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Relevant bibliographies by topics / Self-directed learning

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Academic literature on the topic 'Self-directed learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Self-directed learning"

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TIMPAU, Cristina. "Importance of Self-Directed Learning." Logos Universality Mentality Education Novelty. Section: SOCIAL SCIENCES 04, no. 01 (June 30, 2015): 37–49. http://dx.doi.org/10.18662/lumenss.2015.0401.03.

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Conradie, P. W. "Supporting Self-Directed Learning by Connectivism and Personal Learning Environments." International Journal of Information and Education Technology 4, no. 3 (2014): 254–59. http://dx.doi.org/10.7763/ijiet.2014.v4.408.

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Robertson, Gill. "How 'self' directed is self-directed learning?" Management Education and Development 18, no. 2 (July 1987): 75–87. http://dx.doi.org/10.1177/135050768701800201.

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Herlo, Dorin. "SELF-DIRECTED LEARNING ON TEACHER TRAINING STUDIES PROGRAMS." Journal Plus Education 18, no. 2/2017 (November 8, 2017): 7–17. http://dx.doi.org/10.24250/jpe/2/2017/dh.

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Avani, Raju Pradeep. "Self directed learning." Journal of Indian Society of Periodontology 21, no. 3 (2017): 177. http://dx.doi.org/10.4103/jisp.jisp_376_17.

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Moran, Violet Suta, and Kathlyn Steele. "Self-Directed Learning." Journal of Continuing Education in Nursing 17, no. 3 (May 1986): 104–5. http://dx.doi.org/10.3928/0022-0124-19860501-11.

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Fry, H., and A. Jones. "Self-directed learning." British Dental Journal 180, no. 2 (January 1996): 52. http://dx.doi.org/10.1038/sj.bdj.4808974.

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Banz, Richard. "Self-Directed Learning." Journal of Museum Education 33, no. 1 (March 2008): 43–54. http://dx.doi.org/10.1080/10598650.2008.11510586.

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Boyer, Stefanie L., Diane R. Edmondson, Andrew B. Artis, and David Fleming. "Self-Directed Learning." Journal of Marketing Education 36, no. 1 (July 9, 2013): 20–32. http://dx.doi.org/10.1177/0273475313494010.

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Gureckis, Todd M., and Douglas B. Markant. "Self-Directed Learning." Perspectives on Psychological Science 7, no. 5 (September 2012): 464–81. http://dx.doi.org/10.1177/1745691612454304.

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Dissertations / Theses on the topic "Self-directed learning"

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

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

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

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

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

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to determine whether a match between a participant's learning style and type of online instruction improved learner performance on tests measuring comprehension and retention. Learning style was measured by the Self-Directed Leamer Readiness Scale (SDLRS) and the Grasha-Riechmann Student Learning Style Scale (GRSLSS) and online instruction varied among online courses, recorded online courses, and computer-based tutorials. The setting for the study was a high tech machine vision company in Massachusetts and online users of its products were the participants. Three groups of learners participated in the study: employees, high school students, and customers. All three groups were comprised of engineers or engineering students. All 106 participants completed a survey that measured their preference for self-directed and collaborative learning style with the standard instruments SDLRS and GRSLSS. Participants completed 323 pre- and post-tests for 46 live online courses, recorded online courses, and computer-based tutorials during the data collection phase of the study. Those participants learning in their preferred learning style had the highest mean improvement from pre- to post-tests. Those participants with average or below average scores for self-directed and collaborative learning style showed the least improvement. The results of this study supported the hypothesis that matching the type of activity, collaborative or self-directed, to the learner's preferred learning style improved performance. The study included ten research questions.
2031-01-01

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Pilling-Cormick, Jane. "Development of the Self-Directed Learning Perception Scale." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ41543.pdf.

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Holland, Nancy Joyce. "Self-directed learning by individuals with multiple sclerosis /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11229974.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Includes tables. Typescript; issued also on microfilm. Sponsor: Victoria J. Marsick. Dissertation Committee: Jack Mezirow. Includes bibliographical references (leaves 199-209).

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AlAgha, Iyad Mohammed. "Technologies to enhance self-directed learning from hypertext." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2146/.

