To see the other types of publications on this topic, follow the link: Self-directed learner.
Dissertations / Theses on the topic 'Self-directed learner'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Self-directed learner.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Walsh, Maureen. "Recognizing the expertise of the uncertified self-directed learner." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ55543.pdf.
Full text
2
Carlisle, Vincent J. "Understanding the effects of personal responsibility and environment on the development of self-directed learning: an exploratory study." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32502.
Full textAbstract:
Doctor of PhilosophyDepartment of Educational Leadership
Sarah Fishback
This exploratory study analyzed changes in self-directed learning of Army officers attending the Army’s Command and General Staff Officers Course, CGSOC, by applying a quasi-experimental, pretest posttest, comparative approach based on the attribute independent variables gender, race/ethnicity, level of education, and branch of Army. It also sought to inform implementation and assessment strategies in both the private and broader public sectors, specifically companies and organizations seeking to develop lifelong learners in the furtherance of creating or sustaining a learning organization. The study began with the administration of the Personal Responsibility Orientation to Self-directed Learning Scale (PRO-SDLS) during the first week of a ten-month resident course and concluded with a second administration of the PRO-SDLS at the end of the course. In addition to a total score, the PRO-SDLS provided results for four dependent variables: learner initiative, learner self-efficacy, learner control, and learner motivation. Though effect size varied, this study found a statistically significant difference in pretest to posttest scores differences between white and non-white in both total score and in the subcomponent of learner motivation. Additionally, the change in scores for learner motivation from pretest to posttest for whites was statically significant. Finally, the change in scores for the subcomponent of learner control between students with a bachelor’s degree and those with a master’s degree was also significant. The broader implication of these findings is the caution by Brockett and Hiemsta (1991) that adult educators should consider the individual characteristics of the learner when developing and delivering curriculum. In this case it would appear that either the curriculum or the delivery of the curriculum or a combination of the two may have been experienced differently by white and non-white Army officers; specifically regarding the development of learner motivation.
3
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.
Full text
4
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.
Full text
5
Martinez, Christopher D. "Learner-directed vs. Instructor-provided Curriculum Among Undergraduate Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6895.
Full textAbstract:
There has been little or no research on the use of a Learning Object in the field of religious studies. The purpose of this research study was to assess undergraduate student knowledge gain outcomes between instructor-provided and learner-directed methods, which is the independent variable, using asynchronous, online, narrated PowerPoint presentations compared to undergraduate student knowledge gain using an online learning-objects unit, in a college-level world religions survey course at St. Petersburg College. This study assessed undergraduate student knowledge gain outcomes between instructor-provided and learner-directed methods among 90 college undergraduate students and determined whether there was a significant difference in the knowledge gain of students, a difference by gender, age, and major, in studying a unit of Jainism online in a world religions survey course using either a narrated PowerPoint presentation or using an Independent Learning Object, as well as their perception of the two methods. Students were divided randomly into two groups with each accessing one of the two learning methods. The results were the Learning Objects students’ knowledge gain was higher than the PowerPoint students, while females scored higher using the PowerPoint and males scored higher using the Learning Object. The implications of this study are that instructors in any discipline could better serve their students if they investigate using Learning Objects in their online learning rather than the use of PowerPoint. The majority of students who used the Learning Object online performed better than students who listened to the PowerPoint, supporting the contention that student-accessed learning leads to greater cognition. The implications of this study are that instructors in many disciplines could better serve their students if they implemented the use of Learning Objects in their online learning rather than the use of PowerPoint presentations.
6
Alfaifi, Mousa Sulaiman. "Self-directed Learning Readiness Among Undergraduate Students at Saudi Electronic University in Saudi Arabia." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6449.
Full textAbstract:
The purpose of this study was to determine the level of self-directed learning readiness among undergraduate students at Saudi Electronic University in Saudi Arabia. This study also investigated whether there were relationships between the level of self-directed learning readiness and selected demographic variables such as gender, college, and age in the sample of undergraduate students in Saudi Arabia. This research utilized a quantitative design.
The Self-directed Learning Readiness Scale (SDLRS), which was developed by Guglielmino, was utilized to measure the level of self-directed learning readiness among undergraduate students at Saudi Electronic University on the Riyadh campus. A total of 203 undergraduate students completed the SDLRS questionnaire.
Results were that the mean score of SDLRS among undergraduate students at Saudi Electronic University in Riyadh campus included 64 (32.52%) were students with below average 58-201 scores; 71 (34.98%) students with average 202-226 scores; and 68 (33.50%) were students with above average 227-290 scores.
age. However, there was a significant difference between the colleges. The results of the Tukey post-hoc test indicated that significant differences existed between the Sciences and Theoretical Studies College students and the Administration and Finance College and Computation and Information College students. The Sciences and Theoretical Studies College scored significantly lower than the other two colleges.
7
Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats." Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.
Full textAbstract:
The abstract dwells on the key issues related to the necessity of changing teacher-student partnership formats in the context of learner-centred approach to teaching foreign languages. The interpretation of "learner-centredness" as a concept is put into the humanistic perspective, the perspective of practical necessity, and the curriculum design perspective.Тези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необхідності зміни форматів співробітництва викладача та студента та перспектив розробки навчальних робочих програм з іноземних мов.
8
Olds, Tami McCray Witte James E. "An examination of cognitive complexity and self-directed learner readiness of traditional and nontraditional undergraduate students." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/OLDS_TAMI_24.pdf.
Full text
9
Mulube, Sipiwe Muzizi S. "First year learner nurses‘ perceptions on self-directed learning during clinical activities in the skills laboratory." University of the Western Cape, 2013. http://hdl.handle.net/11394/4082.
Full textAbstract:
Magister Curationis - MCurSelf-directed learning (SDL) has become a focus in the past years due to the increase in the complexity and changes in the nursing profession development. Employing SDL methodologies has been advantageous to the learner nurses, since these methodologies are associated with moderate improvement in the knowledge and effective improvement in the affective and psychomotor domains. Despite the efforts to expose students to SDL, the challenge remains the lack of students‘ commitment to SDL during clinical activities in the skills laboratory. This lack of commitment may result from students‘ perceptions of SDL. Therefore, this study seeks to explore and describe the perceptions of first year learner nurses about self-directed learning activities in a skills laboratory at a school of nursing in the Western Cape. An exploratory descriptive quantitative design was used to answer the research question. All the first year learner nurses (N=336) pursuing a 4-year Bachelor Nursing Degree served as the target population and a sample of 168 respondents was selected by simple random sampling. A self-administered 5-point Likert scale questionnaire with an additional four open-ended questions was used to collect data for the study. Data was analysed by using the Statistical Package for the Social Sciences (SPSS) Version 21 software. Descriptive statistics were used to present frequencies, mean values, standard deviations, and the results were illustrated by means of tables. The Spearman correlation coefficient indicated the correlations between the 4 The findings revealed that most of the respondents positively perceived self-directed learning in the skills laboratory. However, it was also found that learners had challenges in relation to time management during the implementation of self-directed learning.
10
Thaufeega, Fathimath. "Institutional and learner readiness for eLearning in the Maldives." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14659.
Full textAbstract:
For Maldives, an island nation consisting of over 1190 islands, eLearning is the ideal form of delivery for higher education students on the 200 inhabited islands. This study explores Maldivian college students’ and their institutes’ eLearning readiness. Mixed methods research has been conducted using two questionnaires (one for the students and one for the lecturers) and semi-structured interviews. One hundred and eleven students from two private higher education institutes completed the questionnaires, 10 students were selected for interviews out of which 9 completed the interview. Students’ technological skills, access to technology and learning abilities, as well as their level of eLearning efficacy, are measured and further explored through interviews. Their lifestyle and family and workplace environments’ conduciveness for eLearning is explored. Similarly, 45 lecturers completed the questionnaire to obtain lecturers’ and institutes’ readiness for online teaching. The responses from the questionnaires allow exploration of Maldivian higher education students and institutes’ readiness for eLearning. Lecturers’ readiness is assessed by their skills and abilities to support eLearning students. Readiness of institutes are explored using semi-structured interviews with 2 senior staff from each college. The role of the three elements of the Community of Inquiry Framework: Cognitive Presence, Teaching Presence and Social Presence, in eLearning, is also explored through questionnaires and interviews. The research study’s findings are significant as it is the first research in the Maldives to provide such a case in support of eLearning readiness in higher education. The research study supports the transferability of the findings to comparable colleges and student populations in the Maldives.
