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1
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 tutoratIn 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 UniversityPLEASE 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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Pilling-Cormick, Jane. "Development of the Self-Directed Learning Perception Scale." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ41543.pdf.
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Holland, Nancy Joyce. "Self-directed learning by individuals with multiple sclerosis /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11229974.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.Includes tables. Typescript; issued also on microfilm. Sponsor: Victoria J. Marsick. Dissertation Committee: Jack Mezirow. Includes bibliographical references (leaves 199-209).
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AlAgha, Iyad Mohammed. "Technologies to enhance self-directed learning from hypertext." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2146/.
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With the growing popularity of the World Wide Web, materials presented to learners in the form of hypertext have become a major instructional resource. Despite the potential of hypertext to facilitate access to learning materials, self-directed learning from hypertext is often associated with many concerns. Self-directed learners, due to their different viewpoints, may follow different navigation paths, and thus they will have different interactions with knowledge. Therefore, learners can end up being disoriented or cognitively-overloaded due to the potential gap between what they need and what actually exists on the Web. In addition, while a lot of research has gone into supporting the task of finding web resources, less attention has been paid to the task of supporting the interpretation of Web pages. The inability to interpret the content of pages leads learners to interrupt their current browsing activities to seek help from other human resources or explanatory learning materials. Such activity can weaken learner engagement and lower their motivation to learn. This thesis aims to promote self-directed learning from hypertext resources by proposing solutions to the above problems. It first presents Knowledge Puzzle, a tool that proposes a constructivist approach to learn from the Web. Its main contribution to Web-based learning is that self-directed learners will be able to adapt the path of instruction and the structure of hypertext to their way of thinking, regardless of how the Web content is delivered. This can effectively reduce the gap between what they need and what exists on the Web. SWLinker is another system proposed in this thesis with the aim of supporting the interpretation of Web pages using ontology based semantic annotation. It is an extension to the Internet Explorer Web browser that automatically creates a semantic layer of explanatory information and instructional guidance over Web pages. It also aims to break the conventional view of Web browsing as an individual activity by leveraging the notion of ontology-based collaborative browsing. Both of the tools presented in this thesis were evaluated by students within the context of particular learning tasks. The results show that they effectively fulfilled the intended goals by facilitating learning from hypertext without introducing high overheads in terms of usability or browsing efforts.
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Taylor, Travis Fitzgerald. "Self-Directed Learning and Technology Adoption by Principals." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6489.
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The changes in educational technology present challenges for K-12 principals leading students and faculty who are more engaged with classroom technology. The role of self-directed learning and how K-12 principals adopt the technology while leading the deployment and implementation of classroom technologies is not known due to a limited amount of empirical research. The purpose of this study was to investigate the relationship between technology adoption and self-directed learning by K-12 principals. Using the Unified Theory of Acceptance and Use of Technology as the theoretical framework, a quantitative cross-sectional study was designed. The survey instruments, Unified Theory of Acceptance and Use of Technology and Personal Responsibility Orientation Self-Directed Learning Scale were used to collect data from K-12 principals in the state of Arkansas. A regression and correlational analysis of the responses from 40 principals revealed a small positive but not statistically significant relationship between self-directed learning and technology adoption. The results also showed strong and moderate statistically significant correlations between the constructs of technology adoption and self-directed learning. The results from this research may provide a framework for pre-service and ongoing professional development of educational technology leadership. This study addresses positive social change by providing insight to administrators and bringing greater awareness to technology adoption. A greater awareness may increase their understanding of classroom technologies and may provide a foundation for better stewardship over public funds and purposeful engagement with students, parents, and the community.
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Saha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16293/1/Djenta_Saha_Thesis.pdf.
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Introduction
The purpose of this study was to improve Indonesian nursing students' self-directed learning readiness. An educational intervention program (EIP) was developed, implemented and evaluated.
Background to the study
Many studies have documented the need for nursing students to be prepared for the rapidly changing and complex health care environment. Lifelong, self-directed learning (SDL) has been identified as an important ability for nursing graduates. However, no study has documented the needs of, or preparation required for, nursing students to function effectively in the rapidly changing health care system in Indonesia. The Indonesian diploma nursing schools still use a teacher-centred approach with little emphasis on a student-centred approach.
Method
The study used a mixed method involving both quantitative and qualitative design. Simple random sampling was used to select an intervention school and control school. The sample was 2nd year nursing students with 47 in the intervention group and 54 in the control group. A pre-post test questionnaire, using the Self-Directed Learning Readiness Scale (Guglielmino, 1978), was used to collect quantitative data and focus group discussions (FGD) were used to collect qualitative data regarding students' perceptions of SDL prior to and at the completion of study. The intervention group received an EIP. The Staged Self-Directed Learning Model (Grow, 1991) and the Teacher Student Control Continuum (D'A Slevin & Lavery, 1991) were used as the organising framework. A self-learning module and learning plans were used as learning strategies to operationalise SDL concepts alongside teacher-centred methods. The control group received the existing teacher-centred methods. At the completion of the intervention, clinical instructors from both the intervention and control groups participated in FGD to explore their perceptions of students' activities during the EIP.
Results
For the majority of students, readiness for SDL was 'below average'. The mean for the Indonesian nursing students was significantly lower than established norms (Guglielmino, 1978). The introduction of SDL concepts through an EIP improved the level of readiness for SDL in the intervention group from 'below average' to 'average' compared to the control group who remained in the 'below average' range. Higher SDL readiness was reported by female students and students who completed the educational intervention.
The FGD before the intervention revealed that students perceived SDL as a 'self-activity'. Perceptions of students in the intervention group changed during the EIP compared to students in the control group. Students in the intervention group viewed SDL as a 'process of learning'. Increased self-confidence, incremental learning, and having direction in learning were identified as benefits of SDL. Knowledge and skills in SDL, learning materials and communication were identified as important issues that needed to be improved. Clinical Instructors' perceptions of students' clinical activities confirmed that students in the intervention group were 'more active' compared to the control group who were 'still inactive'.
Conclusion
The study confirmed the expected effect of the EIP on students' SDL readiness. The EIP improved nursing students' readiness for SDL and had a positive impact on students' perceptions of SDL. Introducing the concept of SDL through the EIP was found acceptable by the sample and was deemed feasible to implement within the Indonesian nursing education system. The study has potential to make a significant contribution to nursing education in Indonesia by promoting lifelong learning and SDL in nursing students and in curricula through the development of innovative curricula and teaching and learning practices. The study also has potential wider benefit to nursing practice and global health practice.
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Saha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16293/.