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With the growing popularity of the World Wide Web, materials presented to learners in the form of hypertext have become a major instructional resource. Despite the potential of hypertext to facilitate access to learning materials, self-directed learning from hypertext is often associated with many concerns. Self-directed learners, due to their different viewpoints, may follow different navigation paths, and thus they will have different interactions with knowledge. Therefore, learners can end up being disoriented or cognitively-overloaded due to the potential gap between what they need and what actually exists on the Web. In addition, while a lot of research has gone into supporting the task of finding web resources, less attention has been paid to the task of supporting the interpretation of Web pages. The inability to interpret the content of pages leads learners to interrupt their current browsing activities to seek help from other human resources or explanatory learning materials. Such activity can weaken learner engagement and lower their motivation to learn. This thesis aims to promote self-directed learning from hypertext resources by proposing solutions to the above problems. It first presents Knowledge Puzzle, a tool that proposes a constructivist approach to learn from the Web. Its main contribution to Web-based learning is that self-directed learners will be able to adapt the path of instruction and the structure of hypertext to their way of thinking, regardless of how the Web content is delivered. This can effectively reduce the gap between what they need and what exists on the Web. SWLinker is another system proposed in this thesis with the aim of supporting the interpretation of Web pages using ontology based semantic annotation. It is an extension to the Internet Explorer Web browser that automatically creates a semantic layer of explanatory information and instructional guidance over Web pages. It also aims to break the conventional view of Web browsing as an individual activity by leveraging the notion of ontology-based collaborative browsing. Both of the tools presented in this thesis were evaluated by students within the context of particular learning tasks. The results show that they effectively fulfilled the intended goals by facilitating learning from hypertext without introducing high overheads in terms of usability or browsing efforts.

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Taylor, Travis Fitzgerald. "Self-Directed Learning and Technology Adoption by Principals." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6489.

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The changes in educational technology present challenges for K-12 principals leading students and faculty who are more engaged with classroom technology. The role of self-directed learning and how K-12 principals adopt the technology while leading the deployment and implementation of classroom technologies is not known due to a limited amount of empirical research. The purpose of this study was to investigate the relationship between technology adoption and self-directed learning by K-12 principals. Using the Unified Theory of Acceptance and Use of Technology as the theoretical framework, a quantitative cross-sectional study was designed. The survey instruments, Unified Theory of Acceptance and Use of Technology and Personal Responsibility Orientation Self-Directed Learning Scale were used to collect data from K-12 principals in the state of Arkansas. A regression and correlational analysis of the responses from 40 principals revealed a small positive but not statistically significant relationship between self-directed learning and technology adoption. The results also showed strong and moderate statistically significant correlations between the constructs of technology adoption and self-directed learning. The results from this research may provide a framework for pre-service and ongoing professional development of educational technology leadership. This study addresses positive social change by providing insight to administrators and bringing greater awareness to technology adoption. A greater awareness may increase their understanding of classroom technologies and may provide a foundation for better stewardship over public funds and purposeful engagement with students, parents, and the community.

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Saha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16293/1/Djenta_Saha_Thesis.pdf.

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Introduction The purpose of this study was to improve Indonesian nursing students' self-directed learning readiness. An educational intervention program (EIP) was developed, implemented and evaluated. Background to the study Many studies have documented the need for nursing students to be prepared for the rapidly changing and complex health care environment. Lifelong, self-directed learning (SDL) has been identified as an important ability for nursing graduates. However, no study has documented the needs of, or preparation required for, nursing students to function effectively in the rapidly changing health care system in Indonesia. The Indonesian diploma nursing schools still use a teacher-centred approach with little emphasis on a student-centred approach. Method The study used a mixed method involving both quantitative and qualitative design. Simple random sampling was used to select an intervention school and control school. The sample was 2nd year nursing students with 47 in the intervention group and 54 in the control group. A pre-post test questionnaire, using the Self-Directed Learning Readiness Scale (Guglielmino, 1978), was used to collect quantitative data and focus group discussions (FGD) were used to collect qualitative data regarding students' perceptions of SDL prior to and at the completion of study. The intervention group received an EIP. The Staged Self-Directed Learning Model (Grow, 1991) and the Teacher Student Control Continuum (D'A Slevin & Lavery, 1991) were used as the organising framework. A self-learning module and learning plans were used as learning strategies to operationalise SDL concepts alongside teacher-centred methods. The control group received the existing teacher-centred methods. At the completion of the intervention, clinical instructors from both the intervention and control groups participated in FGD to explore their perceptions of students' activities during the EIP. Results For the majority of students, readiness for SDL was 'below average'. The mean for the Indonesian nursing students was significantly lower than established norms (Guglielmino, 1978). The introduction of SDL concepts through an EIP improved the level of readiness for SDL in the intervention group from 'below average' to 'average' compared to the control group who remained in the 'below average' range. Higher SDL readiness was reported by female students and students who completed the educational intervention. The FGD before the intervention revealed that students perceived SDL as a 'self-activity'. Perceptions of students in the intervention group changed during the EIP compared to students in the control group. Students in the intervention group viewed SDL as a 'process of learning'. Increased self-confidence, incremental learning, and having direction in learning were identified as benefits of SDL. Knowledge and skills in SDL, learning materials and communication were identified as important issues that needed to be improved. Clinical Instructors' perceptions of students' clinical activities confirmed that students in the intervention group were 'more active' compared to the control group who were 'still inactive'. Conclusion The study confirmed the expected effect of the EIP on students' SDL readiness. The EIP improved nursing students' readiness for SDL and had a positive impact on students' perceptions of SDL. Introducing the concept of SDL through the EIP was found acceptable by the sample and was deemed feasible to implement within the Indonesian nursing education system. The study has potential to make a significant contribution to nursing education in Indonesia by promoting lifelong learning and SDL in nursing students and in curricula through the development of innovative curricula and teaching and learning practices. The study also has potential wider benefit to nursing practice and global health practice.

