directed Learning Readiness of Undergraduate Nursingand Midwifery Students." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 218. http://dx.doi.org/10.11114/jets.v6i11a.3819.

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The aim of this study was to investigate the relationship between Self-directed Learning readiness and Metacognitionof undergraduate students nurses and midwifery. The research is conducted in a public university in the city center of Amasya with 398 undergraduate nursing and midwifery students in 2017-2018 academic years. A descriptive correlational design was used. A structured questionnaire consisted of two parts: Part I: Socio-demographic data, Part II: Fisher’s Self-Directed Learning Readiness scale and Part III: Metacognitive Awareness Inventory (Schraw & Dennison, 1994).Descriptive statistics of the students’ demographic attributes were presented. In order to determine whether there was a correlation between the students’ self directed learning readiness and their Metacognitive Awareness perceived, the Pearson Moment Correlation coefficient was was calculated.The results showed that (1). There is a positive moderate but significantly relationship between metacognitive awareness and Self-directed Learning Readiness scores. (2). There is a significant relationship between metacognitive awareness and Self-directed Learning Readiness subscores.Metacognition awareness is a predictor of SDLR.

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Kim, Beomseok, and Minjung Baek. "The effects of problem-based project instruction on self-directed learning, communication, and problem-solving competence in gifted students." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (June 30, 2023): 191–204. http://dx.doi.org/10.22251/jlcci.2023.23.12.191.

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Objectives The purposes of this paper were to explain how group project of problem-based learning affect the self-directed learning, communication, and problem-solving capabilities of gifted students. Methods The effectiveness of group project of problem-based learning was confirmed by using a pre-post response sample t-test on self-directed learning, communication, and problem solving competency for 86 students at A University's Gifted education center. Results Through the problem-based learning program, the gifted students showed statistically significant improvements in self-directed learning, communication, and problem-solving competencies. Among the sub-factors of self-directed learning competence, learning planning(t=-6.580, p<.001), learning execution(t=-5.797, p<.001), and learning evaluation(t=-6.155, p<.001), the gifted students showed the greatest difference in the learning planning factor. Communication competence showed a significant difference in the interpretive domain, which is the ability to give meaning to the environment surrounding the communicator (t=-7.892, p<.001). Finally, in problem-solving competency, the performance evaluation factors showed a statistically significant difference (t=-7.750, p<.001). Conclusions Based on these results, it was confirmed that problem-based learning is that can improve the core competencies of gifted students, and the need for development of a teaching-learning model suitable for the characteristics of gifted students and continuous education programs was suggested.

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Cadzow, Renee. "Applying Anthropology on the Journey Towards Self-Directed Learning and Community Advocacy." Practicing Anthropology 42, no. 1 (January 1, 2020): 11–16. http://dx.doi.org/10.17730/0888-4552.42.1.11.

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Abstract Anthropologist, health disparities researcher, health services administration faculty, community health worker trainer, evaluator, board co-chair, research center director, grant writer, special populations recruitment consultant, Montessori teacher educator, breastfeeding advocate, school wellness evaluator and advocate, unschooling parent of four, health leadership fellow—one could never have drawn me a road map of where I would be and what I would be doing. This paper will offer insights on a career and personal path that diverged from a traditional academic one and emerged in response to the needs of community, the opportunities presented, and a flexibility that sees applications of anthropology everywhere.

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Do, Hee Joo, and Sung Hee Park. "Analysis of the Effectiveness of Learning Community Program for College Students: Focusing on Self-directed Learning Ability, Self-regulatory Efficacy, Collaboration Preference, and Communication Skill." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 8 (April 30, 2023): 741–58. http://dx.doi.org/10.22251/jlcci.2023.23.8.741.

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Objectives This study aimed to analyze the effects of self-directed learning ability, self-regulatory efficacy, collaboration preference, and communication skill according to college students’ participation in learning community activities in order to find an effective management plan for the learning community. Methods To do so, a survey was conducted on 422 students at S College in Gyeonggi-do. The experimental group had 181 students who participated in the learning community program run by the Center for Teaching and Learning Development in the first semester of 2022. The control group consisted of 241 people who did not participate in the learning community program. To verify the effect of learning community participation, pre- and post-surveys were carried out at the beginning and end of the learning community activities of the experimental group and For statistical verification, covariance analysis(ANCOVA) was performed. Results The analysis results showed that the self-directed learning ability, self-regulatory efficacy, collaboration preference, and the communication skill of college students who participated in the learning community improved. Conclusions This study is meaningful in that it analyzed the effect of the learning community program on college students and provided basic data for the measures to vitalize learning communities in colleges and performance analysis.