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Introduction The purpose of this study was to improve Indonesian nursing students' self-directed learning readiness. An educational intervention program (EIP) was developed, implemented and evaluated. Background to the study Many studies have documented the need for nursing students to be prepared for the rapidly changing and complex health care environment. Lifelong, self-directed learning (SDL) has been identified as an important ability for nursing graduates. However, no study has documented the needs of, or preparation required for, nursing students to function effectively in the rapidly changing health care system in Indonesia. The Indonesian diploma nursing schools still use a teacher-centred approach with little emphasis on a student-centred approach. Method The study used a mixed method involving both quantitative and qualitative design. Simple random sampling was used to select an intervention school and control school. The sample was 2nd year nursing students with 47 in the intervention group and 54 in the control group. A pre-post test questionnaire, using the Self-Directed Learning Readiness Scale (Guglielmino, 1978), was used to collect quantitative data and focus group discussions (FGD) were used to collect qualitative data regarding students' perceptions of SDL prior to and at the completion of study. The intervention group received an EIP. The Staged Self-Directed Learning Model (Grow, 1991) and the Teacher Student Control Continuum (D'A Slevin & Lavery, 1991) were used as the organising framework. A self-learning module and learning plans were used as learning strategies to operationalise SDL concepts alongside teacher-centred methods. The control group received the existing teacher-centred methods. At the completion of the intervention, clinical instructors from both the intervention and control groups participated in FGD to explore their perceptions of students' activities during the EIP. Results For the majority of students, readiness for SDL was 'below average'. The mean for the Indonesian nursing students was significantly lower than established norms (Guglielmino, 1978). The introduction of SDL concepts through an EIP improved the level of readiness for SDL in the intervention group from 'below average' to 'average' compared to the control group who remained in the 'below average' range. Higher SDL readiness was reported by female students and students who completed the educational intervention. The FGD before the intervention revealed that students perceived SDL as a 'self-activity'. Perceptions of students in the intervention group changed during the EIP compared to students in the control group. Students in the intervention group viewed SDL as a 'process of learning'. Increased self-confidence, incremental learning, and having direction in learning were identified as benefits of SDL. Knowledge and skills in SDL, learning materials and communication were identified as important issues that needed to be improved. Clinical Instructors' perceptions of students' clinical activities confirmed that students in the intervention group were 'more active' compared to the control group who were 'still inactive'. Conclusion The study confirmed the expected effect of the EIP on students' SDL readiness. The EIP improved nursing students' readiness for SDL and had a positive impact on students' perceptions of SDL. Introducing the concept of SDL through the EIP was found acceptable by the sample and was deemed feasible to implement within the Indonesian nursing education system. The study has potential to make a significant contribution to nursing education in Indonesia by promoting lifelong learning and SDL in nursing students and in curricula through the development of innovative curricula and teaching and learning practices. The study also has potential wider benefit to nursing practice and global health practice.
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Cake, Susan A. "Narrative comedy screenwriting: Facilitating self-directed, transformative learning." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116355/8/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Susan_Cake_Thesis.pdf.
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This creative practice-led research examines the author's transformative learning experience that was facilitated by writing narrative comedy screenplays. Critical reflection on experiences of change management informed the themes and characters in the proposed television series titled Fighting Fit. Critical feedback from a professional script editor, as an industry mentor, was incorporated into the writing process as part of the action research cycle. The exegesis examines the self-directed, transformative learning journey which revealed how parody can perform creative resistance to the corporatisation of education. This thesis contributes new knowledge to screenwriting practice and screenwriting as creative practice-led research.
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Mohamad, Nasri Nurfaradilla. "Reconceptualisation of self-directed learning in a Malaysian context." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20461.
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The concept of self-directed learning (SDL) has been extensively studied; however, the majority of studies have explored learners’ perspectives on SDL, with less attention paid to investigating SDL from educators’ perspectives. Surprisingly, while assessment and feedback have long been recognized as powerful elements which influence how learners approach their learning, and key research studies have examined how both assessment and feedback can encourage and enhance the development of SDL, this nevertheless remains an area that would benefit from increased attention. Moreover, although there is a growing body of literature investigating the cultural dimension of SDL, most of these studies are limited to examining the formation of SDL among individuals influenced by Western or Confucian cultures, ignoring the existence of other cultural groups. This study, which investigates Malaysian teacher educators’ conceptualisations of SDL, begins to address these gaps. The key research questions which guided the study are: 1) How do teacher educators in Malaysia conceptualise learning? 2) How do teacher educators in Malaysia conceptualise SDL? 3) To what extent do teacher educators in Malaysia perceive themselves as self-directed learners? 4) What kind of learning opportunities do teacher educators in Malaysia create for their learners to foster the development of SDL, and what is the particular role of assessment and feedback in SDL? Twenty Malaysian teacher educators were interviewed to obtain their views on SDL and to identify their pedagogical practices which may foster or hinder the development of SDL approaches among their learners. A constructivist grounded theory approach was used to inform the methodological framework of this study, whilst a hybrid inductive and deductive analysis approach was used to analyse the interview data. The findings of the current study suggest that most assessment and feedback practices are heavily focused on assessments designed by educators and on educator-generated feedback, in which learners are passive recipients. It is argued that these practices have significantly contradicted the primary principle of SDL, which characterises the learner as the key agent of his or her own learning. The findings of this study suggest that a more comprehensive conceptualisation of SDL is required that recognises the fundamental role of both the self and of educators in SDL, and acknowledges the impact of the socio-cultural context on SDL. Informed by the existing SDL literature, and derived from fine-grained analysis of the interview data, the proposed definition of SDL and reconceptualised SDL framework foreground SDL as socially constructed learning where the learner takes control of his or her own learning processes within complex socio cultural contexts. The thesis concludes by recommending that future research (i) explores the central role of assessment and feedback in the context of SDL and (ii) investigates the impact of various cultures on learning, in order to develop a broader and more nuanced understanding of SDL.
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Al-Jarrah, Mohamed Maher. "What do Syrian managers know about self-directed learning?" Thesis, London Metropolitan University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681334.