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Saha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16293/.

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Introduction The purpose of this study was to improve Indonesian nursing students' self-directed learning readiness. An educational intervention program (EIP) was developed, implemented and evaluated. Background to the study Many studies have documented the need for nursing students to be prepared for the rapidly changing and complex health care environment. Lifelong, self-directed learning (SDL) has been identified as an important ability for nursing graduates. However, no study has documented the needs of, or preparation required for, nursing students to function effectively in the rapidly changing health care system in Indonesia. The Indonesian diploma nursing schools still use a teacher-centred approach with little emphasis on a student-centred approach. Method The study used a mixed method involving both quantitative and qualitative design. Simple random sampling was used to select an intervention school and control school. The sample was 2nd year nursing students with 47 in the intervention group and 54 in the control group. A pre-post test questionnaire, using the Self-Directed Learning Readiness Scale (Guglielmino, 1978), was used to collect quantitative data and focus group discussions (FGD) were used to collect qualitative data regarding students' perceptions of SDL prior to and at the completion of study. The intervention group received an EIP. The Staged Self-Directed Learning Model (Grow, 1991) and the Teacher Student Control Continuum (D'A Slevin & Lavery, 1991) were used as the organising framework. A self-learning module and learning plans were used as learning strategies to operationalise SDL concepts alongside teacher-centred methods. The control group received the existing teacher-centred methods. At the completion of the intervention, clinical instructors from both the intervention and control groups participated in FGD to explore their perceptions of students' activities during the EIP. Results For the majority of students, readiness for SDL was 'below average'. The mean for the Indonesian nursing students was significantly lower than established norms (Guglielmino, 1978). The introduction of SDL concepts through an EIP improved the level of readiness for SDL in the intervention group from 'below average' to 'average' compared to the control group who remained in the 'below average' range. Higher SDL readiness was reported by female students and students who completed the educational intervention. The FGD before the intervention revealed that students perceived SDL as a 'self-activity'. Perceptions of students in the intervention group changed during the EIP compared to students in the control group. Students in the intervention group viewed SDL as a 'process of learning'. Increased self-confidence, incremental learning, and having direction in learning were identified as benefits of SDL. Knowledge and skills in SDL, learning materials and communication were identified as important issues that needed to be improved. Clinical Instructors' perceptions of students' clinical activities confirmed that students in the intervention group were 'more active' compared to the control group who were 'still inactive'. Conclusion The study confirmed the expected effect of the EIP on students' SDL readiness. The EIP improved nursing students' readiness for SDL and had a positive impact on students' perceptions of SDL. Introducing the concept of SDL through the EIP was found acceptable by the sample and was deemed feasible to implement within the Indonesian nursing education system. The study has potential to make a significant contribution to nursing education in Indonesia by promoting lifelong learning and SDL in nursing students and in curricula through the development of innovative curricula and teaching and learning practices. The study also has potential wider benefit to nursing practice and global health practice.