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Courchêne, Bob. "An Evaluation of a Student Resource Centre." TESL Canada Journal 9, no. 2 (June 26, 1992): 99. http://dx.doi.org/10.18806/tesl.v9i2.606.

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The use of Student Resource Centres to support L2 students' language learning is a very recent pedagogical innovation at the post-secondary level in language-teaching institutions in Canada. In this study the author reports very briefly on how to set one up and, then, goes on to survey student opinion on the role of self-directed learning in learning a second language. Information on topics such as type and suitability of material used, frequency of use, relation of self-study to classroom teaching gathered through a series of questionnaires and formal and informal interviews is analyzed and interpreted in a descriptive manner. The paper concludes with comments on the role of self-directed learning in L2 teaching and learning.

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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, no. 2 (July 1, 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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Choi, Mee-Soon, and Hye-Young Jo. "The Structural Relationship among Self-Directed Learning, College Life Satisfaction and Academic Self-Efficacy of S University Students: Multi-Group Analysis According to Frequency of Participation in Self-Directed Learning Programs of Center for Teaching and Learning." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 16 (August 31, 2019): 701–20. http://dx.doi.org/10.22251/jlcci.2019.19.16.701.

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Victori, Mia. "The development of learners’ support mechanisms in a self-access center and their implementation in a credit-based self-directed learning program." System 35, no. 1 (March 2007): 10–31. http://dx.doi.org/10.1016/j.system.2006.10.005.

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Dissertations / Theses on the topic "Center for Self-Directed Learning"

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McMurry, Benjamin L. "Self-Access Centers: Maximizing Learners' Access to Center Resources." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd966.pdf.

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Hernandez, Freites Elizabeth. "Les centres de ressources en langues en milieu universitaire français : quelles ressources et quels dispositifs pour favoriser les auto-apprentissages ?" Thesis, Université Côte d'Azur (ComUE), 2016. http://www.theses.fr/2016AZUR2048.

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Dans les CRL en milieu universitaire français des moniteurs orientent leurs semblables à l’apprentissage en autonomie des langues. Ces moniteurs sont évalués lors d’un entretien, afin de remplir diverses fonctions, au sein d’une structure corrélativement récente où, face au public la mise à disposition des ressources matérielles, technologiques et humaines se réalise.Cependant, la responsabilité qui leur est confiée découle de types distincts d’interventions qui évoluent au-delà de la fonction du monitorat, plus précisément liés à la gestion et l’animation du centre. Il s’agit, dans certains cas, d’exercer une médiation de tutelle pour l’autonomisation des apprenants. Des compétences très précises unies à l'ingérence humaine puis à la gestion des ressources matérielles s’impliquent par ce profil.Malgré cette polyvalence des fonctions, les moniteurs ne reçoivent pas de formation spécifique pour exercer l’accompagnement en langue. Il en découle une proposition de formation de notre part qui mêle une analyse sur les profils, les compétences que le tuteur doit détenir pour exercer le tutorat
In the Language Resource Labs of the French university system, monitors direct their fellows in the independent learning of languages. These monitors are assessed during an interview in order to fulfill diverse tasks, within a correlative recent structure where, the provision to the general public of the equipment as well as the technological and human resources come true. However, the responsibility which is trusted to them stems from different types of interventions which evolve beyond the function of instructing, but more precisely bound to the management and the organization of the Lab; It is a matter, in certain cases of practicing a mediation of supervision of the self-learning process of the learners. Very specific skills, along with human intervention, then the management of material resources are involved in this job profile. In spite of this functional flexibility, monitors do not receive any particular training in order to exercise this language learning support. As a result, we propose a training, which analyzes the job profile as well as the skills that the instructor must have in order to practice the instruction

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Silén, Charlotte. "Mellan kaos och kosmos : om eget ansvar och självständighet i lärande." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9746.