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Although managerial Self-directed Learning (SOL) has been extensively researched, this research has largely been conducted within Western context. Thus, there is relatively little understanding of the influence of socio-cultural factors on managerial SOL in non-Western contexts. The significance of this research comes from being the first research that investigates the influence of factors that affect the form and extent of Syrian managers' engagement with SOL. Four subsidiary aims branched from this main aim; these concerned the reasons for Syrian mangers' engagement with SOL, the influences of organisational culture, the development in technology and the Syrian context on the Syrian managers' SOL. Drawing on literature from the fields of SOL, self-directed learners, learning, management learning, culture and organisational factors, this research investigated the influence of these topics on the Syrian managers' SOL. The research applied a qualitative interpretive approach involving twenty interviews with Syrian managers to collect the required data within a qualitative approach to examine their SOL, and the interview transcripts were analysed to understand how, why and what they learn. The main methods which were used to analyse the data are: observation, coding the interviews, deriving categories and conclusions, displaying the data and examining the relationships between all the findings. The analysis revealed their motivation for SOL, the difficulties and support that they have when they practice it, their aims of practicing it and the influence of the Syrian environment on their SOL.
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Potts, W. H. C. "A systems analysis undertaken to improve employer awareness of and career opportunities for Hawkesbury agriculturalists." Thesis, View thesis, 1993. http://handle.uws.edu.au:8081/1959.7/422.
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Beginning in 1978, the learning paradigm of the Faculty of Agriculture at the (now) University of Western Sydney - Hawkesbury was progressivly altered from the classical didactic approach to, by 1985, a student self-directed, experiential learning environment. This entailed shifting from a faculty-perceived narrow agricultural production perspective to one of a multi-discplinary rural development focus. The focus of this systems inquiry is that of a marketer examining a well-established faculty task (function), with the objective of determining how well that task is being performed, and what (if any) remedial action is indicated. The inquiry indicates that there has been a failure to maximise potential in the faculty subsystem that is responsible for communication with concerned publics. The failure is general, in that it was not confined just to communication with employers of faculty outputs. All publics were involved; the faculty's separate messages were not being sensibly delivered to employers, prospective students, undergraduates, academic peers, and government. Analysis of the issues led to the development of a marketing (information) strategy that recognises the need to re-order the faculty's information-formulation and delivery subsystem. A series of proposals is advanced for consideration and debate by the Action Research Team as to which of these several actions should be considered as desirable and feasible for implementation. The estimated costs of implementation of the plan are presented on an item by item basis.
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Keidan, Joshua. "Learning, Improvisation, and Identity Expansion in Innovative Organizations." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586874155982614.
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Leary, Heather M. "Self-Directed Learning in Problem-Based Learning Versus Traditional Lecture-Based Learning: A Meta-Analysis." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1173.
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Problem-based learning is a student-centered, inquiry-based approach that builds problem-solving skills. Reviews of problem-based learning, as compared to traditional lecture-based learning, report modest positive gains in cognitive outcomes. Many metaanalyses have been conducted to analyze the effectiveness of problem-based learning, but none have examined self-directed learning in the context of problem-based learning. The purpose of this study was to conduct a meta-analysis across all disciplines examining the extent to which problem-based learning engenders self-directed learning compared to a lecture-based approach.
This study used a random effects model meta-analysis using 75 outcomes from 38 studies. Results indicated a statistically significant, z(74) = 7.11, p = 0.01, overall medium effect size (g = 0.45) favoring problem-based learning. A test of heterogeneity indicated genuine variance across outcomes (Q = 559.57, df = 74, p < 0.01). Subgroup analyses indicate positive effect sizes for the four components of self-directed learning with two being statistically significant: personal autonomy, g = 0.51, z(47) = 6.4, p = 0.01, and independent pursuit of learning, g = 0.66, z(2) = 3.49, p = 0.01. Two emergent subgroups were also examined. From the 23 subgroup components, 12 reported statistically significant effect size estimates above 0. Findings and conclusions provided the first synthesis of conative and affective outcomes in problem-based learning by specifically analyzing self-directed learning. From this synthesis, practitioners learn that problem-based learning promotes conative and affective skills in self-directed learning.
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Morin, Alexis. "Lin'guage : Self-Directed In-Country Language Learning for Cultural Integration." Thesis, Umeå universitet, Institutionen Designhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-72755.
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There are more than 175 million migrant workers around the world. For example, 25% of the population of Singapore is comprised of migrants. As a result, social alienation arises from the language gap needing to be bridged. This gap oftentimes causes high (and unnecessary) levels of stress in the lives of these migrants.Mentally preparing for such a migration is but one of the steps which can help alleviate the stress cause by acculturation. Learning the local language and cultural mannerisms can help migrants better prepare for moving to a different country. Inspired by an immigrant mother who has learned French in order to adapt to her surroundings and many friends in similar situations, much background research was also performed in order to properly frame such broad language learning service. Testing over 28 existing language learning solutions, performing over 15 interviews and observing many learners in the wild contributed to the construction of many functional language learning prototypes. [Language Acquisition Projects], [Guided Conversation], [Social Profiler], [Lockscreen Flashcards] and even more prototypes were built as quickly as possible and tested with potential learners in order to validate their effectiveness, effectiveness for retention and fun factor. These prototypes were refined and packaged into the lin’guage service, a tool comprised of mobile software, a personal dictionary and language-specific branded objects; all of which could be used anywhere in the world to learn the local language wherever migrants move. The software is made for busy people, presenting fun learning challenges tailor-picked for learners which only take between 1 and 5 minutes to complete. Designed as a framework, lin’guage can be used to learn any language from any language. (A German speaker could learn Korean, or a Swedish speaker could learn Chinese).
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Lam, Ka-ming Wilson, and 林家銘. "The readiness of self-directed learning amongst Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040289X.
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Bernard, Trevor Marshall. "Environmental Perceptions to Promote Self-directed Learning in the Workplace." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7126.
Full textAbstract:
The purpose of this study was to identify perceptions of environmental changes that promote self-directed learning in the workplace by Human Resources Development (HRD) practitioners and to investigate possible differences of the dependent LPA score variables to independent variables of highest level of education achieved, race/ethnicity, age, gender, position title, industry, size of the organization, and years of HRD experience.
The research used a mixed method design. Qualitative data were recorded through four focus groups until a saturation of comments was reached. Quantitative Pearson product moment correlation and ANOVA statistics were used to show the possible differences of LPA scores with each demographic variable. Tukey post-hoc tests were used to compare significant differences in mean scores of associated variables.
Focus groups were conducted with 14 Human Resources Development (HRD) practitioners to collect the top five environmental preferences that promote self-directed learning in the workplace. The environmental preferences, the Learning Preference Assessment (LPA), and the demographic form made up the survey to measure participant self-directed learning readiness across independent variables. A total of 163 participants completed the survey.
Results showed the consensus mean scores for importance of implementing environmental preferences that promote SDL in the workplace was 3.39 for other written categories and 3.31 for organization culture encourages employees to learn on their own. The consensus mean scores for ease of implementing environmental preferences that promote SDL in the workplace was 2.53 for flexibility to work virtually with mobile access to learning and 2.16 for managers guide employees/match content to role.