11
Cathcart, Noel C., of Western Sydney Hawkesbury University, and of Health Humanities and Social Ecology Faculty. "An Innovative approach to the training of personal and marital counsellors." THESIS_FHHSE_XXX_Cathcart_N.xml, 1996. http://handle.uws.edu.au:8081/1959.7/236.
Full textAbstract:
This thesis contends that trainee counsellors are disempowered when they are expected to conform to the patterns provided by the trainer or agency. Empowerment results from the encouragement of the trainee to develop his/her own eclectic approach to their counselling, and this is only possible if a range of elective training programs are made available. This thesis also contends that no one agency or trainer is in a position to provide such a range of counselling approaches, and trainees should be motivated to use the service of other agencies, as well as being involved in independent studies. This inquiry proposes that one of the most effective foundations for the development of effective counsellors is the active encouragement of the trainee's self-awareness and the exploration of the trainee's inner life. If the success or failure of counselling depend on the ability of the counsellor to create an environment in which the client can explore his/her own issues, then it requires counsellors who have been empowered to make this discovery for themselves. This thesis also shows the author's own transformational journey, from a directed learner to a self-directed learner, and this paradigm shift in his own life has become the motivating force for empowering others to move into a position where they can exercise their own choices, and be empowered through participatory and transformative learning approaches.Master of Science (Hons)
12
Byers, Albert S. "Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three–Six." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/40430.
Full textAbstract:
Stagnant student achievement in science education in the United States has placed an increased emphasis on teacher professional development. Since many elementary educators could benefit from improved science content knowledgeâ and given the challenge of providing this at a level scalable and sustainable through face-to-face delivery aloneâ this study sought to understand what types of online self-directed content-interaction strategies are of greatest learner satisfaction and provide the highest learning impact for teachers in grades three–six. Employing Anderson's Equivalency of Interaction Theorem, and looking at age, years teaching experience, and learning preferences via Kolb and Kolb's Learning Style Inventory 3.1 (2005), this descriptive study non-randomly sampled 85 educators who passed a series of self-paced interactive web modules to rate their preferences for five different types of content-interactive strategies: (a) simulations, (b) interactive reference, (c) hands-on, (d) personal feedback, and (e) pedagogical implications. Using an online survey and a pre- and postassessment instrument it was found that (a) as age and years teaching experience increase, teachers' preferences for personal feedback, interactive reference, and simulations increased, (b) teachers' content knowledge increased significantly after completing the web modules, (c) teachers' learning style moderately aligned with their preferences for content-interaction strategies, and (d) teachers least preferred the pedagogical implications component. Instructional designers and education administrators selecting professional development for teachers may find this informative. Data from this research support Anderson's theory that if the content interaction is rich, human interaction may be provided in diminished capacities.Ph. D.
13
Cathcart, Noel C. "An Innovative approach to the training of personal and marital counsellors." Thesis, View thesis, 1996. http://handle.uws.edu.au:8081/1959.7/236.
Full textAbstract:
This thesis contends that trainee counsellors are disempowered when they are expected to conform to the patterns provided by the trainer or agency. Empowerment results from the encouragement of the trainee to develop his/her own eclectic approach to their counselling, and this is only possible if a range of elective training programs are made available. This thesis also contends that no one agency or trainer is in a position to provide such a range of counselling approaches, and trainees should be motivated to use the service of other agencies, as well as being involved in independent studies. This inquiry proposes that one of the most effective foundations for the development of effective counsellors is the active encouragement of the trainee's self-awareness and the exploration of the trainee's inner life. If the success or failure of counselling depend on the ability of the counsellor to create an environment in which the client can explore his/her own issues, then it requires counsellors who have been empowered to make this discovery for themselves. This thesis also shows the author's own transformational journey, from a directed learner to a self-directed learner, and this paradigm shift in his own life has become the motivating force for empowering others to move into a position where they can exercise their own choices, and be empowered through participatory and transformative learning approaches.
14
Gao, Mingyi. "A theoretical model for the effectiveness of project-based learning in engineering design education." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/9563.
Full textAbstract:
The main focus of this thesis is on the effectiveness of project-based learning (PBL) in engineering design. The literature review has shown that there is much confusion and ongoing arguments concerning the implementation of PBL in engineering design, and there lacks consensus on its effectiveness. Little research has been done on providing measurable metrics of PBL effectiveness, not to mention discovering the optimal PBL and its underlying mechanisms based on solid educational theories and rigorous research methodology. In this thesis, the measurement of the optimal PBL effectiveness (effect) is studied and a theoretical model of PBL is built in order to identify parameters (cause) controlling the effectiveness and to study the interplay between effectiveness and the parameters. The model is built through three main phases, with a combination of qualitative and quantitative research methods. In phase one, the effectiveness of PBL is studied from the perspectives of the engineering design lecturers and engineering graduates by interviews, which is used to represent effect (Y axis) of the model. In phase two, on the basis of self-directed learning theory (SDL) and learner engagement theory,two key parameters of PBL, i.e. SDL and learner engagement, are identified and quantified respectively to represent cause (X axis) of the model. With the key parameters of PBL (X axis) and PBL effectiveness (Y axis) obtained, a theoretical model of PBL is proposed. The model is verified by means of experiments (student self-reported surveys). A specified Moving Average Method (MAM) is used for data analysis and findings demonstrate different trends of the relations between SDL and PBL effectiveness, and between learner engagement and PBL effectiveness. Consequently, a 3D model of PBL is built by combining the data in aforementioned 2D models,through which the optimal PBL effectiveness in 3D are identified and measured and the interplay between different parameters are found. In phase three, in order to find out more delicate features in PBL ignored by MAM, the dynamic interaction of individual differences in PBL teamwork is explored by the ethnological method (including participant observations and interviews), which is conducted as a supplement to the model of PBL. The theoretical model of PBL effectiveness proposed in this thesis is novel and groundbreaking. Firstly, a series of 2D and 3D models are presented and the relations between SDL, learner engagement and PBL effectiveness are revealed for the first time, which provides guidance for the optimal PBL measurement and implementation. Secondly, a qualitatively-quantitatively-combined strategy is used to discover the mechanisms controlling optimal PBL at different scales. Thirdly, the experiments verifying the model provide fresh quantitative insight into optimal PBL. In summary, the research in this thesis opens up a new research methodology for studying PBL effectiveness, which makes contribution to the educational field as well. Keywords: Project-based learning, Self-directed learning, Learner engagement, Optimal PBL effectiveness, 3D model, Individual differences, Engineering design, Pedagogy.
15
Lee, Stella. "Design of a learner-directed e-learning model." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/13894.
Full textAbstract:
How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design.
16
Saunders, Constanze. "Online-Sprachlernberatung im universitären Kontext: Szenarien auf dem Prüfstand." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-165292.