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In this thesis, the aim was to attain a deeper understanding according to the students meaning of learning related to their own responsibility and independence within a framework of an educa¬tional programme. An empirical study with an ethnographic approach was carried out during one term of a nursing programme that uses the PBL-approach. Based on observations, conversations, inter¬views and documents, three narratives were formulated. One describes the phases students experience in the planned curricula. Periods characterised of chaos, uncertainty and a heavy workload, alternate with periods of ‘cosmos’, optimism, curiosity and satisfaction. The second narrative is about students' learning objectives while realising that they have to make choices and decisions on their own to succeed. A dialectic driving force emerging from frustration and stimulation, chaos and cosmos, results in questions about what to learn and how to act. The third narrative describes how students handle these questions. The narratives reveal two dimensions. One concerns how the students form attitudes about the relevance of learning objectives and how they go about learning a knowledge base necessary for their future profession. The other dimension takes as its starting point the fact that students try to manage their learning situation taking into consideration the framework of the educa¬tional programme. These dimensions were further analysed using theoretical references. The first dimension was analysed from the perspective of teacher/learner control and a didactic analysis of the meaning of an educational setting. The second dimension was analysed on the basis of phenomenographic learning theory. As regards responsibility and independence there seems to be a point in abandoning the concept of self-directed learning. Instead of emphasising self, the interaction between people, the individual and the educational framework and the interaction with content, are found to be fundamental. This interaction includes communication, dialogue and active participation in all the parts of a learning situation. Based on the results of this study, I claim that the driving force in student-centred learning is the dialectic relation between frustration and stimulation, chaos and cosmos. This stimulates the students to engage in the teachers' traditional didactic ques¬tions concerning an educational programme: what are we going to study, how and why, and what are the objectives? The students' conduct as regards independence, vis à vis dependence, are related to a dialectic relationship between the prerequisites provided by the educational frame¬work and the students' interpretation and ability to use them. Expressions of responsibility and independence emerge as choices and decisions concerning the didactic questions, initiative, activity, search for opportunities to reflect and co-operate and self-confidence. The opposite, dependence, is characterised by strategies for “survival”. The students plan their learning situa¬tion so that the examinations and assignments can be successfully tackled, and the learning situation takes on features of a surface approach. I believe that further insights into learning in student-centred education can be found in the two dialectic relationships described above.

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Rhodes, Lisa M. "Thriving at work: A call center study." Franklin University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=frank1553730147335996.

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Davis, Casey J. "Using Self-Organizing Maps to Cluster Products for Storage Assignment in a Distribution Center." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1491925558920507.

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Garcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.

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This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societal expectations are minimized, and self-designed learning helps to solidify changes in self-authorship. The data showed a strong connection between multiple meaning-making contexts for students and an enhancement in their authorship, as well as multiple-identities. The findings may be useful in gap year program reflection and redesign, and provide implications for self-design in experiential learning opportunities and gap year outcomes.

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Weber, Denise L. "Self-directed engineering learning laboratories." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939351921&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Parrott, Allen. "Self-directed learning : honouring the mystery." Thesis, University of Bath, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303028.

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Sears, Emma Jo Benson. "Self-Directed Learning Projects of Older Adults." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331838/.