Pearson product moment correlations showed no significant evidence of relationship between the continuous LPA mean scores and age variables. Group mean scores were compared for the remaining independent variables. The results were significant for the level of education and the size of the organization. Tukey post-hoc multiple comparisons tests were conducted for the differences of LPA scores and the demographic variables of highest level of education achieved and the size of organization. Only the level of education categories of high school diploma or equivalent and master’s degree were found to be significant.
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Shameda, Delaney. "Understanding Motivation for Self-directed E-Learning for Professional Development." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-168503.
Full textAbstract:
Professionals need to learn throughout their entire career due to the rapid changes in technology (Zander, Boustedt, Eckerdal, McCartney, Sanders, Moström, & Thomas, 2012). Professional development is a need for professionals to remain updated in their profession (Murphy, 2008). One way professional development occurs is through e-learning, which provides an environment that supports self-directed learning. It is also cost-effective (Hadwen & Galloway, 2008). The authors indicate the importance of professional development and e-learning. However, there is a lack of insight into understanding what motivates persons to engage in these activities. This study thus aims to understand the motivation for self-directed e-learning for professional development. A qualitative approach occurred via semi-structured interview questions, and findings show that people were the top motivator for this type of learning. Results also show that successful e-learning is applying the knowledge or skills learned, and accomplishing the learning goal. The top influential factors include positive emotions, popular search engines, and freedom of choice. Furthermore, persistence and critical thinking support the process, and hindrances had to do with access and disruptions. This thesis argues that autonomous extrinsic motivation is essential for understanding self-directed e-learning for professional development. Additionally, due to the many factors that influence social context, encouraging this form of professional development may be complicated, yet beneficial.
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Svedberg, Mary Kathryn. "Self-Directed Learning and Persistence in Online Asynchronous Undergraduate Programs." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26666.
Full textAbstract:
The retention literature concerning online education suggests a dropout crisis among most institutions offering online courses and programs. Despite the fact that online courses and programs are making it easier than ever before for students to have access to college education, students are dropping out of online classes at a much faster pace than the traditional brick and mortar or on-ground classes. It would benefit these institutions to understand why students are not finishing their courses in an effort to improve persistence and therefore retention in online education. Furthermore, to increase program retention in online education, it is important to determine what factors are related to course completion and non-completion so that at-risk students can be identified and offered support services.
The characteristic of self-direction is an important concept in understanding student readiness for online education. The purpose of this study was to analyze the difference in self-direction, as measured by the Oddi Continuing Learning Inventory (OCLI), between students who persist and those who donâ t persist in an undergraduate online asynchronous program. The data were gathered from undergraduate students at a four-year baccalaureate degree-granting college that has both an online campus and on-ground campuses across the United States.
Although self-directed learning as measured by the total score on the OCLI was not statistically significant, the foundation was laid in this study for important future research. GPA and how the student connects to the internet from home were statistically significant. Further research is needed to ascertain (1) whether self-direction is in fact related to persistence in online programs and (2) what other variables are related to student persistence. Institutions may be able to implement some mechanisms within the online course with the intention of increasing student persistence and therefore retention in asynchronous online programs.Ph. D.
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Azman, Norzaini. "Self-directed learning in a teacher training programme in Malaysia." Thesis, University of Manchester, 1999. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676111.
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Huang, Mei-hui. "Factors influencing self-directed learning readiness amongst Taiwanese nursing students." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/20709/1/Mei-hui_Huang_Thesis.pdf.
Full textAbstract:
Rapid scientific and technological advances in health care mean that nurses need to keep learning and engage in professional education so that they can continue to provide safe and quality care. Education programs which prepare nurses for practice as a registered nurse have a vital role to play in ensuring that graduates are self-directed in responding to the need for ongoing learning throughout their professional career. In many countries, improving students’ readiness for self-directed learning has thus gained increasing recognition as being an important goal of nursing education programs. This level of interest in developing self-directedness in learning is evident in many policy documents and research in Taiwan. The aim of this study was to investigate factors influencing self-directed learning readiness amongst Taiwanese nursing students. A conceptual framework adopted from Biggs’s ‘3P model of teaching and learning’ was constructed to guide this study’s investigation. This study employed a two-staged mixed-method design to obtain a better understanding of Taiwanese students’ experience of SDL in undergraduate nursing programs. Stage one of the present study was a qualitative approach using semi-structured interview to explore students’ experiences with learning activities which they perceived to be self-directed in their undergraduate programs. Eight students were interviewed. Findings from this stage reveal that participants perceived a shift in teaching and learning styles between their previous nursing programs and the university. The more frequent use of student-directed learning activities, in which students were encouraged to be active and to take responsibility for their learning tasks, was one of the changes in teaching and learning approaches perceived by participants. Participants further suggested a number of factors that influenced the outcomes of these learning activities, including teacher-student interaction, facilitation process and learning resources. Stage two of this study used a quantitative approach consisting of two phases: instrument pilot testing and a cross-sectional survey. In the first phase, the instruments were translated into Chinese through a rigorous translation process and tested with a convenience sample of nursing students in Taiwan. Results indicated the translated instruments were reliable and stable. The second phase, a cross-sectional survey, was conducted to examine the conceptual framework of this study. A total of 369 undergraduate nursing students completed the questionnaire. Results of data analysis provides support for the conceptual framework proposed for this study, suggesting that students’ achievement goals and their perceptions of the learning environment significantly influence their adoption of learning approaches and the development of SDL readiness. Based on the results, this study provides practical implications that nurse educators may adopt to enhance students’ SDL readiness. This study also provides theoretical implications and recommendations for future research. It is envisaged that these recommendations may help future researchers focus their research design and further understandings of how to help students develop their ability to become self-directed learners.
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Huang, Mei-hui. "Factors influencing self-directed learning readiness amongst Taiwanese nursing students." Queensland University of Technology, 2008. http://eprints.qut.edu.au/20709/.