Full textAbstract:
Online Language Learning Counseling (OLLC) is a new method in language learning counseling. It employs various forms of communication (email, chat, and internet telephone) and various instruments (i. e. surveys, plans, and learning journals) in order to systematically complement and support foreign language students\' self-directed learning and work processes between face-to-face and online advising sessions. The specific communicative conditions in OLLC lead to benefits and challenges for the counseling process, which can mainly be traced back to the different modalities of the communication (oral vs. written) and synchronous vs. asynchronous forms of interaction. Based on seven cases, the study describes and analyzes possible applications of this counseling approach. Its methodological framework is a longitudinal action research design with evaluative elements. The cases, which show varying formats of OLLC, are analyzed using qualitative methods applied to different sets of data, including session transcripts, participant interviews, and the counselor\'s reflections. The learners differed in their evaluations of most of the counseling forms and instruments utilized. However, most of them valued the emails that helped them prepare for the sessions and written summaries of the meetings. The in-depth analysis of three paradigmatic cases illustrates varying scenarios of OLLC, taking into account different attitudes, motivation, and working habits. The study thus shows the necessity for a counseling method that is flexible considering both the content as well as the media. The most important benefits of OLLC found in the study were the possibility to trigger self-reflection and to support motivation to learn. The composition of written texts posed a considerable difficulty to the students due to the demands of content creation and foreign language use. For the counselor, technical problems made practicing a non-directive counseling approach difficultOnline-Sprachlernberatung (OSLB) ist eine Form der individuellen Begleitung von selbstgesteuertem Fremdsprachlernen im universitären Bereich. Dabei werden unterschiedliche digitale Beratungsformen (E-Mail, Internet-Telefon, Chats) und Beratungsinstrumente (z. B. Fragebögen, schriftliche Pläne und Lernertagebücher) eingesetzt, um den Lern- und Arbeitsprozess systematisch zwischen den Präsenz- oder Online-Sprachlernberatungstreffen zu begleiten. Die spezifischen Kommunikationsbedingungen in der OSLB bergen Potenziale, aber auch Herausforderungen, die sich vor allem aus der Synchronität bzw. Asynchronität und der Modalität (Mündlichkeit bzw. Schriftlichkeit) der Interaktion ergeben. Die Studie beschreibt und analysiert anhand von Einzelfallstudien diesen Beratungsansatz. Die Untersuchung stellt eine longitudinal angelegte Aktionsforschung mit evaluativen Elementen dar. Auf Grundlage von sieben Beratungsfällen, die unterschiedliche Profile des Einsatzes von OSLB aufweisen, wurden unterschiedliche Datensätze ausgewertet, die u. a. Beratungstranskripte, Abschlussinterviews mit den Lernenden und die Reflexionen der Beraterin mit einschlossen. Die Lernenden unterschieden sich in ihrer Bewertung der meisten einzelnen Formen und Instrumente, jedoch wurden beratungsvorbereitende E-Mails und schriftliche Zusammenfassungen nach den Sitzungen als hilfreich benannt. Die Analyse dreier paradigmatischer Einzelfälle illustriert verschiedene Szenarien der OSLB unter Berücksichtigung unterschiedlicher Einstellungen, Motive und Arbeitsweisen im digitalen Kontext und belegt damit die Notwendigkeit einer individuellen Beratung, in der flexibel auf die Bedürfnisse der Lerner eingegangen werden kann. Als bedeutendste Potenziale der OSLB erwiesen sich die Möglichkeiten der Anregung zur Selbstreflexion und die Unterstützung der Motivation zum Lernen. Als Herausforderung stellte sich für die Lerner aufgrund inhaltlicher und fremdsprachlicher Anforderungen die Erstellung schriftlicher Texte dar. Für die Beraterin erschwerten technische Gegebenheiten die Durchführung nicht-direktiver Beratung
17
Mohamad, Nasri Nurfaradilla. "Reconceptualisation of self-directed learning in a Malaysian context." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20461.
Full textAbstract:
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.
18
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.
19
de, Waard Inge. "Self-directed learning of experienced adult online learners enrolled in FutureLearn MOOCs." Thesis, Open University, 2017. http://oro.open.ac.uk/49604/.
Full textAbstract:
This research resulted in a conceptual framework describing the actual learning components influencing the learning experience of informal, adult learners engaged in FutureLearn courses. The conceptual framework consists of five learning components: individual & social learning, context, technology and media elements, organising learning, and learner characteristics. These five learning components are driven by two enablers or inhibitors of learning: motivation and learning goals. For adult informal learners, motivation is mostly intrinsic, and learning goals are mostly personal. This research investigated the informal learning of 56 adult learners with prior online experience, engaging in individual and/or social self-directed learning using any device to follow a FutureLearn course. Literature from MOOCs, mobile and informal learning provides scientific support, in addition to literature clarifying the rationale for choosing self-directed learning compared to similar learning concepts (self-regulated, self-determined and self-managed learning). The participants of this study voluntarily followed one of three FutureLearn courses that were rolled out for the first time by the end of 2014. Data were collected at three different stages: an online survey (pre-course), self-reported learning logs (during the course), and semi-structured one-on-one interviews (post-course). The data were analysed using Charmaz’s (2014) method for constructing a grounded theory. The analysis included memo-writing, and involved open coding, line-by-line coding, and focused coding in order to construct a grounded theory that provided insights into the self-directed learning experiences of FutureLearn participants. By getting a better understanding of the self-directed learning in FutureLearn courses, additional insights are gained to enhance informal learning, instructional design, and to contextualize and personalise learning within FutureLearn courses to create an increasingly meaningful learning experience.
20
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.
Full text
21
Berndt, Julie A. "The relationship between social support and graduate students' growth as self-directed learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ52973.pdf.
Full text
22
Heald, Jennifer Margaret. "Using self-directed learning strategies and affective factors in educating adult English learners." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2461.
Full textAbstract:
The content of this project will serve to demonstrate that ample research connects self-directed learning to more healthy psychological dynamics in language acquisition. It will also show that self-directed learning strategies are practical and effective in teaching a second language.
23
Linder, Patricia Lynne. "An Analysis of Self-Directed Learning of First-Year, First-Generation College Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4529.
Full textAbstract:
The purpose of this study was to examine the reflective essays of first-year, first-generation college students for evidence of self-directed learning at the conclusion of their first semester at the university. A phenomenological qualitative method was employed and a content analysis rating rubric used to identify and code evidence related to four themes: Self Awareness, Decoding and Pattern Fit, Autonomy/Responsibility, and Academic Success.
The study findings indicated that first-year, first-generation college students have the capacity to take ownership of their learning in ways exemplified by self-directed learners. Participants demonstrated deep reflection and metacognition and their essays revealed unexpected student vulnerability as they voiced fears and hopes with a nearly innocent transparency and candor. Study findings also emphasized the importance of a support system that includes coursework designed to facilitate understanding of individual learner characteristics, emphasize strategies to maximize learner efforts that lead to successful outcomes, and empower students to become more self-directed. This study also expands the field of adult education by providing evidence that learner control is a key component of self-direction and is positively correlated to academic success. Ample evidence related to metacognition, self-regulation, and learner control was identified in the essay data.
24
Langel, Julia Jeannette. "An exploratory study of resource selection and evaluation by self-directed leisure learners who participate in online learning communities." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/7083.
Full textAbstract:
Doctor of PhilosophyDepartment of Foundations and Adult Education
Sarah Jane Fishback
There have been two classic models of the way self-directed learners organize their learning experiences – a planning model, discussed by researchers such as Tough (1971) and Knowles (1975), which considers self-directed learners to be actively and deliberately planning their learning projects, and an environmental model, proposed by Spear and Mocker (1984), which considers these learners to be strongly influenced by what they called the organizing circumstance. Later researchers have found support for both models. Both models posit that learning resources play an important role for self-directed learners, but there hasn’t been much research specifically looking at how learners make resource decisions. For this project, the researcher recruited 13 women from online sewing communities who had reported obtaining a particular hard-to-find sewing resource and interviewed them about their resource decisions and resource libraries. The project asked the questions of how self-directed learners are planning, the criteria they use to choose learning resources, how an environment of plentiful resources and the internet affect these choices, and how learners evaluate their resources. The researcher found that this particular group of learners are conscious only of doing short-term, project-by-project, planning, but reveal another, unconscious level of building mental maps of their entire field of interest, including judgments of their personal interests and evaluations of their personal skill sets. These learners enjoy this learning, and consider their resources to be treats as well as references; they seek relevant content, novelty, and intellectual challenge. They are strongly influenced by their communities, both local and online, but maintain independence in their learning choices.
25
Kao, Pei-Lun. "Fostering foreign language learning among less successful learners : exploring the role of self-directed multimedia learning environments." Thesis, University of Newcastle upon Tyne, 2010. http://hdl.handle.net/10443/3138.