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This study determined the number of self-directed learning projects undertaken by older adults and examined the motivational factors and anticipated benefits related to the learning activities. In addition, obstacles to conducting self-directed learning were identified by the respondents. A list of 20,032 names of adults, aged 50 or more years and residing in Tom Green County, Texas, was obtained from voter registration rolls and the residential rolls of four retirement complexes. Four hundred names were randomly selected to serve as the sample of the study. Of the 400 potential subjects, 120 persons agreed to be interviewed. Indepth interviews were conducted using the questions from Tough's Interview Schedule for Studying Some Basic Characteristics of Learning Projects and a probe sheet to identify obstacles to conducting self-directed learning projects. The interviews focused on the learning activities of older adults during the previous year. The 120 subjects of this study conducted a total of 239 learning projects in the previous year, an average of 1.99 self-directed learning projects per person. Ninety-five (95%) percent of the persons interviewed reported to have conducted at least one learning project in the past year. The majority of the learning projects were self-planned for the purpose of self-enjoyment and self-fulfillment. The most frequent obstacles to conducting self-directed learning projects identified by the subjects included: 1) finding the time for the learning activity; 2) the cost of the learning activity; 3) home responsibilities; 4) difficulty deciding what knowledge or skill to learn; 5) difficulty remembering new material or information; and 6) poor health. Comparisons of the results of this study were made with the results of previous studies by Tough, Hiemstra, and Ralston. The data support the belief that books, pamphlets, and newspapers are the primary source of information for the older adult. The results of this study indicate that older adults value self-directed learning as a major source of self~fulfillment in their lives and are motivated to develop new knowledge and skills through self-planned, self-directed learning projects.

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Fitzgerald, Clifford Thomas. "Self-directed and collaborative online learning: learning style and performance." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33470.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to determine whether a match between a participant's learning style and type of online instruction improved learner performance on tests measuring comprehension and retention. Learning style was measured by the Self-Directed Leamer Readiness Scale (SDLRS) and the Grasha-Riechmann Student Learning Style Scale (GRSLSS) and online instruction varied among online courses, recorded online courses, and computer-based tutorials. The setting for the study was a high tech machine vision company in Massachusetts and online users of its products were the participants. Three groups of learners participated in the study: employees, high school students, and customers. All three groups were comprised of engineers or engineering students. All 106 participants completed a survey that measured their preference for self-directed and collaborative learning style with the standard instruments SDLRS and GRSLSS. Participants completed 323 pre- and post-tests for 46 live online courses, recorded online courses, and computer-based tutorials during the data collection phase of the study. Those participants learning in their preferred learning style had the highest mean improvement from pre- to post-tests. Those participants with average or below average scores for self-directed and collaborative learning style showed the least improvement. The results of this study supported the hypothesis that matching the type of activity, collaborative or self-directed, to the learner's preferred learning style improved performance. The study included ten research questions.
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Books on the topic "Center for Self-Directed Learning"

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University of the State of New York. Self-Learning Resources Center. Self-learning Resources Center program catalog. [Albany, N.Y.]: The University of the State of New York, the State Education Dept., 1985.

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Hammond, Merryl. Self-directed learning. East Brunswick, N.J: Nichols/GP Pub., 1991.

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Center for Nonlinear Studies (Los Alamos National Laboratory). International Conference. Evolution, games, and learning: Models for adaptation in machines and nature : proceedings of the Fifth Annual International Conference of the Center for Nonlinear Studies, Los Alamos, NM 87545, USA, May 20-24, 1985. Edited by Farmer Doyne. Amsterdam: North Holland, 1986.

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Hammond, Merryl. Self-directed learning: Critical practice. London: RoutledgeFalmer, 2004.

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Hammond, Merryl. Self-directed learning: Critical practice. London: Kogan Page, 1991.

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Long, Huey B. Self-directed learning: Application & theory. [Athens, Ga.]: Adult Education Department, [University of Georgia, 1988.

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Hammond, Merryl. Self-directed learning: Critical practice. London: Kogan Page, 1991.

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B, Long Huey, Oklahoma Research Center for Continuing Professional and Higher Education., and International Symposium on Adult Self-Directed Learning (4th : 1990 : University of Oklahoma), eds. Self-directed learning: Consensus & conflict. [Norman, Okla.]: Oklahoma Research Center for Continuing Professional and Higher Education of the University of Oklahoma, 1991.

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Deb, Fetch, and Brewer Gene Dr, eds. Studywhiz: Self-directed learning guide. 2nd ed. Mandeville, LA: Center for Academic Excellence, 2008.

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International Self-Directed Learning Symposium (9th : 1995), ed. Current developments in self-directed learning. [Norman, Okla.]: Public Managers Center, College of Education, University of Oklahoma, 1996.

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Book chapters on the topic "Center for Self-Directed Learning"

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Alnaami, Mohammed Yahya, Eiad Abdelmohsen Alfaris, Gulam Begum, Mohammed Al Shafaee, and Ciraj Ali Mohammed. "Student-Centered/Self-Directed Learning." In Novel Health Interprofessional Education and Collaborative Practice Program: Strategy and Implementation, 189–212. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3420-1_9.