Full textAbstract:
Rapid scientific and technological advances in health care mean that nurses need to keep learning and engage in professional education so that they can continue to provide safe and quality care. Education programs which prepare nurses for practice as a registered nurse have a vital role to play in ensuring that graduates are self-directed in responding to the need for ongoing learning throughout their professional career. In many countries, improving students’ readiness for self-directed learning has thus gained increasing recognition as being an important goal of nursing education programs. This level of interest in developing self-directedness in learning is evident in many policy documents and research in Taiwan. The aim of this study was to investigate factors influencing self-directed learning readiness amongst Taiwanese nursing students. A conceptual framework adopted from Biggs’s ‘3P model of teaching and learning’ was constructed to guide this study’s investigation. This study employed a two-staged mixed-method design to obtain a better understanding of Taiwanese students’ experience of SDL in undergraduate nursing programs. Stage one of the present study was a qualitative approach using semi-structured interview to explore students’ experiences with learning activities which they perceived to be self-directed in their undergraduate programs. Eight students were interviewed. Findings from this stage reveal that participants perceived a shift in teaching and learning styles between their previous nursing programs and the university. The more frequent use of student-directed learning activities, in which students were encouraged to be active and to take responsibility for their learning tasks, was one of the changes in teaching and learning approaches perceived by participants. Participants further suggested a number of factors that influenced the outcomes of these learning activities, including teacher-student interaction, facilitation process and learning resources. Stage two of this study used a quantitative approach consisting of two phases: instrument pilot testing and a cross-sectional survey. In the first phase, the instruments were translated into Chinese through a rigorous translation process and tested with a convenience sample of nursing students in Taiwan. Results indicated the translated instruments were reliable and stable. The second phase, a cross-sectional survey, was conducted to examine the conceptual framework of this study. A total of 369 undergraduate nursing students completed the questionnaire. Results of data analysis provides support for the conceptual framework proposed for this study, suggesting that students’ achievement goals and their perceptions of the learning environment significantly influence their adoption of learning approaches and the development of SDL readiness. Based on the results, this study provides practical implications that nurse educators may adopt to enhance students’ SDL readiness. This study also provides theoretical implications and recommendations for future research. It is envisaged that these recommendations may help future researchers focus their research design and further understandings of how to help students develop their ability to become self-directed learners.
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Sidhu, Ravinder Kaur. "A study in self-directed learning in Indonesian postgraduate students." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36553/1/36553_Sidhu_1997.pdf.
Full textAbstract:
In recent times, Australian universities have become increasingly reliant on revenue raised by
exporting education to overseas students, particularly students from the Asia Pacific region.
The need to increase understanding among academic and administrative staff about the
learning needs of students from culturally diverse backgrounds remains an urgent priority.
Although sponsored students have been attending Australian universities since the inception
of the Colombo Plan in the 1950s, there has been a paucity of studies of the experiences of
sponsored postgraduate research students in Australian higher education. This study .
focused on the experiences of Indonesian postgraduate research students in a bid to explore
the relationship between their collectivistic cultural background and their self-directedness in
learning. In particular, the study sought to explore if a clash of values was taking place
between students' collectivistic culture and the values of self-directed learning which
emphasises independence and creativity.
Semi-structured interviews were conducted with ten postgraduate research students who
were first asked to describe their experiences of supervision. This was followed by a number
of structured questions that explored their experiences as collectivistic culture students living
and studying in a society where individualism was the dominant social force.
The investigations found that while there were self-directed learning values that were
strongly individualistic, there were others that were congruent with the values of
collectivism. The students who perceived themselves to be self-directed learners all reported
having highly positive relationships with their supervisors. These students also appeared to
be more open to Western ideas such as egalitarianism and democracy than those who had
poor relationships with their supervisors. The students who identified themselves to be
self-directed learners, described experiencing supervision that was strongly andragogical
within a collectivistic context. On the whole, the students in this study did not confirm to the
widely held stereotype of the student from Asia who is considered to be excessively passive
and lacking in critical thinking ability.
It was noted that existing paradigms of supervision which tend to extend freedom and
promote autonomy, do so without sufficient regard to whether or not students have the
requisite knowledge, confidence and experience to effectively use this autonomy. An
alternative framework of supervision was suggested which sought to exploit the common
ground between the values of collectivism and self-directed learning. It is anticipated that
such a framework will have increased potential to facilitate learner self direction among
students from a collectivistic culture background.
The study concluded by providing recommendations for further research in the area of
self-directed learning by overseas students.
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Judkins, Jeffery W. "Developing a self-directed learning environment that motivates employees to maximize learning opportunities." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999judkins.pdf.
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Tredoux, Chantelle. "The potential of a learning management system to enhance self-directed learning / Chantelle Tredoux." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8290.
Full textAbstract:
The use of Learning Management Systems (LMSs) in higher education institutions is not a new tendency. Although this is an innovative way of implementing e-learning in the educational process, there are a few problems concerning these systems. Educators tend to apply traditional classroom ideas and pedagogy in computer-supported e-learning environments, assuming that because these environments allow the interaction that we see in the classroom, traditional pedagogy can be used. Although most of the pedagogical principles that apply to the traditional classroom-delivery method also apply to e-learning, the e-environment supports such interactions in a different manner. Traditional pedagogical principles should be adapted to accommodate the e-learning environment and should form the very basis for inclusion of features in LMSs. These principles should be integrated into the LMS where every feature included is accompanied by explicit guidelines on how to use the feature in such a way that it will effect pedagogically sound instruction.
The aim of this study is to determine how an LMS could be used in order to enhance self-directed learning. In order to reach this aim a brief history of SDL was given and a number of SDL models were discussed. These models were analyzed in order to compile a list of guidelines to foster SDL. The first set of guidelines didn’t focus on any specific learning environment and it was necessary to refine these guidelines for an online environment. To be able to refine the guidelines for an online environment, LMSs in general were discussed and a few models for SDL in an online environment were reviewed. The SDL guidelines were further refined for implementation in eFundiTM. eFundiTM is the LMS used at the North-West University, Potchefstroom campus, South Africa. The nature of the AGLE 121 module (a literacy module for all first year students) and the specific functionalities of eFundiTM were discussed and taken in consideration when the final set of guidelines was compiled.
The researcher did an empirical study to gather valid and reliable data. A mixed methods inquiry approach was used to obtain reliable evidence. The population consisted of all the students that were enrolled for the AGLE modules over 2 years. These students were divided into 2 groups, the AGLE 121 in 2010 (237 students) and the AGLE 121 (287 students) in 2011. The questionnaire that was used for the quantitative research in this study was based on the Fisher, King and Taque (2001) SDL readiness scale for nursing education. Semi-structured interviews were conducted with seven participants from each group in order get a better understanding of the data collected from the quantitative research, and to elaborate further on the students’ development of SDL. Findings indicated that the students from the second year of the study did not necessarily improve their SDL-skills. Most of the results from the quantitative data showed small practical significant differences. However, the qualitative data indicated that the SDL skills of the students improved in two of the three factors after they used the newly developed eFundiTM site, in the second year of the study and therefore the researcher is of opinion that the intervention had a positive impact on the students’ SDL skills.Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2012
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Boyer, Stefanie. "Self-directed learning measures and models for salesperson training and development /." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2818.