Full textAbstract:
Multimedia CD-ROM based materials are widely used for self-directed language learning purposes, but their use remains an under-researched topic in the field of computer-assisted language learning (CALL). Previous research on successful foreign language learners shows a significant correlation between success in learning a foreign language and individual traits. This study therefore examines the learning processes of less successful learners in self-directed multimedia language learning environments and the impact on individual traits. Viewing self-directed multi-media language learning as a social practice, rather than an instructional tool for learning a foreign language, this exploratory study attempts to understand how participants are involved with human-computer and human-human interaction and how the processes reconstruct individual traits in self-directed multimedia learning environments. Factors such as multi-media features, non-multi-media settings (e.g. peers, the instructor, and reflective activities) learners' beliefs and affective status are considered. The study recruited twelve university students in northern Taiwan, who were low achievers in foreign language (FL) learning and who displayed foreign language anxiety symptoms such as low self-confidence, high FL anxiety and lack of intrinsic motivation. The self-study course lasted for one academic year and the data collection period lasted for two years. The research approach is qualitative, combining intensive interviews, learning diaries, observation, debriefings and inductive data analysis. The focus of this study is an exploration of the participants' initial perceptions of multi-media environments and non-multi-media factors and their impact, an investigation of problems and challenges encountered and how the participants' coped with these, as well as an examination of the perceived impact of the multimedia learning experience on the learning of English and other subjects. The findings suggest that, in addition to the mixed but mostly positive impression and attitudes at the initial stages, there were major challenges associated with technical aspects, managing learning and coping with language learning tasks, as the participants strived to learn the target language using various methods and strategies they developed through the interaction with computers and other participants. The results reveal active, struggling, complex and rewarding processes that were constantly affected by a variety of factors: multimedia features, peers, the instructor, and learners' individual traits, especially motivation, self-confidence, strategy use and beliefs about learning. Specifically, the unique feature of this study is that it documents the learning processes at different stages and the multi-layered and changing nature of factors when learners were faced with different tasks. The results also demonstrate the essential and complex role of peers and the instructor in helping the learners reconstruct their individual traits and in providing scaffolding to reach the ZPD. The process appeared to have a profound impact on the participants in this study and has implications for language researchers or practitioners who intend to employ multimedia for individual use. They should find it useful to consider the problems and challenges learners encountered at the different stages in this study, and the importance of offering both a reflective and social language learning context to facilitate self-directed learning.
26
Webb, Holbrook Lawson. "Self-Directed Learning Projects by Older Learners: Roles for Educational Organizations in Initiating and Facilitating the Process." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278602/.
Full textAbstract:
Ways in which educational structures can initiate and facilitate older learners' self-directed learning projects are described in this study. The research was guided by questions related to the ways that educational organizations can facilitate the learning process for older learners. This study involved two distinct phases of research. In the first phase, a survey was administered to approximately 100 older learners at four organizations for senior citizens; the four organizations were Hillcrest Center for 55+, Golden Learning Opportunities and Workshop, Tulsa Senior Services, and Retired Senior Volunteer Program. The survey enabled the researcher to identify the 10 most frequented sites for gathering information related to the learning projects of senior citizens in Tulsa, Oklahoma. The survey respondents were volunteer participants from classes, social occasions, and other learning opportunities offered by the organizations. The survey produced three sites where older learners pursued learning activities. Phase two involved ethnographic techniques in order to identify and describe at each three sites specific educational structures that facilitated older learners' self-directed learning projects. The descriptions from each of the identified sites involved three data-collection techniques. The data-collection techniques used included interviews, observation, and artifact collection. The focus of this phase was to describe the educational structures that facilitated the development of learning projects endemic to each site as identified by the older learners. Notes taken during interviews and observations were transcribed, coded, and analyzed. Interviews were also transcribed. The transcripts were transferred to a conceptually clustered matrix for each site. Analyses of the administrator interviews, participant interviews, educational opportunity observations, and artifact collection at each site revealed patterns and trends that represent the educational structures that appeal to older learners as they pursue learning projects. The findings indicate that four patterns or trends were common to each site. These four patterns included accessible materials, service-minded staff, entertainment, and teacher-directed learning style.
27
Schulze, Amanda Sue. "Massive open online courses (MOOCs) and completion rates| are self-directed adult learners the most successful at MOOCs?" Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622996.
Full textAbstract:
Millions of adults have registered for massive open online courses, known as MOOCs, yet little research exists on how effective MOOCs are at meeting the needs of these learners. Critics of MOOCs highlight that their completion rates can average fewer than 5% of those registered. Such low completion rates raise questions about the effectiveness of MOOCs and whether adults enrolling in them have the skills and abilities needed for success. MOOCs have the potential to be powerful change agents for universities and students, but it has previously been unknown whether these online courses serve more than just the most persistent, self-directed learners. This study explored the relationship between self-directed learning readiness and MOOC completion percents among adults taking a single Coursera MOOC. By examining self-directed learning – the ability to take responsibility for one's own educational experiences – and MOOC completion rates, this research may assist in improving the quality of MOOCs.
A statistically significant relationship was found between self-directed learning and MOOC completion percentages. Those stronger in self-directed learning tended to complete a greater percent of the MOOC examined. In addition, English speaking ability demonstrated a mediating effect between self-directed learning and MOOC completion. Learners indicating a strong ability in speaking English were more likely to be ready for self-directed learning and completed a higher percentage of the MOOC. Compared with those that did not complete MOOCs, however, few additional differences in demographics of adult learners that completed MOOCs were found.
To better understand the skills and experiences needed to be successful in a MOOC, additional research on factors that influence MOOC completion is warranted. If only a minority of strongly self-directed learners can successfully complete MOOCs, then more resources should be invested into the design and development of MOOCs to meet the needs of many learners. If this does not occur, then MOOC completion rates could continue to suffer and new open education solutions of higher quality may appear, making MOOCs a short-lived phenomenon.
28
Chen, Hung-Ling. "An investigation of self-directed learning among non-music major adult piano learners in one-to-one piano instruction /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974515.
Full textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1996.Typescript; issued also on microfilm. Sponsor: Robert Pace. Dissertation Committee: Harold Abeles. Includes bibliographical references (leaves 104-110).
29
Bulluck, Kristeen Tiffanee. "A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6687.
Full textAbstract:
Houle conducted one of the first studies about adult learner participation. In 1961, Houle wrote The Inquiring Mind, which describes three distinct learning types: goal-oriented, activity-oriented, and learning-oriented learning. For more than fifty years, The Inquiring Mind has been read, referenced, and reviewed. Several scholars during the 1970s, 1980s, 1990s, and 2000s have added dimensions to Houle’s typology including: Sheffield (1964); Burgess (1971); Boshier (1971); Houle (1983); Gordon (1993); and Brockett and Donaghy (2011). What is missing in the current research is that no one has synthesized all of the literature and directly asked learners of today if the typology is still relevant, or if additional dimensions are needed for relevancy.
Houle’s typology has been widely applied to various adult learners and not just non-credit adult learners. This study was conducted to explore if Houle’s typology could be applied to credit seeking adult learners in contemporary doctoral programs.
The participants were doctoral students in the College of Education at a large urban research university. Results of this study concluded that participants were representative of Houle’s three learner types (goal-oriented learner, activity-oriented learner, and learner-oriented learner). However, these doctoral students did not seem to require as many social interactions as Houle’s non-degree students.
Additional findings indicated that participants were role models, had a desire to contribute to society, gained self-confidence, sought self-fulfillment, and used acting as a role model to their children as a motivator.
Seven themes found through this research were goal-oriented learning, activity-oriented learning, learner-oriented learning, role modeling, contributing to society, self-confidence, and self-fulfillment. All the themes seemed to be very prevalent among participants except for activity-oriented learning.
One implication of this research is the importance of incorporating motivations into program planning to help adult participation in both credit and non-credit programs. Further research might be conducted with multiple universities and with participants seeking advanced degrees in varied disciplines.
30
Nenghwanya, Erestine. "Exploring the access and influence of Edu TV and radio programs on the learners' self-directed learning among the grade 12 learners enrolled on distance mode at Namibian College of Open Learning (NAMCOL )." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32947.