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Misra, Pradeep Kumar. "Encouraging Learners for Self-Directed Learning." In Teaching Competencies for 21st Century Teachers, 114–26. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003344452-11.

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Bockhorst, Joseph, Shi Yu, Luisa Polania, and Glenn Fung. "Predicting Self-reported Customer Satisfaction of Interactions with a Corporate Call Center." In Machine Learning and Knowledge Discovery in Databases, 179–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71273-4_15.

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Weng, Yulin. "College Students’ Autonomous English Learning in Computer and Network-Based Self-access Center." In Lecture Notes in Electrical Engineering, 915–22. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3648-5_115.

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Brookfield, Stephen D. "Self-Directed Learning." In International Handbook of Education for the Changing World of Work, 2615–27. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_172.

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Kumar, Jitendra, Ashutosh Kumar Singh, Anand Mohan, and Rajkumar Buyya. "Self Directed Learning." In Machine Learning for Cloud Management, 97–120. Boca Raton: Chapman and Hall/CRC, 2021. http://dx.doi.org/10.1201/9781003110101-6.

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Brockett, Ralph G. "Self-Directed Learning." In Understanding the Adult Learner, 173–91. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448471-13.

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Rennie, Frank, and Keith Smyth. "Self-directed learning." In Digital Learning: The Key Concepts, 126–29. 2nd ed. London: Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-168.

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Supe, Avinash, Sucheta Dandekar, Nirmala Rege, and Farzana Mahdi. "Self-Directed Learning." In Global Medical Education in Normal and Challenging Times, 69–80. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51244-5_9.

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Tian, Xian Zhi. "A Brief Study on Autonomous Learning Mode in Self-study Center Based on Web." In Advanced Research on Electronic Commerce, Web Application, and Communication, 19–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20367-1_3.

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Conference papers on the topic "Center for Self-Directed Learning"

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Thohirin, Attabik Lufti, Firdaus, and Maria Ulfa. "Analysis Activities Learning Center in Development Students’ Self Directed Learning in Jakarta Indonesia." In International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009918008250833.

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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the goal of lessons to provide ready knowledge to lead and control the learning process. Observations in preschool classes show that teachers often do not have sufficient understanding on how to organize and process self-directed learning. In various studies self-directed learning is mainly based on the experience of schools and universities, associating preschools with school practice and researches. Schools and teachers are challenged to promote children’s self-directed learning. The aim of the paper is to identify the understanding of preschool teachers about self-directed learning in preschool and to find out the criteria for self-directed learning. Research methods used was content analysis of scientific literature and sources and survey of teachers. The research results indicate that preschool teachers relatively understand the essence of self-directed learning and determine the need for preschool teachers to promote children's self-directed learning in preschools.

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Starks, Francheska. "A CONCEPTUAL MODEL FOR DESIGNING TEACHERS’ SELF-DIRECTED AND WELL-BEING-CENTERED PROFESSIONAL DEVELOPMENT." In Dubai International Conference on Teaching, Education & Learning, 18-19 February 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.54.

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Research shows that educators often experience significant levels of stress in the workplace that impact their enthusiasm about the profession and longevity in the education field. Some personal impacts of stress on educators may include emotional numbing, feeling shut down, loss of energy, and increased illness or fatigue. Recently, some schools and districts have begun investing in programming to support educator well-being; however, these initiatives are rarely developed and co-led by educators themselves. The purpose of this paper is to introduce a research-based for designing and implementing educator-directed programming that seeks to support the well-being of K-12 educators. Implications for future research and practice are provided at the end of the paper.

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McCrone, Luke. "Transitional space: learning in the spaces in-between." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.14.