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Hogan-Royle, Thérèse. "Toward learner empowerment and adult self-directed learning in distance education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25849.pdf.
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Boyer, Stefanie Leigh. "Self-Directed Learning: Measures and Models for Salesperson Training and Development." Scholar Commons, 2008. http://scholarcommons.usf.edu/etd/3878.
Full textAbstract:
Academic researchers and marketing practitioners are exploring methods to improve salesperson training. Recently, self-directed learning projects were proposed as a new paradigm for learning to take place in the sales domain (Artis & Harris, 2007). Current conceptual work provides a strong foundation for understanding salesperson self-directed learning; however, prior to quantitatively testing proposed models, scales must be created and modified to address salesperson specific learning endeavors. The purpose of this dissertation is: 1) to develop scales to measure salesperson willingness to use self-directed learning projects (SDLP's), 2) to develop a conceptual model of salesperson self-directed learning, 3) to modify current scales to specifically examine salesperson self-directed learning, and 4) to test this model empirically.
To accomplish this, the relevant theories and literature were analyzed to create a theoretical model that would test the following research questions: 1.What factors contribute to salesperson willingness to use SDLP's? 2.What is the relationship between salesperson willingness to use SDLP's and salesperson use of SDLP's? 3.What is the relationship between salesperson use of SDLP's and salesperson performance? Two conceptual models were created to account for two categories of learning projects, induced and synergistic SDLP's. The following variables reflect the conceptual models: willingness to use induced/synergistic SDLP's, use of induced/ synergistic SDLP's, perceived supervisor/organizational support for induced/synergistic SDLP's, and self-regulation training and performance.
Data from 392 salespeople within the financial services industry fit the measurement model and suggest that use of synergistic (non-mandatory) SDLP's positively impacts performance (.396) and use of induced (mandatory) SDLP's does not impact performance. Willingness to use synergistic SDLP's positively impacts use of synergistic SDLP's. Support from the organization and supervisor positively impact willingness to use induced and synergistic SDLP's. Surprisingly, training in self-regulation did not positively impact salesperson willingness to use induced or synergistic SDLP's. The new measures for all constructs exhibit Cronbach's alpha reliability statistics over .7 and acceptable confirmatory factor analysis results. The study provides reliable measurement scales and empirical support for the future study of self-directed learning in a sales context.
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Barlow, Suzanne Elizabeth. "Reaching the fourth dimension : the learner's experience of self directed learning." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288953.
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Turner, Gillian Ann. "Facilitating improvements in teaching and learning through self-directed professional development." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394669.
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Ma, Xiaoyan. "An Integrative Literature Review of Self-Directed Learning in Higher Education." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85573.
Full textAbstract:
As a prerequisite for all adult learners in life-long learning, self-directed learning has been constantly discussed since the early 1960s. However, in what manner research operationalizes the concepts and what similarities occur across the empirical studies and theoretical studies are still ambiguous. The purpose of this study is to employ an integrative literature review to investigate and disentangle various interpretations of self-directed learning by identifying how the topic is defined and what competencies and strategies are needed for a highly self-directed learner. This is a six-phase study, including: 1) problem formulation; 2) data collection; 3) problem re-formulation; 4) data evaluation; 5) data collection; and 6) presentation of the findings. This study provided a comprehensive perspective of self-directed learning in a dynamically expanding process to include multifaceted interpretations of the topic and advanced research in self-directed learning in an updated, enriched learning environment. Specifically, the researcher updated the evidence for self-directed learning to date, identified all of the potential dimensions of self-directed learning that distinguish a highly-directed self-directed learner and the related instructional strategies, and made suggestions for the future direction of research on the topic.Ph. D.
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Cooper, Jamie Johnson. "The Self-directed Learning Actions of Women Regarding the Menopause Transition." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6484.
Full textAbstract:
Research indicates that increased knowledge about the menopause transition positively impacts a woman’s attitude about this stage in her life, and a more positive attitude leads to less distress during the transition. However, there has been no research regarding how women gain this knowledge about menopause, what factors in her environment may hinder or assist her, or how women’s knowledge of menopause is leveraged by health care providers to help facilitate her menopause transition.
The purpose of this research was to explore the self-directed learning actions of women regarding their search for information about menopause, and to understand what factors, if any, may have helped or hindered her search.
A convenience sample of women 35-55 years of age was invited to participate in an online survey; a total of 227 usable responses were collected. Answers were analyzed by utilizing a simple frequency distribution to illustrate more and less common responses. Chi-square tests of independence were used to examine bivariate relationships, and content analysis was used to examine free response answers.
The results of this study indicated that most women did not seek information about menopause on their own. Women who sought information were primarily motivated by symptoms: what to expect, symptom relief, or validation that their experiences were normal. This study also indicated that the most utilized resource for finding information was the Internet. It also found that women need more information from the health care community than they were receiving.
Findings from this study suggest a need to continue to connect adult education with health promotion. Additionally, women had a need for greater interpersonal support and beneficial interactions with the health care community. Finally, this study demonstrated that women may benefit from the normalization of menopause as a social construct. Perhaps this could best be achieved through education within larger conversations about human reproduction and about natural aging.
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Murphy, Jo Ann. "Library Learning: Undergraduate Students' Informal, Self-directed, and Information Sharing Strategies." Partnership: The Canadian Journal of Library and Information Practice and Research, 2014. http://hdl.handle.net/10388/6890.
Full textAbstract:
A focus group study of fourteen University of Saskatchewan second to fourth year humanities and social science undergraduate students was conducted in the fall of 2011. The purpose of the research was to determine how students learn about library resources and services. Findings indicate that the participants often use a variety of informal, self-directed and information sharing strategies. Seeking help from professors, peers, friends, and family members is a common practice. Convenience, familiarity, and perceived knowledge are key factors that determine who and how these students learn about the library. Formal instruction and seeking assistance from librarians did not resonate for participants as a typical approach for learning about the library.
The author suggests that undergraduate students engage in informal learning and information sharing as many ‘adult learners’ do, similar to an employment setting. The library, within the formal educational structure, lends itself to a more informal learning context. The study concludes that libraries must continue to develop resources, services, and innovative programs that support students’ informal learning styles, while also providing formal instruction as part of the undergraduate curriculum ensuring students are exposed early on to core foundational skills that contribute to their success as informal and self-directed learners.