Full textAbstract:
This research study focused on the issue of access to flexible learning and the use of technology (radio and TV) to assist in the learning process. The study was aimed at measuring the influence of these technology services among grade 12 learners enrolled on distance mode at Namibia College of Open Learning (NAMCOL). The majority of distance education systems around the world have the same general structure of guiding students, which are based primarily on student-centered learning that demands a learner to work independently. Regular lecturing facilities for distance learners are only possible in scheduled workshops at study centers. These provisions are however, inconvenient since most distance learners are working people, as well as inadequate to provide the necessary educational guidance to distance learners. In situations where regular interaction between teacher and student is limited or not possible, the media plays a vital role in providing educational assistance to these learners. NAMCOL, as an institution, has embraced the concept of utilizing media to assist distance learners with programs such as Edu TV and Radio Programmes as well as Online resources. Self-directed learning theories and Malcolm Knowles's theory of Andragogy were used as the theoretical frameworks for the study. In exploring access and influence of Edu TV and radio program on the learner's self-directed learning among the grade 12 learners enrolled at distance mode at Namibian College of Open Learning (NAMCOL), the researcher employed several research strategies to measure the influence that flexible programs have on learners. The research strategies employed in the study included questionnaires and interviews, which were used to yield both qualitative and quantitative research data. The main findings of the study were that the flexible learning policy implemented by NAMCOL is proving successful in affording distance learners access to Edu TV and radio program services. All participants indicated that the lessons were informative. Furthermore, it helps learners to assume responsibility for their learning. However, additional efforts from all stakeholders are required to keep up with the ever-expanding demand for ODL platforms. The study further revealed that implementing appropriate Andragogy fostered self-directed learning. In light of the findings of the research and the Andragogy applied, even though learners have access to the Edu programs, the lack of physical and appropriate technologies can impact negatively. For example, you can be self-directed, but if there are physical constraints and challenges in the pedagogy, the learners are demotivated to be self-directed.
31
Choy, Sarojni C. "Youth learning." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36660/1/36660_Digitised%20Thesis.pdf.
Full textAbstract:
There is an abundance of literature on research about teaching and learning in the tertiary education sector. Within this body of literature there lies the field of andragogy that focuses on the facilitation of adult learning. Although adults and youth (those aged 17-24 years) often share common learning environments, where several principles of andragogy are practiced, there is no evidence of research to ascertain whether such principles apply to youth learners.
The primary purpose of this thesis was to examine whether youth learned like adults. Three characteristics that most adult learners share are: a deep approach to learning, an andragogical orientation to study and a high level of readiness for self-directed learning. The thesis firstly investigated whether youth learners also shared these characteristics and then explored the factors that contributed to their learning.
Altogether, 450 youth who were enrolled in courses offered by universities and Technical and Further Education (TAFE) fustitutes completed three survey questionnaires. The Study Process Questionnaire gathered data about their learning approaches, the Student Orientation Questionnaire collected data about their study orientation and the Learning Preference Assessment questionnaire informed about their level of readiness for self-directed learning. The quantitative data from the survey were analysed using the SPSS computer software. Two analytical models were developed to ascertain whether youth learned like adults.
The findings from both analytical models concluded that most youth did not learn like adult learners. Unlike adults, most youth learners had a surface approach to learning, a preference for pedagogical as well as andragogical orientations to study and low levels of readiness for self-directed learning. The survey results showed that youth preferred only the 'feel good' aspects of andragogy.
Focus groups were arranged with volunteer youths who had participated in the survey. A proforma was used to explore youths' perspectives of the factors that contributed to their learning as illustrated by the survey results. Youths' teachers were interviewed to gather their perspectives of factors that contributed to youths' learning.
A number of factors were identified during the focus groups and interviews. An analytical framework was developed to examine the factors. Two major themes emerged from the data: lifeworld and formal learning environment. Factors within each of these appeared to influence youths' decision making about how they chose to learn. Factors within youths' lifeworld related to their role conflict, expectancy valence and personological attributes. Institutional systems, teachers and their practices, decision making in system-related matters, and opportunities for self-directed learning, critical thinking and reflective thinking were perceived to be the main factors within the formal learning environment that contributed to youth's learning.
The findings from the survey and focus group data were used to draw a profile of youth learners in terms of their priorities, motivation and learning attributes. The findings were also used for discussions relating to the six principles of adult learning. A set of principles for practice and skilling for higher learning were suggested for youth learners. Based on the results of this exploratory study, the following conclusion about youth learning was proposed:
Most youth use a surface approach to learning, are at Stage 2 of their learning on an orthogonal scale and have low level of readiness for self-directed learning.
Most youth seem to appreciate a relational level of understanding rather than abstract thinking. Youths' learning could be better facilitated using Kolb's learning theory such that their learning could begin with concrete experience followed by reflective observation and then abstract conceptualisation. A directive, but highly supportive approach where the facilitator plays the role of a motivator and guide, is recommended for youth learners.
32
McNally, John D. "Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3543.
Full textAbstract:
Many post-secondary schools across the country offer adult working students an opportunity to obtain at least partial credit for work and life experiences in their curriculum through portfolios. The primary goal of this project was to design, develop and evaluate a portfolio course for adult students at a small independent university. Design emphasized adult learning theory and incorporated instructional design best practices throughout. Also significant to the design was the implementation of the Quality Matters ™ Rubric. The project focus was to intertwine the six assumptions of adult learning theory while implementing best practices and effective instructional strategies, and to conduct formative and summative evaluations. The study incorporated a pre-test - post test instrument and satisfaction questionnaire for quantitative data collection. The results of this project are positive based on the evaluation data collected during this project.
33
Hogan-Royle, Therese. "Toward learner empowerment and adult self-directed learning in distance education /." 1997.
Find full text
34
Attwood, Gillian. "Into the looking glass - reflections of a self-directed learner acquiring a second language." Thesis, 2014.
Find full textAbstract:
Self-directed learning is a key concept in the field of adult education. Until recently, the
primary focus in this field has been on the procedural aspects of the self-directed learning
process, This research report has attempted to widen an understanding of self-directed
learning by interrogating cognitive and affective, as well as procedural aspects of a selfdirectedlearning experience.
The principle aim of the enquiry was to theorise my own practice as a self-directed
learner so as to gain insight into the different dimensions of self-directed learning from
the learner’s perspective. I chose the acquisition o f a second language, Sotho, as my selfdirected
learning project, and lived with a family in a remote village in the mountains of Lesotho in order to acquire the language. Most of the data for the research was collected in the form of an in-depth learning journal, which was used as a tool to reflect on the learning experience and ascertain information significant to the cognitive and affective aspects of my self-directed learning experience.
To extend the study beyond the limits o f a purely descriptive account of a subjective learning experience, the research design incorporated some external observation in the
form of assessment of the product of my learning; my language proficiency. This shift in
perspective was in keeping with the heuristic nature of the study, and also enabled me as
learner and researcher to gauge my understandings of the experience against external
interpretations. The external assessment reflected an improvement in my language
proficiency, which concurred with my own assessment,
The research results suggest that the subjective aspects of the self-directed learning
process, as well as the learning context and the learning process are as important as the
learning procedure adopted. Cognition and affect are closely interconnected and cannot
be ignored if effective and transformative learning is to take place. Journal writing was
identified as an important means of promoting reflective learning, whereby a selfdirected
learner could develop a critical understanding of the relationship between the different aspects of her learning and their combined influence on the learning process. Advantages of learning a second language as a self-directed learning activity point to the development of a responsible learner, aware of her ability to control and direct and
actively participate in every aspect of the learning process.
35
Zhang, Guo-Hua, and 張國華. "Study of the Relationship between Information Literacy, Self-directed Learning and the intention of e-learning for adult learner." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/17363214471349239187.