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There is increasing evidence, particularly in STEMM education, that traditional didactic transmission lecturing is less effective than more active, student-centred learning (Freeman et al., 2014). This mounting evidence has resulted in institution-wide curriculum review, pedagogic transformation and ongoing space refurbishments at Imperial College London, a research-intensive institution that provides the context for this work. Although active learning is proven to improve cognitive outcomes by supporting ‘students to do meaningful learning activities and think about what they are doing’ (Prince, 2004, p.223), its examination remains largely linked to instructional contexts, with neglect for the self-directed, non-timetabled learning spaces that support a rich learning experience. This instructional emphasis is evident from the capital that Imperial College London, among other institutions, continue to invest into ongoing classroom refurbishments to support curriculum review and innovation. However, it could be argued that these changes to physical infrastructure do not accurately reflect and address the growing self-directed workload that students now contend with. Furthermore, as capital spending on maintaining and modernising university buildings in the UK approaches £3 billion annually (Temple, 2018), these refurbishments are increasingly time- and money-intensive, placing a financial strain on institutions. The assumption that students successfully transition between passive and active learning, between directed and self-directed learning and between formal, timetabled and informal, non-timetabled spaces has meant transitional space being overlooked. By seeking to better understand student engagement with these transitional spaces as physical, curricular and cognitive spatial phenomena, this study is generating evidence for the educational importance of transitional space and using this to better understand active learning. By redesigning underutilised ancillary spaces adjacent to formal lecture spaces at lower cost than lecture theatre refurbishments, students can better self-direct active learning at moments of transition into and out of formal, timetabled spaces.

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Charbonneau-Gowdy, Paula Antoinette, and Danisa Thamara Salinas Carvajal. "Cracking the Cocoon: Promoting Self-Directed Lifelong Learning in EFL Pre-service Teachers in Chile Through the Guided Use of Social Media Tools." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5612.

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Abstract While is it an obvious observation that in the 21st century individuals will need to continue to learn to keep pace with the rapid changes that affect their personal and professional lives, the practicalities of doing so are daunting. Where do we begin to instill a sense of self-directed learning that leads to a lifelong pursuit of knowledge and, more importantly, how? The aim of our study was to determine the influence of providing guided support in the use of social media to a group of future EFL teachers in Chile. In this context, where traditional teaching practices and cultural norms, not to mention resistance to technology adoption often stand in the way of learner agency and evolving self-directed learner identities, we focussed on pre-service teachers as a strategic step in changing these trajectories. Our results were encouraging in that for this group of participants there was evidence of change not only in responsibility for learning but in a metacognitive awareness of ‘how’ to learn – key ingredients in reaching personal and professional potential. We conclude that the use of technology needs to be re-conceptualized as not only an information provider but as a key player in constructing self-directed, lifelong learners. Keywords: self-directed learning, social media, lifelong learning, Teacher Education, ICT, learner identities

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Dehyouri, Sahar, Morteza Behnam, and Seyed Jamal Farajollah Hosseini. "THE ROLE OF SELF-DIRECTED LEARNING (SDL) MODEL ON ENTREPRENEURSHIP DEVELOPMENT FROM VIEWPOINT OF EDUCATORS IN APPLIED SCIENCE CENTERS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0133.

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Heimerson, Albin, Johannes Sjolund, Rickard Brannvall, Jonas Gustafsson, and Johan Eker. "Adaptive Control of Data Center Cooling using Deep Reinforcement Learning." In 2022 IEEE International Conference on Autonomic Computing and Self-Organizing Systems Companion (ACSOS-C). IEEE, 2022. http://dx.doi.org/10.1109/acsosc56246.2022.00018.

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Nasöz, Mürüvvet. "TURKISH EFL LEARNERS READINESS FOR AUTONOMY IN RELATION TO SELF-ACCESS CENTER USE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0660.

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Xiaoya, Gan, and Liu Kan. "Problems and solutions in resources pool of self-access English learning center." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593493.

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"THE CONSTRUCTION AND APPLICATION OF A TEACHERS' PROFESSIONAL DEVELOPMENT PLATFORM UNDER THE CONCEPT OF SELF-DIRECTED LEARNING." In International Conferences on: Educational Technologies 2022 (ICEduTech 2022), Sustainability, Technology and Education 2022 (STE 2022), Internet Technologies & Society 2022 (ITS 2022) and Applied Management Advances in the 21st Century 2022 (AMA21 2022). IADIS Press, 2022. http://dx.doi.org/10.33965/ice2022_202210l007.