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Sears, Evelyn Kerstein. "How to Help Students Develop Projects Independently for Self-Directed Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1934.
Full textAbstract:
Experiential learning in adult education is on the rise. A small private college in the southeast United States initiated a program that required 3 experiential learning projects to be completed in addition to coursework. The problem was that less than 8% of students had independently developed their first project. Instead, they completed a project proposed by faculty. This situation resulted in student dependency on faculty rather than promoting self-directed learning. The purpose of this study was to gain an understanding about how to help students develop independent projects for the self-directed learning program. Experiential and self-directed learning theories formed the conceptual framework. The guiding question focused on how a select group of students described their ability to conduct a self-directed learning project. For this case study, individual interviews and documents were collected from 7 participants in the self-directed learning program. Analysis of the data by coding individual units of meaning revealed these 5 themes, which formed the basis of the findings: characteristics, self-motivation, lack of assistance received, personal gain, and advice for others. The commonly held major theme was personal gain. The second theme, goal setting, was discrepant. These were the major findings, which formed the basis for a proposed professional development training program for faculty facilitating the self-directed learning program. The implication for social change include emphasizing the importance of self-directed learning, supporting faculty for self-directed learning, and promoting lifelong learning. As a result of participating in this training, faculty will be better able to mentor students in the self-directed learning program.
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Hynes, James William. "The role of andragogy and self-directed learning in the draft horse industry." Texas A&M University, 2003. http://hdl.handle.net/1969.1/3907.
Full textAbstract:
The purpose of this study was to determine and understand the variables
affecting the revival of the draft horse industry in the United States. A qualitative study
was conducted using 31 purposively (Lincoln and Guba, 1985) selected draft horse
industry participants who were drawn from three case studies, conducted in East Texas,
Russia (Siberia), and Northern Indiana. Structured and semi-structured interviews were
utilized. Major findings emerged with this research showed that the culture of
practicality, inventiveness, and risk taking has allowed communities of individuals to
achieve financial success where others have been forced to abandon their businesses and
seek other sources of livelihood.
Some of the findings stood alone with no seeming connection to the other
findings. Other findings appeared to be intertwined with one another. All of the
emerging findings contributed to the renewal and engagement of individuals in the draft
horse industry revival. The findings are deliberately not listed in any particular order.
The scope of the study did not include a method to determine whichfinding or series of findings preceded the others. The major findings to emerge from this
study are as follows.
Most of the participants in the revival were or are middle aged men and women.
This finding melds well with another finding that determined the draft horse business
was the second, third, or fourth career of the participants in this study. Many of the
participants operate their businesses in rural non-farm locations. Owners and publishers
of trade magazines played a pivotal role in this industry revival.
Geography and international connections played a role. The Amish communities
across the U.S. played a pivotal role in keeping relic technologies alive and maintaining
seed stock for the revival of the draft breeds. Specific markets for horses and equipment
have been carved out by many of the participants. Self-directed learning and andragogy
were exhibited by almost all of the participants. The role of university and extension
personnel in this revival was essentially non-existent.
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Lebler, Don. "Getting smarter music : a role for reflection in self-directed music learning." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16482/1/Don_Lebler_Thesis.pdf.
Full textAbstract:
Conservatoires all over the world are re-examining their educational roles and practices in a changing cultural and economic context, including re-evaluating their function as sites of relevant learning. This dissertation by publication contributes to this re-examination by investigating understandings of assessment, evaluative reflection, the relationship between know-how and knowledge, autonomous learning, community of practice and the student experience of these pedagogies in one Queensland conservatorium.
The study is presented in the form of a synopsis and five publications, with additional data that will form the basis of further post-doctoral publication. It is focused on non-traditional pedagogical processes operating within a bachelor of popular music program, processes that have been intuited by the academic teacher who is also the author of this dissertation. What these processes have in common is the philosophical rejection of teacher-led pedagogy and an insistence upon, and scaffolding of, self-directed student action and reflection. The aim of the dissertation, in keeping with the rationale for a professional doctorate, is to subject this approach to systematic theoretical and empirical scrutiny, and thereby to further refine and strengthen the practices in terms of their capacity to engage young people in self-directed approaches to quality music making.
John Biggs's presage/process/product learning model (1999) provides a structure for this systematic evaluation of the pedagogical work. The study understands the learning characteristics that students bring to the program, combined with the structures and pedagogical approaches in place in the program, to be the key presage elements; the learning activities (including assessment as learning) that occur within the program are the key process elements; the key products are the learning outcomes for the students and the ongoing development of the program and pedagogical approaches informed by reflection on empirical data including data collected as part of this research.
The study demonstrates the significance of recognising and valuing presage and process elements that enable students to perform from the basis of their intuitive know how while being recorded, and then apply their knowledge-based critical reflection skills to an appraisal of their own work and the work of their peers while hearing the recording played back. While not displacing the teacher as mentor and critical friend, this moves responsibility for learning to the student as a self-monitoring, strategic decision-maker about the nature and quality of their learning products. The program requirement that students write meaningfully about the process appears to encourage the embracing of both conscious and unconscious ways of knowing and doing.
As a documentation of this type of teaching, the study presents an argument for a broader incorporation of student-led pedagogy into higher education in general and
conservatoria in particular. It concludes that aspects of education that enhance students' abilities to learn, including self- and peer assessment, self-directed learning, reflective practice, and both independent and collaborative work that incorporates program-wide learning, are likely to enhance integrated creative practice. This project has made it possible to disseminate a scholarly engagement with such processes through publication in academic and professional contexts.
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Lebler, Don. "Getting smarter music : a role for reflection in self-directed music learning." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16482/.
Full textAbstract:
Conservatoires all over the world are re-examining their educational roles and practices in a changing cultural and economic context, including re-evaluating their function as sites of relevant learning. This dissertation by publication contributes to this re-examination by investigating understandings of assessment, evaluative reflection, the relationship between know-how and knowledge, autonomous learning, community of practice and the student experience of these pedagogies in one Queensland conservatorium.
The study is presented in the form of a synopsis and five publications, with additional data that will form the basis of further post-doctoral publication. It is focused on non-traditional pedagogical processes operating within a bachelor of popular music program, processes that have been intuited by the academic teacher who is also the author of this dissertation. What these processes have in common is the philosophical rejection of teacher-led pedagogy and an insistence upon, and scaffolding of, self-directed student action and reflection. The aim of the dissertation, in keeping with the rationale for a professional doctorate, is to subject this approach to systematic theoretical and empirical scrutiny, and thereby to further refine and strengthen the practices in terms of their capacity to engage young people in self-directed approaches to quality music making.
