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Journal articles on the topic 'Self-directed learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Kranzow, Jeannine, and T. Scott Bledsoe. "Self-Directed Learning." International Journal of Adult Vocational Education and Technology 8, no. 3 (July 2017): 44–54. http://dx.doi.org/10.4018/ijavet.2017070104.

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Self-directed learning (SDL), while essential to graduate student success and continued professional development beyond the degree, is rarely addressed intentionally in the college curriculum. In this mixed-method study with 91 participants from two counseling-related degree programs, researchers examined the impact of integrating a unit focused on SDL. Students in both online and face-to-face courses reported their learning and experiences with the topic. Findings suggest that intentionally exposing students to SDL allows them to understand the concept and grow in awareness of its importance. Similar gains were reported regardless of course delivery format. Student perspectives discussed include student appreciation of the process of collaboration for professional growth, student understanding of the centrality of SDL for ongoing development, and student motivation to utilize SDL with those they work with in order to and expand personal agency.

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12

Yonwin, Helen. "SELF-DIRECTED Learning." Nursing and Residential Care 2, no. 10 (October 2000): 494–98. http://dx.doi.org/10.12968/nrec.2000.2.10.7687.

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13

Yonwin, Helen. "SELF-DIRECTED Learning." Nursing and Residential Care 2, no. 11 (November 2000): 545–49. http://dx.doi.org/10.12968/nrec.2000.2.11.7673.

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Yonwin, Helen. "SELF-DIRECTED Learning." Nursing and Residential Care 2, no. 3 (March 2000): 140–43. http://dx.doi.org/10.12968/nrec.2000.2.3.7780.

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15

Yonwin, Helen. "SELF-DIRECTED Learning." Nursing and Residential Care 2, no. 6 (June 2000): 291–94. http://dx.doi.org/10.12968/nrec.2000.2.6.7744.

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Yonwin, Helen. "SELF-DIRECTED Learning." Nursing and Residential Care 2, no. 7 (July 2000): 337–43. http://dx.doi.org/10.12968/nrec.2000.2.7.7730.

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17

Yonwin, Helen. "Self-Directed Learning." Nursing and Residential Care 2, no. 8 (August 2000): 389–93. http://dx.doi.org/10.12968/nrec.2000.2.8.7716.

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Yonwin, Helen. "SELF DIRECTED Learning." Nursing and Residential Care 2, no. 9 (September 2000): 438–44. http://dx.doi.org/10.12968/nrec.2000.2.9.7700.

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19

Sandars, John, and Kieran Walsh. "Self-directed learning." Education for Primary Care 27, no. 2 (March 2, 2016): 151–52. http://dx.doi.org/10.1080/14739879.2016.1149956.

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20

Robotham, David. "Self‐directed learning." Journal of European Industrial Training 19, no. 7 (August 1995): 3–7. http://dx.doi.org/10.1108/03090599510092918.

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21

Abraham, Reem Rachel, Subramanya Upadhya, and K. Ramnarayan. "SELF-DIRECTED LEARNING." Advances in Physiology Education 29, no. 2 (June 2005): 135–36. http://dx.doi.org/10.1152/advan.00008.2005.

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22

Towle, A., and D. Cottrell. "Self directed learning." Archives of Disease in Childhood 74, no. 4 (April 1, 1996): 357–59. http://dx.doi.org/10.1136/adc.74.4.357.

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23

Caffarella, Rosemary S. "Self-directed learning." New Directions for Adult and Continuing Education 1993, no. 57 (1993): 25–35. http://dx.doi.org/10.1002/ace.36719935705.

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24

Sheriff, Dhastagir Sultan. "Self-directed Learning." Journal of Medical Sciences 8, no. 1-4 (January 18, 2023): 20–22. http://dx.doi.org/10.5005/jp-journals-10045-00216.

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25

Armstrong, Myrna. "Self-Directed Learning About Computers and Computers for Self-Directed Learning." Journal of Continuing Education in Nursing 17, no. 3 (May 1986): 84–86. http://dx.doi.org/10.3928/0022-0124-19860501-06.