Full textAbstract:
碩士萬能科技大學
資訊管理研究所
98
After the financial tsunami, the competition in the employment market has become relatively keen. Only by continuing to replenish the expertise and skills can we face the rapid changes in the environment. In order to fully grasp the pulse of knowledge development, it will be helpful to learn by utilizing technology effectively. However, due to the limitations subject to the factors in time and space and so on, adults often fail to continue their learning. The development of internet and Information Technology can just in time provide adults with another possibilities for breaking the limitations in time and space, be able to satisfy learners’ needs instantly via “e-learning”. However, the application of e-learning has not resulted in satisfying accomplishments in adult learning. Therefore, based on related theories and literatures, this study intends to explore the influential factors in adults’ intention to use e-learning. Questionnaire Method was adopted to be the research method. Disproportionate Stratified Sampling Method was applied to data collection. The research subjects were the students who study in continuing education programs or colleges of continuing education in the private vocational education systems in Northern, Central, Southern, and Eastern of Taiwan. Related studies were undertaken, aimed at the influence of personal background factors, self-directed learning, and information literacy on the intention to use e-learning. The issued questionnaires were 1000 copies in total, in which 830 copies had been returned. After the non-replied and invalid questionnaires were deducted, the effective sample size was 766. Also, through Variance Analysis as well as Multiple Regression Analysis, the predictability of self-directed learning and information literacy on the intention to use e-learning has been examined and measured. The study results have shown: 1.If the scores were higher in the aspects of “efficient learning”, “independent learning”, and “creative learning” in Self-directed Learning, the predicted Information Literacy in the aspect of “basic competence of information literacy” would be higher as well; 2.If the score was higher in the aspect of “love learning”, the predicted Information Literacy in the aspect of “basic competence of information literacy” would be higher as well; 3.If the scores were higher in the aspects of “learning motivation”, “independent learning”, and “love learning”, the predicted “Intention to use e-learning” would be higher as well. 4.When the scores were higher in the “basic competence of information literacy” and the “basic competence in information literacy” in Information Literacy, the predicted “Intention to use e-learning” would be higher as well. By summarizing the study results, we have known that the degree of Self-directed Learning and Information Literacy would certainly affect adults’ Intention to Use E-learning. In addition, Information Literacy would result in mediating effect between the constructs of Self-directed Learning and the Intention to Use E-learning.
36
Bae, Yeon Joo. "Teaching Strategies For Implementing Choice-Based Art Curriculum." 2014. http://scholarworks.gsu.edu/art_design_theses/170.
Full textAbstract:
This thesis is an autoethnography of an elementary art teacher who has transitioned from a traditional, teacher-led curriculum to a choice-based model where more freedom and responsibilities are given to the students. It is an account of the challenges and obstacles faced during the implementation of a choice-based curriculum and offers possible solutions, teaching strategies, and tips utilized to navigate the transition.
37
SUZ, MAO-YANG, and 施茂陽. "The Relationship among Self-directed Learning Readiness, Learning Motivation and Job Satisfaction of Adult learner-An Example in S University of Technology." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/47342326020266190019.
Full textAbstract:
碩士南台科技大學
人力資源管理研究所
98
The purpose of this study is to explore the relationships between self-directed (taught) learning readiness, their motivation for learning and job satisfaction of the Adult Learners. Based on the Adult Learners’ personal background, the differences between self-directed learning readiness, their motivation to do so, and job satisfaction were discussed. Influences affecting freshmen’s job satisfaction from self-directed learning readiness and motivation were also discussed. Finally, the findings herein are provided as references to the related field of education and future studies. The information obtained for this abstract derives from three hundred ninety-six questionnaires given to the students of master degree program of S University of Technology in 2010. The data was analyzed by descriptive statistics analysis, t-test analysis, one-way ANOVA analysis, correlation analysis, and multiple regression analysis. The major findings of this study were summarized as follows: 1. There is no significant difference between different personal backgrounds of the adult learners in self-directed learning readiness, learning motivation and job satisfaction. 2. There was positive correlation between Adult learner self-directed learning readiness and job satisfaction. 3. There was positive correlation between Adult learner learning motivation and job satisfaction. 4. There was positive correlation between Adult learner self-directed learning readiness and learning motivation. 5. Adult learner self-directed learning readiness and learning motivation caused the predictabilities on job satisfaction. Keyword：Adult Learners, self-directed learning readiness, learning motivation,Job satisfaction
38
Botha, Jo-Anne. "The relationship between adult learner self-directedness and employability attributes - an open distance learning perspective." Diss., 2014. http://hdl.handle.net/10500/13598.
Full textAbstract:
This study investigated the relationship between the self-directedness (as measured by the Adult Learner Self-Directedness Scale) and employability attributes (as measured by the Student Employablity Attributes Scale) of adult learners enrolled at a South African distance learning higher education institution. Correlational and inferential statistical analyses were carried out in order to realise the research objective. A stratified random sample of 1 102 mainly black and female participants participated in the study. The research indicated self-directedness to be a significant positive predictor of employability attributes and also revealed significant differences between the gender, race and age groups regarding these variables. Recommendations are suggested for use by university lecturers and human resource development professionals.Human Resource Management
M. Comm. (Human Resource Management)
39
Smith, Julie Chant. "Public librarian perceptions of library users as self-directed learners." 1990. http://catalog.hathitrust.org/api/volumes/oclc/23071706.html.
Full text
40
Van, Kleef Heidi. "Fasilitering van krities reflektiewe leer in verpleegonderwys." Diss., 2002. http://hdl.handle.net/10500/1544.
Full textAbstract:
Text in AfrikaansThe purpose of this research was to draw up guidelines for nursing tutors on the facilitation of critical reflective learning in student nurses within the context of nursing education. The research question was stated as follows: What guidelines does the nursing tutor need to facilitate critical reflective learning in student nurses? The research design was qualitative, contextual, explorative and descriptive of nature. Ten nursing tutors were selected for participation on the basis of their expertise and experience. Data collection was in the form of written narratives. The data was analysed according to the eight-step method of Tesch (1990) in Cresswell (1994:155). An independent coder was involved in the judgement and interpretation of data. The research guidelines were derived from the research findings. These guidelines are applicable directly to nursing education and indirectly to the nursing practice, therefore it contributes to the scientific body of nursing knowledge.
Die doel van hierdie navorsing was die beskrywing van riglyne vir verpleegdosente om krities reflektiewe leer by verpleegstudente te fasiliteer binne 'n verpleegonderwys konteks. Die navorsingsvraag is soos volg gestel: Walter riglyne benodig die verpleegdosent om krities reflektiewe leer by verpleegstudente te fasiliteer? Die navorsingsontwerp was kwalitatief, kontekstueel, verkennend en beskrywend van aard. Tien verpleegdosente is geselekteer vir deelname op grond van hulle kundigheid en ervaring. Geskrewe narratiewe is gebruik om data in te sa mel. Die data is geanaliseer volgensdieagt-stap metodevan Tesch (1990) in Cresswell (1994:155). 'n Onafhanklike kodeerder was betrokke by die beoordeling en interpretasie van data. Die navorsingsriglyne is afgelei vanuit die navorsingsbevindinge en lewer 'n bydrae tot die wetenskaplike verpleegkennisbasis deurdat dit direkte toepassing vind in verpleegonderwys en indirek in die verpleegpraktyk.
Health Studies
M.A. (Verpleegonderwys)
41
LIN, YU-FANG, and 林裕芳. "The Study On Learning Process Of Self-directed Adult Ukulele Learners." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/apr6cv.
Full textAbstract:
碩士國立高雄師範大學
成人教育研究所
105
The study is based on in-depth interviews with self-directed adult ukulele learners, trying to understand their motivation, learning process, objective, partnership, self-supervised management and the way how they handle frustrations. In order to probe into the problems above, qualitative research method was taken in the study. Six adult learners were interviewed to understand their self-directed learning experiences through purposive sampling. And conduct the semi-structured in-depth interviews to comprehend the narrative of the participants. Using the systematic steps of grounded theory—open coding and axial coding, to discover the meanings of the self-directed ukulele learning process.The researcher also has ukulele learning experience, which therefore is conducted to the study as well. The result shows that follow-up motivation has more influence than the initial motivation; the learning objective can influence self-directed adult ukulele learners how to self-supervise and handle frustrations; and partnership-works upon learning process greatly, moreover becomes the motive power to continue learning.
42
Lin, Wei-Chang, and 林維璋. "Study of Voluntary Learning on Self-directed and System-oriented Scratch Learners." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/96883014193901296727.
Full textAbstract:
碩士國立交通大學
理學院科技與數位學習學程
102
The research adopts three different teaching methods, which are dis-mantling and stacking traditional sentences, voluntary learning in sys-tem-oriented way which can solving problems indeed(worked-example), and uphill-downhill, to 179 learners when they are using Scratch. The research demonstrates that when learners are free to keep self-efficiency and adjust learning ability, the result is in accordance with the hypothesis, comparing with traditional teaching method. The voluntary learning is not damaged but also increases significantly in some classes by the uphill-downhill teaching method. The result illustrates self-directed learning can apply to all ages. Besides, it fills up the lack of knowledge of digital teaching tool towards learners’ af-fection. Furthermore, it extends the application of digital games with learning. However, the relevant researches are few, and the result is limited by the participants and time. The research’s result still needs to be approved by the latter relevant researches.