John Biggs's presage/process/product learning model (1999) provides a structure for this systematic evaluation of the pedagogical work. The study understands the learning characteristics that students bring to the program, combined with the structures and pedagogical approaches in place in the program, to be the key presage elements; the learning activities (including assessment as learning) that occur within the program are the key process elements; the key products are the learning outcomes for the students and the ongoing development of the program and pedagogical approaches informed by reflection on empirical data including data collected as part of this research.
The study demonstrates the significance of recognising and valuing presage and process elements that enable students to perform from the basis of their intuitive know how while being recorded, and then apply their knowledge-based critical reflection skills to an appraisal of their own work and the work of their peers while hearing the recording played back. While not displacing the teacher as mentor and critical friend, this moves responsibility for learning to the student as a self-monitoring, strategic decision-maker about the nature and quality of their learning products. The program requirement that students write meaningfully about the process appears to encourage the embracing of both conscious and unconscious ways of knowing and doing.
As a documentation of this type of teaching, the study presents an argument for a broader incorporation of student-led pedagogy into higher education in general and
conservatoria in particular. It concludes that aspects of education that enhance students' abilities to learn, including self- and peer assessment, self-directed learning, reflective practice, and both independent and collaborative work that incorporates program-wide learning, are likely to enhance integrated creative practice. This project has made it possible to disseminate a scholarly engagement with such processes through publication in academic and professional contexts.
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Lai, Wing-chi. "The importance of learner training for high achievers in self-directed learning." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262463.
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Baxter, Lynn Z. (Lynn Zander). "The Association of Self-Directed Learning Readiness, Learning Styles, Self-Paced Instruction, and Confidence to Perform on the Job." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc935689/.
Full textAbstract:
Learning styles and readiness for self-directed learning were identified for 125 adult employees enrolled in self-paced training courses. The success of the self-paced instruction was measured by confidence to perform learned skills on the job. Confidence scores were compared across learning style types and self-directed learning readiness. It was concluded that self-paced training programs can be effective for a variety of learning style preferences. Additionally, adult employees who are highly self-directed will experience greater success in self-paced instruction than those less self-directed. The implication for businesses and academic institutions seeking to employ technology based, self-instructional programs is that a return on investment can be maximized by an examination of the target audience. Training programs which are self-paced may not generate the desired success which will translate into effective job performance for those adults who are not ready for self-directed learning.
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Masier, Darren J. "Teachers' Pedagogy through Andragogy: Facilitating Learning in Secondary Education Students by Incorporating Self-Directed Learning." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03312010-112410/.
Full textAbstract:
In a qualitative analysis, based upon three cases of mid-career1 secondary education teachers, their strategies, philosophies, modalities, and student expectations were analyzed in an effort to understand the extent to which self-directed learning (SDL) can impact the success of studentsâ learning. These practical implications of the study by experienced teachers supported and also challenged theoretical concepts of primarily Piaget, Knowles, and Vygotsky, but also examined those of Bloom and Wlodkowski. Specifically, results demonstrated that the incorporation of some adult learning methodologies into secondary education environments has contributed significantly to the effectiveness of these teachers. Perhaps this knowledge can guide future research into how to best identify and further develop secondary education teachersâ pedagogies to utilize SDL techniques in the 21st century classroom.
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Ho, W. Y. "Translanguaging in online language learning : case studies of self-directed Chinese learning of multilingual adults." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10044705/.
Full textAbstract:
The aim of the thesis is to explain how multilingual adults use their linguistic and semiotic repertoires, which are records of their life experiences and mobility, to facilitate the learning of Chinese, in particular with the reading and writing of Chinese characters. The thesis begins with an overview of the background of the study in relation to the advent of mobile technologies and mobile learners. Through conducting an extensive literature review, it is argued that out-of-class, self-directed language learning through the use of online platforms has been an under-explored area and this thesis aims to fill in that research gap. This thesis adopts a multiperspectival approach in its choice of theoretical framework, consisting of translanguaging, multimodality and multilingualism. Each of these approaches contributes to the thesis in a unique way that crosses theoretical boundaries. This thesis illustrates the possibility of connecting these concepts and using them in a meaningful way so that they complement each other in explaining the complexity of meaning-making. Consequently, a combination of methodological approaches are used, including ethnography and social semiotic multimodality. Together they work in partnership with each other with an aim to generate a holistic view of how learning and teaching is conducted in the online learning environment. Eleven learners were studied in the thesis, among which four case studies are discussed in detail, with a focus on two learning practices: learning to read and learning to write Chinese characters. Learners engaged in these two practices demonstrated how they used their entire linguistic repertoires to construct knowledge through the process of translanguaging. The four case studies supported the need for a 'multimodal turn' in applied linguistics research in order to capture the multimodal nature of communication. Through repeatedly testing the boundaries and reach of translanguaging, multimodality and multilingualism, this thesis calls for a dialogue between applied linguistics and multimodality so that they can complement each other with the unique set of toolkits and explanatory powers that they have. This thesis has provided an example of how these perspectives can be brought together in a meaningful way to explore communication contexts that are complex and diverse.
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Ou, Chueh-Yin, and 歐珏吟. "The Influences of Self-directed Learning Readiness and Learning Adjustment on Learning Satisfaction of E-learning Center." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/17770760817624843418.
Full textAbstract:
碩士國立臺中技術學院
事業經營研究所
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Over the past few years, many companies have adopted E-learning education as one of their educational training tools. However, these companies normally focus on how to use the minimum training cost and time to achieve the maximum work performance and profit. They barely investigate on problems of learning adoption and self-adjustment from the point of view of learners. This study used students from E-learning centers as samples of the study to explore whether self-directed learning readiness and learning adjustment can affect learning satisfaction. The study obtained samples through probability sampling. The respondents were selected from 20 E-learning centers in Taiwan by questionnaires. A total of 450 questionnaires were sent out and 330 questionnaires were received as effective samples with a response rate of 73.3%. The received questionnaires were examined in terms of the relationship between results and hypotheses using regression analyses. The following conclusions were obtained: 1. Learning satisfaction of e-learning depends on gender and living areas of the samples. 2. There were partially relationships between self-directed learning readiness and learning satisfaction. A positive relationship between self-understanding and learning satisfaction is observed. 3. There were partially relationships between learning adjustment and learning satisfaction. Learning environment and learning strategy have a positive relationship with learning satisfaction. Finally, the results of this study are useful for companies using e-learning and can effectively increase users’ satisfaction on learning.