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Reports on the topic "Center for Self-Directed Learning"

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Kibret, Alemu Kassaw, Getachew Azeze Eriku, and Melisew Mekie Yitayal. Challenges and opportunities of adopting online learning at the University of Gondar: Lecturers’ and higher officials’ perspectives. Mary Lou Fulton Teachers College, December 2023. http://dx.doi.org/10.14507/mcf-eli.i7.

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E-learning is the use of the internet and ICT to access learning material, interact with the content, instructor, and learners, and acquire knowledge. Education has grown rapidly and transformed the present isolated, teacher-center face-to-face education into online. Despite the impact of e-Learning, there are many challenges in adopting and implementing it in higher education. Therefore, the main purpose of the study was to investigate the perspective of lectures, challenges, and opportunities of adopting online learning. The study conducted institutional-based mixed quantitative and qualitative study designs at the University of Gondar from June to October 2022. Simple random sampling techniques were employed to select study participants for the quantitative study and purposive sampling was used to select higher officials for an in-depth interview. A structured self-administered and in-depth interview guide questionnaire was used for the quantitative and qualitative data respectfully. Linear regression analysis conducted for the quantitative data while inductive thematic analysis was undertaken for the qualitative data. Thirteen (13) higher officials were involved in an in-depth interview and 366 instructors participated in the quantitative study. The majority of participants believed that e-Learning is applicable. However, almost all participants agreed that the infrastructures are inadequate at the University of Gondar. Five main themes emerged from an inductive thematic analysis which includes: perceptions of adopting online learning, challenges of adopting online learning, opportunities of adopting online learning, strategies to overcome challenges, and higher officials’ willingness and support. Most instructors and all higher officials are willing and happy to adopt. Internet connectivity, electric power, computer access, and poor perception of instructors, students, and employees will be a challenge to adopting e-Learning. Capacity-building training for the instructors and supporting teams and fulfilling infrastructures for the successful implementation of e-Learning at the University of Gondar is recommended.

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Miller Juve, Amy. Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.235.

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Menon, Shantanu, and Kushagra Merchant. Quest Alliance: Learning how to learn. Indian School Of Development Management, January 2023. http://dx.doi.org/10.58178/2301.1016.

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Quest Alliance began its organizational journey as digital technology was about to unfold sweeping changes in India, including in the areas of education and employment. As if to symbolize its tryst with technology, it is nestled in India’s “silicon valley” city of Bengaluru. Today, it also happens to enjoy the patronage of an enviable list of marquee donors ranging from leaders in the financial services industry and information technology to multilateral development agencies and Indian Government. Over the course of its work with these partners, Quest Alliance has come to serve as an interesting node in the arena of skill development and operates at the intersection of education, technology and youth employment. Established in 2005, it started as an earnest but modest enterprise. From 2009—when it had seven people and a sudden crisis of funding at hand—till 2022, it saw rapid acceleration. By the end of 2022, it had a team of 234 handling over INR 62 crore worth of annual funding. What Quest was working on—“Enabling self-learning”—was highly topical and certainly aided its growth, but amidst this growth something unusually remained steadfast: the extent of its investment on learning, development and capacity building of its own team. This holds significance for civil society where sourcing and building talent is a continuous pre-occupation for leadership. The case engages with the journey of Quest and its founder Aakash Sethi, and explores what it takes to put in place the internal scaffolding to hold together this deliberate and sustained focus on self-learning and development of its own people. It also engages with Quest’s work towards evolving a model of talent-building of young people in schools as well as those in transition from education to employment: anchored in the notion of young people as self-learners equipped with 21st century skills. The latter part of the case explores how Quest has crafted its own people management practice around the “self-learner” and gives learners the opportunity to reflect on the challenges of building and maintaining a way of being, doing and relating in a rapidly growing organization.

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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.

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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.

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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.

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Mateo-Berganza Díaz, María Mercedes, Emma Näslund-Hadley, Margarita Cabra, and Laura Felizia Vélez Medina. Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004877.

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In this article we experimentally evaluate Colombias Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on childrens prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the childrens caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning.

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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.