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26

Shenoy, Preethi M. "Self-directed E-Learning in Under Graduate Medical Teaching." Journal of Medical Science And clinical Research 05, no. 02 (February 3, 2017): 17359–63. http://dx.doi.org/10.18535/jmscr/v5i2.24.

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27

Miflin, Barbara. "Measuring self-directed learning." Medical Education 37, no. 3 (March 2003): 278–79. http://dx.doi.org/10.1046/j.1365-2923.2003.14412.x.

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28

Stephenson, Nina. "Self-directed learning: communication." British Journal of Healthcare Assistants 2, no. 6 (June 2008): 301–3. http://dx.doi.org/10.12968/bjha.2008.2.6.29551.

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29

Walsh, Kieran. "Encouraging Self-Directed Learning." Journal of Dental Education 78, no. 8 (August 2014): 1105. http://dx.doi.org/10.1002/j.0022-0337.2014.78.8.tb05780.x.

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30

Lee, Seongyong. "Self-Directed Learning and ESL Learning." NEW STUDIES OF ENGLISH LANGUAGE & LITERATURE 65 (November 30, 2016): 257. http://dx.doi.org/10.21087/nsell.2016.11.65.257.

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31

Garrison, D. Randy. "Self‐directed and distance learning: Facilitating self‐directed learning beyond the institutional setting." International Journal of Lifelong Education 6, no. 4 (October 1987): 309–18. http://dx.doi.org/10.1080/0260137870060404.

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32

Cooper, Signe S. "Self-Directed Learning and Nursing." Journal of Continuing Education in Nursing 17, no. 3 (May 1986): 75. http://dx.doi.org/10.3928/0022-0124-19860501-03.

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33

Owen, Michael, Merryl Hammond, and Rob Collins. "Self-Directed Learning: Critical Practice." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 4 (1992): 476. http://dx.doi.org/10.2307/1495450.

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34

Alizadeh, Mehrasa, and Neil Cowie. "Self-directed learning using VR." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 1, 2022): 10–11. http://dx.doi.org/10.24135/pjtel.v4i1.130.

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Virtual reality (VR) is capable of immersing users in a simulated environment that creates a heightened sense of presence (Baños et al., 2004) and embodiment (Kilteni et al., 2012), both of which play essential roles in the learning process (Makransky & Peterson, 2021). However, VR use in education is still at a preliminary stage and limited to early adopters. With the advent of standalone VR head-mounted displays (HMDs) and the shift to remote education due to COVID-19, it is now the right time to integrate VR into education and to explore its benefits and shortcomings. To this end, the two teacher researchers launched a small scoping longitudinal study with a group of five volunteer participants (4 undergraduate and 1 high school student, 4 males and 1 female) to explore their perceptions and evaluation of VR for educational purposes. Following a self-directed approach to learning (Hammond & Collins, 1991) and an exploratory practice approach to research (Allwright, 2003; Hanks, 2017), the five students led by the two teachers contributed to the current study in three stages that began with immersive VR and moved to WebVR. In stage 1, all the participants were given Oculus Quest 2 HMDs and trained how to use them. The students then looked for free VR apps that they found educationally worthwhile, explored them on their own, and documented their findings. During weekly meetings, they joined a shared virtual space on Engage, where they presented and discussed their findings. Through this activity, the researchers compiled a list of free apps that could be useful for education and investigated the affordances and challenges of HMD-powered VR. The students’ responses in online surveys and focus group interviews revealed that the benefits of VR over traditional forms of EdTech included higher engagement, improved focus on task, lower anxiety, and more effective collaboration and team building. However, HMD-based VR induced varying degrees of cybersickness for most of the participants (Authors, 2021). To tackle these challenges, the researchers switched to Mozilla Hubs, an open source WebVR platform. The students were asked to create their own Hubs rooms to introduce an aspect of their academic discipline to the group. They welcomed this change since Mozilla Hubs, although not as immersive, did not cause cybersickness but there was one primary concern regarding the excessive processing load on students’ devices. Some had trouble entering Hubs rooms or could not turn on their audio. These issues led to stage 3 in which the participants used 360-degree cameras to take spherical photos and videos and create virtual tours on ThingLink. Three out of five students contributed to this stage creating virtual tours of a university campus, a park, and a horse ranch. They expressed positive opinions of ThingLink saying that it was intuitive, user-friendly and did not require much processing power. However, the degree of immersion and sense of presence was perceived as the lowest of all. This study provides valuable insights for educators willing to adopt VR.