43
Lu, Chung-Han, and 呂宗翰. "Understanding Self-Directed Blended Learner’s Usage Behavior of E-Learning System." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/85wwhm.
Full textAbstract:
博士國立中山大學
企業管理學系研究所
96
The e-learning system is one of many educational methods that allow flexible learner-centered education. It is also an information system based on the Internet. Hence, the increasing use of the e-learning has provided an inter-disciplinary research opportunity to information systems and educational engineering fields. But the benefits of an e-learning are subjected to the organization’s learning environments, readiness and the acceptance of self-directed users. In other words, self-directed learning (SDL) is a prerequisite to e-learning success. It is important to evaluate the readiness of self-directed users and their acceptance of e-learning system. This paper focuses on examining the applicability of both the technology acceptance model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) in explaining adult self-directed users’ acceptance of e-learning system in a blended learning context. The combination of user groups (adult learners), the technology (e-learning system), and the context (blended learning in a higher education institution) is new to IT acceptance researches. The purpose of this research is to shed light on more effective ways to motivate part-time adult learners to use e-learning system in a higher education institution. This study extends both the TAM and UTAUT models with self-directed learning (SDL) concepts. A questionnaire was developed based on previous works in the areas of technology acceptance and SDL. Based on responses from 433 adult blended learners, both SDL-based TAM and UTAUT models were evaluated in terms of overall fit, explanatory power, and their causal links. Overall, findings suggest that TAM may be more appropriate than UTAUT for examining high SDLRS score user group’s e-learning acceptance behaviour; UTAUT may provide e-learning designers and management teams some crucial suggestions to enhance low SDLRS score users’ system utilization. This study also asserts that the successful transition to an e-learning environment requires that the self-directed learners be actively encouraged and supported by their organizations. Results of this study provide reliable and valid SDL-based TAM and UTAUT instruments for organizations to determine whether their learners had the necessary skills for SDL-based blended learning before investing huge budget and time in a large-scale e-learning project. As more organizations experiment with e-learning systems, the SDL-based TAM and UTAUT models could be used to (a) assess the degree of users’ self-directed readiness before e-learning implementation; and (b) evaluate the factors affecting users’ acceptance of new e-learning system and provide useful remedies for improving system utilization rate after e-learning implementation.
44
Hsiao, An-Cheng, and 蕭安成. "Self-directed learning readines and learning satisfaction in distance and non-distance learners." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/12117030871606149938.
Full textAbstract:
碩士國立高雄師範大學
教育學類
86
The purpose of this study was to compare distance and non-distance learners'''' self-directed learning readiness and learning satisfaction (student satisfaction). The research sample included 422 distance learners who participated in National Open University and 409 non-distance learners who particip- ated in extension department of traditional university, asking them to complete two instruments: the Self-Directed Learning Readiness Scale and Learning Satisfaction Survey. The data analysis included T-test, two- way MNOVA, partial correlation and multiple regression. The major conclusions were:(1) Distance learners'''' SDLRS were higher than non-distance learners. (2) Distance learners were more satisfied than non-distance learners, except the factor of interaction. (3) Distance and non-distance learning had a significant two-way interaction effect on the learning satisfaction with different SDLR. (4) there was significant partial correlation between SDLRS and learning satisfaction, particularly in distance learning. (5) In distance learning, 20% of the variance in learning satisfaction was explained by the prediction model that included six factors of SDLRS, but 17% in non-distance learning. The research implications and recommendations for educators, learners and future researchers were discussed.
45
Hsieh, Kuo-Jung, and 謝國榮. "Research on the relationship among communication apprehension, self-directed learning readiness and learner’s satisfaction of English learners in nonformal senior educational institutions." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/71010275501037307241.
Full textAbstract:
博士國立高雄師範大學
成人教育研究所
96
The research mainly focuses on English learners of nonformal senior educational institutions, dealing with their communication apprehension, self-directed learning readiness, and learner’s satisfaction. Meanwhile, the gist is to probe into the state of the three psychological perceptions mentioned above and the relationship among them, so as to be the references for nonformal senior educational institutions and nonformal senior English learners. With a view to achieving it, the research adopts the manners of questionnaire survey and semistructured interview. Besides, the researcher uses the instrument “Questionnaire for the Investigation of Senior English Learners’ Communication Apprehension, Self-directed Learning Readiness, and Learner’s Satisfaction ” to get quantitative data; the validity and reliability of this questionnaire are both good. Then, the researcher execute statistical analyses, inclusive of t-tests, one-way ANOVA, Pearson correlation analysis and two-way ANOVA in order to analyze the data and test the hypotheses. On the other hand, the research also uses “Semistructured Interview Outline” to collect qualitative data, making the discussion stronger. There are 378 sample elders in all, including those at Taipei Senior Educational Institute, Taichung Stella Matutina Senior College, Tainan Senior Social College and Kaohsiung Senior Educational Institute. After statistically analyzing and coding, the research gets 11 conclusions: 1. Overall, the English learners have slightly low communication apprehension; and the tendency of “speaking in dyads” is the most obvious. 2. Overall, the English learners have rather high self-directed learning readiness; and the tendency of “future orientation” is the most obvious. 3. Overall, the English learners have slightly high learner’s satisfaction; and the tendency of “self-fulfillment” is the most obvious. 4. The factors that affect the English learners’ tendency towards communication apprehension are sex, age, English learning experience, self-perception of health and economy. 5. The factors that affect the English learners’ tendency towards self-directed learning readiness are self-perception of health, self-perception of economy and style of dwelling. 6. The factors that affect the English learners’ tendency towards learner’s satisfaction are sex, age, English learning experience, self-perception of economy, style of dwelling, educational institution and type of English course. 7. The English learners’ communication apprehension and learner’s satisfaction are lowly counter-correlated. 8. The English learners’ self-directed learning readiness and learner’s satisfaction are lowly or moderately correlated. 9. The English learners’ communication apprehension and self-directed learning readiness are lowly counter-correlated. 10. The reciprocation between the English learners’ age and level of communication apprehension on their learner’s satisfaction is obvious. 11. The reciprocation between the English learners’ age and level of self-directed learning readiness on their learner’s satisfaction is obvious. The researcher addresses some suggestions to the nonformal senior educational institutions as follows: 1. It’s necessary to give more English courses meeting the senior’s learning needs, so as to promote the participation of the senior from different kinds of background. 2. Lay emphasis on every single elder’s special learning needs, and improve the learning environments which make him/her communication apprehensive. 3. Increase two-way communication opportunities with the senior English learners; furthermore, take their opinions into consideration when arranging courses. Then, they can really realize themselves, love to learn, and get the highest learner’s satisfaction. The researcher also addresses some suggestions to the English learners in nonformal senior educational institutions as follows: 1. Extirpate traditional myths; have the courage to attend learning activities in accordance with your interests. 2. Grasp every chance to talk to your classmates; keep away from the environments that will make you raise communication apprehension as possible as you can. 3. Try to realize your ability and problems; judge your condition of health and economy, and take the English courses you love pragmatically. 4. Remove the pressure of academic performance and progression deadline, so that you can heighten your learner’s satisfaction.
46
Saunders, Constanze. "Online-Sprachlernberatung im universitären Kontext: Szenarien auf dem Prüfstand.: Eine fallbasierte Longitudinalstudie im Rahmen von Aktionsforschung." Doctoral thesis, 2014. https://ul.qucosa.de/id/qucosa%3A13260.
Full textAbstract:
Online Language Learning Counseling (OLLC) is a new method in language learning counseling. It employs various forms of communication (email, chat, and internet telephone) and various instruments (i. e. surveys, plans, and learning journals) in order to systematically complement and support foreign language students\'' self-directed learning and work processes between face-to-face and online advising sessions. The specific communicative conditions in OLLC lead to benefits and challenges for the counseling process, which can mainly be traced back to the different modalities of the communication (oral vs. written) and synchronous vs. asynchronous forms of interaction.
Based on seven cases, the study describes and analyzes possible applications of this counseling approach. Its methodological framework is a longitudinal action research design with evaluative elements. The cases, which show varying formats of OLLC, are analyzed using qualitative methods applied to different sets of data, including session transcripts, participant interviews, and the counselor\''s reflections.