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Books on the topic "Self-directed learning"

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

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

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

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

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

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

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

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The Self-Directed Learning Handbook. New York: John Wiley & Sons, Ltd., 2002.

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Self-directed growth. Muncie, Ind: Accelerated Development, 1988.

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Oklahoma Research Center for Continuing Professional and Higher Education. and International Self-Directed Learning Symposium (6th : 1992), eds. Emerging perspectives of self-directed learning. [Norman, Okla.]: Oklahoma Research Center for Continuing Professional and Higher Education of the University of Oklahoma, 1993.

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Book chapters on the topic "Self-directed learning"

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

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

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Al-Worafi, Yaser. "Self‑Learning and Self‑Directed Learning." In A Guide to Online Pharmacy Education, 57–62. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003230458-10.

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Collier, Caleb. "Eudemonic Self-Directed Learning." In Theoretical and Historical Evolutions of Self-Directed Learning, 145–54. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003357094-22.

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van Hout-Wolters, Bernadette. "Assessing Active Self-directed Learning." In New Learning, 83–99. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/0-306-47614-2_5.

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McCrorie, P. "Assessment of Self Directed Learning." In Advances in Medical Education, 370–73. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_112.

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Corchuelo-Fernández, Celia, Pilar Moreno-Crespo, Aránzazu Cejudo-Cortés, and Olga Moreno-Fernández. "Self-Directed Learning and ICT." In Innovation and ICT in Education, 139–49. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003338567-15.

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"Self-Directed Learning." In Encyclopedia of Child Behavior and Development, 1311. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_6011.

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"Self-Directed Learning." In Encyclopedia of the UN Sustainable Development Goals, 769. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-95870-5_300221.

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"Self-Directed Learning." In Encyclopedia of the Sciences of Learning, 2997. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_5610.

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Conference papers on the topic "Self-directed learning"

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Zander, Carol, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Kate Sanders, Jan Erik Moström, and Lynda Thomas. "Self-directed learning." In the 12th Koli Calling International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2401796.2401810.

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Ben-David, Shai, Nadav Eiron, and Eyal Kushilevitz. "On self-directed learning." In the eighth annual conference. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/225298.225314.

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"Gamification and Self-Directed Learning." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.159.

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Davidoff, Katja Alexandra, and Carol Piñeiro. "Project-Based and Self Directed Learning." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5631.

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This article discusses the benefits of project-based and self-directed learning to develop competency in utilizing a second language and working collaboratively. The background premise of these modes of learning is provided, demonstrating that they work well for differentiated levels and language skills and improve student competence. Some of the areas examined are intercultural and scientific, ones that require the use of specific language in context. In addition, the concept of creating projects that increase student investment and motivation to make learning more relevant is juxtaposed with a student’s competency in an area after having participated in traditional approaches to learning. The overall benefit of the use of project-based and self-directed learning is that it allows the student to develop a higher skill set and greater engagement with the subject matter, producing better language and content outcomes. Keywords: Project-based learning; self-directed learning; intercultural communication; STEM; third space.

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Rahman, Marita Lailia. "Self Management on Self Directed Learning in Learning English Vocabulary." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.35.

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

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

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Laine, Sanna, Ismo Hakala, and Mikko Myllymaki. "Self-directed Learning in Distance Education." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962422.

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Freeman Suarez, Maria del Rosario, Isel Ramirez Berdut, and Pedro Ramirez Gueton. "A GUIDEBOOK FOR SELF-DIRECTED LEARNING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0918.

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Şentürk, Aysan. "DESIGNING A BLENDED LEARNING ENVIRONMENT TO SUPPORT SELF-DIRECTED AND SELF-REGULATED LEARNING." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.87.

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In this study, a blended learning environment was designed for sixty students from Computer Education and Instructional Technologies Department, taking Programming Languages course. The environment was designed to support self-directed and self-regulated learning. Interviews with open ended questions were used as data collection instruments. According to the qualitative data collected in this study it was concluded that students were satisfied using that learning environment. Key words: blended learning environment, self-directed and self-regulated learning, university students.

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Daraghmi, Eman Yasser, Chih-Tien Fan, Wei-Jun Lin, Zih-You Peng, and Shyan Ming Yuan. "Eye-Tracking Assisted Self-Directed Learning System." In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015. http://dx.doi.org/10.1109/icalt.2015.33.

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Reports on the topic "Self-directed learning"

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

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

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

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