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García Marrugo, Alexandra I., Katherine Olston, Josh Aarts, Dashiell Moore, and Syed Kaliyadan. SCANA: Supporting students’ academic language development at The University of Sydney. Journal of the Australian and New Zealand Student Services Association, June 2023. http://dx.doi.org/10.30688/janzssa.2023-2-01.

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In 2021, the Learning Hub at The University of Sydney launched the Student Communication and Needs Analysis (SCANA). This program of support consists of a screening language task and associated support interventions in first year units of study (UoS). The self-marking online screening tool developed by the Language Testing Research Centre at The University of Melbourne classifies students into three bands, with Band 1 identifying students at risk of academic failure due to insufficient language proficiency. All students in selected UoS are encouraged to take SCANA and offered academic language support according to their needs. Students identified in Band 1 are advised to attend discipline-specific support targeting the language issues associated with written assignments. These students are also informed about other offerings, such as one-on-one consultations, generic academic workshops, peer-facilitated programs, and self-access resources. Students in Bands 2 and 3 are also offered options according to their level. The results from Semester 1 2022 showed that students identified in Band 1 who attended at least two support workshops obtained, on average, 12 more points in their final grade and were up to five times less likely to fail than those in Band 1 who did not attend any workshops. These promising results have motivated faculty to expand the program from seven UoS in 2021 to 32 UoS in 2023.

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Gunay, Selim, Fan Hu, Khalid Mosalam, Arpit Nema, Jose Restrepo, Adam Zsarnoczay, and Jack Baker. Blind Prediction of Shaking Table Tests of a New Bridge Bent Design. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, November 2020. http://dx.doi.org/10.55461/svks9397.

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Considering the importance of the transportation network and bridge structures, the associated seismic design philosophy is shifting from the basic collapse prevention objective to maintaining functionality on the community scale in the aftermath of moderate to strong earthquakes (i.e., resiliency). In addition to performance, the associated construction philosophy is also being modernized, with the utilization of accelerated bridge construction (ABC) techniques to reduce impacts of construction work on traffic, society, economy, and on-site safety during construction. Recent years have seen several developments towards the design of low-damage bridges and ABC. According to the results of conducted tests, these systems have significant potential to achieve the intended community resiliency objectives. Taking advantage of such potential in the standard design and analysis processes requires proper modeling that adequately characterizes the behavior and response of these bridge systems. To evaluate the current practices and abilities of the structural engineering community to model this type of resiliency-oriented bridges, the Pacific Earthquake Engineering Research Center (PEER) organized a blind prediction contest of a two-column bridge bent consisting of columns with enhanced response characteristics achieved by a well-balanced contribution of self-centering, rocking, and energy dissipation. The parameters of this blind prediction competition are described in this report, and the predictions submitted by different teams are analyzed. In general, forces are predicted better than displacements. The post-tension bar forces and residual displacements are predicted with the best and least accuracy, respectively. Some of the predicted quantities are observed to have coefficient of variation (COV) values larger than 50%; however, in general, the scatter in the predictions amongst different teams is not significantly large. Applied ground motions (GM) in shaking table tests consisted of a series of naturally recorded earthquake acceleration signals, where GM1 is found to be the largest contributor to the displacement error for most of the teams, and GM7 is the largest contributor to the force (hence, the acceleration) error. The large contribution of GM1 to the displacement error is due to the elastic response in GM1 and the errors stemming from the incorrect estimation of the period and damping ratio. The contribution of GM7 to the force error is due to the errors in the estimation of the base-shear capacity. Several teams were able to predict forces and accelerations with only moderate bias. Displacements, however, were systematically underestimated by almost every team. This suggests that there is a general problem either in the assumptions made or the models used to simulate the response of this type of bridge bent with enhanced response characteristics. Predictions of the best-performing teams were consistently and substantially better than average in all response quantities. The engineering community would benefit from learning details of the approach of the best teams and the factors that caused the models of other teams to fail to produce similarly good results. Blind prediction contests provide: (1) very useful information regarding areas where current numerical models might be improved; and (2) quantitative data regarding the uncertainty of analytical models for use in performance-based earthquake engineering evaluations. Such blind prediction contests should be encouraged for other experimental research activities and are planned to be conducted annually by PEER.

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