The learners differed in their evaluations of most of the counseling forms and instruments utilized. However, most of them valued the emails that helped them prepare for the sessions and written summaries of the meetings. The in-depth analysis of three paradigmatic cases illustrates varying scenarios of OLLC, taking into account different attitudes, motivation, and working habits. The study thus shows the necessity for a counseling method that is flexible considering both the content as well as the media.
The most important benefits of OLLC found in the study were the possibility to trigger self-reflection and to support motivation to learn. The composition of written texts posed a considerable difficulty to the students due to the demands of content creation and foreign language use. For the counselor, technical problems made practicing a non-directive counseling approach difficult.Online-Sprachlernberatung (OSLB) ist eine Form der individuellen Begleitung von selbstgesteuertem Fremdsprachlernen im universitären Bereich. Dabei werden unterschiedliche digitale Beratungsformen (E-Mail, Internet-Telefon, Chats) und Beratungsinstrumente (z. B. Fragebögen, schriftliche Pläne und Lernertagebücher) eingesetzt, um den Lern- und Arbeitsprozess systematisch zwischen den Präsenz- oder Online-Sprachlernberatungstreffen zu begleiten. Die spezifischen Kommunikationsbedingungen in der OSLB bergen Potenziale, aber auch Herausforderungen, die sich vor allem aus der Synchronität bzw. Asynchronität und der Modalität (Mündlichkeit bzw. Schriftlichkeit) der Interaktion ergeben. Die Studie beschreibt und analysiert anhand von Einzelfallstudien diesen Beratungsansatz. Die Untersuchung stellt eine longitudinal angelegte Aktionsforschung mit evaluativen Elementen dar. Auf Grundlage von sieben Beratungsfällen, die unterschiedliche Profile des Einsatzes von OSLB aufweisen, wurden unterschiedliche Datensätze ausgewertet, die u. a. Beratungstranskripte, Abschlussinterviews mit den Lernenden und die Reflexionen der Beraterin mit einschlossen. Die Lernenden unterschieden sich in ihrer Bewertung der meisten einzelnen Formen und Instrumente, jedoch wurden beratungsvorbereitende E-Mails und schriftliche Zusammenfassungen nach den Sitzungen als hilfreich benannt. Die Analyse dreier paradigmatischer Einzelfälle illustriert verschiedene Szenarien der OSLB unter Berücksichtigung unterschiedlicher Einstellungen, Motive und Arbeitsweisen im digitalen Kontext und belegt damit die Notwendigkeit einer individuellen Beratung, in der flexibel auf die Bedürfnisse der Lerner eingegangen werden kann. Als bedeutendste Potenziale der OSLB erwiesen sich die Möglichkeiten der Anregung zur Selbstreflexion und die Unterstützung der Motivation zum Lernen. Als Herausforderung stellte sich für die Lerner aufgrund inhaltlicher und fremdsprachlicher Anforderungen die Erstellung schriftlicher Texte dar. Für die Beraterin erschwerten technische Gegebenheiten die Durchführung nicht-direktiver Beratung.
47
"LEARNING IN COMMUNITY: USING BLOGGING TO FACILITATE AND CULTIVATE A COMMUNITY OF PRACTICE OF PROFESSIONAL LEARNERS." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-12-2373.
Full textAbstract:
Kolb (1984) identifies learning as a process whereby knowledge is created through transformation of experience. Wenger (1998) would further suggest that education is a mutual development process between communities and its learners, well beyond mere socializing. The value of learning “in community”, then, affords educators an opportunity to create the just right conditions for themselves as both teacher and learner. The success of learning communities depends on reciprocal engagement of its members to share knowledge, experiences, and skills with colleagues (Kling & Courtright, 2003). This study examined the case for blogging as a means to facilitate a self-directed community of professional learners, educators who endeavour to further develop their knowledge, understanding, and expertise of teaching and learning via the cultivation of an authentic informal online learning community. Using social learning theory as the analytical framework, this study looked at ways participation in informal, self-directed online learning communities not only encourages, but discloses potential barriers in participants’ abilities to (1) develop their understanding of teaching and learning as a self-directed, informal online community of engaged professionals; (2) expand their understanding of blogging as a tool to engage and participate in informal, online self-directed professional learning; and (3) deepen their understanding of working within the context of community: self-directed professionals engaging informally online to support, enhance, and reflect critically as engaged learners, specifically through the blogging process. This study investigated various motivations and actions that might bring participants together as engaged, self-directed professional learners and better explain how and why these informal online communities might experience success. Ultimately, it was the researcher’s hope this study would identify specific elements within the participants’ learning, offering both insight and relevance for educators as an engaged, informal, self-directed online community of professional learners.
48
"Adult learners' perceptions of their employers' leadership behaviors and their own readiness for self-directed learning." INDIANA WESLEYAN UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3344706.
Full text
49
Ming-Yu, Huang, and 黃明玉. "Research of relationship among self-directed learning readiness, classroom climate and learning satisfaction of adult learners." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/50129592343824453080.
Full textAbstract:
碩士國立高雄師範大學
成人教育研究所
92
Abstract The purpose of this study is to discuss the relationship among self-directed learning readiness, classroom climate and learning satisfaction of adult learners of Citizen Seminar in Kaohsiung. To obtain the purpose, this study adopts the method of questionnaire survey. First, this study discuss the theory and references, and then the research uses the tool, “questionnaire on self-directed learning readiness, classroom climate and learning satisfaction of adult learners”. This study takes adult learners in Kaohsiung as population and the effective samples are 548. The collected data is processed with statistics analysis, discuss the relationship of the three variables. According to the findings in this study, achieving the conclusions and provide the suggestions to afford references for informal adult education institution, adult teachers and adult learners. Findings from the analysis are summarized as follow: 1. The adult learners have the higher self-directed learning readiness in this study, especially in “continuous learning”. Comparely, “active learning” isn’t very good. 2. In the aspect of classroom climate, the “teacher’s support” is good, and the “kindness” needs to be enhanced. 3. In the aspect of learning satisfaction, the satisfaction of “self-development” is better. 4. The adult learners who are the elder, married and supported by family have higher self-directed learning readiness, classroom climate. 5. The adult learners who are the elder and married have higher learning achievement satisfaction. 6. The adult learners who have higher self-directed learning readiness, the degree of learning satisfaction will be higher. Besides, the adult learners who are more active in learning, the learning satisfaction will be higher. 7. Active learning, well-companion and teacher’s support in classroom climate, the learning satisfaction is better. And “kindness” in classroom climate can raise learning satisfaction. 8. The adult learners have a better forecast in learning satisfaction in the layer of “kindness” and “teacher’s support” of classroom climate. In addition, the “self-understanding” and “active learning”of self-directed learning readiness have a better forecast in learning satisfaction. The best is especially “kindness”.
50
CHEN, CHI-TING, and 陳祺婷. "A Study on the Self-directed Learning readiness and Successful Aging of Elder Learners in Kaohsiung City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/37n5kt.
Full textAbstract:
碩士國立暨南國際大學
諮商心理與人力資源發展學系終身學習與人力資源發展研究所
105
The purpose of this study was to investigate Kaohsiung city elderly learners of elderly learning group self-directed learning readiness and successful aging perceptions. Based on the suggestions of research literatures, a structured questionnaire contains personal background information, self-directed learning readiness scale and successful aging scale.A total of 300 questionnaires were distributed to elder learners in elderly learning group, 281 surveys were returned, for a valid response rate of 93.6%. Statistical analyses were performed using SPSS 22 statistical software, with results including descriptive statistic percentage, t-test, one-way ANOVA, Pearson product-moment correlation and regression analysis method. The main conclusions are as follows: 1.Elderly learners’ self-directed learning readiness is ranked over agerage. 2. Elderly learners’ perception is positive in successful aging. 3.The influencing factors affected self-directed learning readiness, including:marriage,level of education and Living condition. 4.The influencing factors affected Successful Aging, including:age,level of education and financial situation. 5.There was positive correlation between elderly learners self-directed learning readiness and successful aging. 6.Elderly learners’ self directed learning readiness showed predictive abililty of successful aging.