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35

Leung, W. C. "TIPS ON...: Self directed learning." BMJ 325, no. 7368 (October 12, 2002): 119Sa—119. http://dx.doi.org/10.1136/bmj.325.7368.s119a.

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36

Oddi, Lorys F. "Perspectives On Self-Directed Learning." Adult Education Quarterly 38, no. 1 (March 1987): 21–31. http://dx.doi.org/10.1177/0001848187038001003.

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37

Potter, Jacqui. "Dependent or Self-directed Learning?" Physiotherapy 79, no. 7 (July 1993): 509. http://dx.doi.org/10.1016/s0031-9406(10)60271-4.

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38

Jones, R. "Criticism of self‐directed learning." American Journal of Physics 64, no. 2 (February 1996): 109. http://dx.doi.org/10.1119/1.18462.

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39

Fischer, Detlev, and Clive Richards. "Cinegrams for self-directed learning." Computers & Education 25, no. 1-2 (September 1995): 31–40. http://dx.doi.org/10.1016/0360-1315(95)00023-2.

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40

Kim, Sun Jung and Hyun-Ju Kim. "Self-directed learning process through flipped learning." STEM Journal 18, no. 1 (February 2017): 161–81. http://dx.doi.org/10.16875/stem.2017.18.1.161.

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41

Schweinfurth, John M. "Lifelong Learning in Otolaryngology: Self-Directed Learning." Otolaryngologic Clinics of North America 40, no. 6 (December 2007): 1323–30. http://dx.doi.org/10.1016/j.otc.2007.07.011.

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42

Yasmin, Musarat, Farhat Naseem, and Isamar C. Masso. "Teacher-directed learning to self-directed learning transition barriers in Pakistan." Studies in Educational Evaluation 61 (June 2019): 34–40. http://dx.doi.org/10.1016/j.stueduc.2019.02.003.

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43

Sahoo, Soumendra. "Finding self-directed learning readiness and fostering self-directed learning through weekly assessment of self-directed learning topics during undergraduate clinical training in ophthalmology." International Journal of Applied and Basic Medical Research 6, no. 3 (2016): 166. http://dx.doi.org/10.4103/2229-516x.186959.

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44

Lemmetty, Soila, and Kaija Collin. "Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work." Vocations and Learning 13, no. 1 (July 27, 2019): 47–70. http://dx.doi.org/10.1007/s12186-019-09228-x.

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45

Poole, Gary. "The culturally sculpted self in self-directed learning." Medical Education 46, no. 8 (July 16, 2012): 735–37. http://dx.doi.org/10.1111/j.1365-2923.2012.04312.x.

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46

Hutasuhut, Ida, Shahren Ahmad Zaidi Adruce, and Victoria Jonathan. "How a learning organization cultivates self-directed learning." Journal of Workplace Learning 33, no. 5 (January 11, 2021): 334–47. http://dx.doi.org/10.1108/jwl-05-2020-0074.

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Purpose This study aims to provide empirical evidence of how the five disciplines of learning organization introduced by Senge (1990) are practiced and how it could cultivate self-directed learning among employees. Design/methodology/approach This qualitative study used a case study approach to get an in-depth understanding of how organizational learning is practiced in an innovative motorcycle-manufacturing company in Indonesia. A total of 30 staff and managers were selected purposively and interviewed by using a semi-structured interview to gain information about their experience in practicing the 5 disciplines in their daily work–life. Among the 30 participants, 11 were at the managerial level and 19 were at the staff level. Data collected were analyzed using a content analysis approach. Findings This study provides empirical evidence of how self-directed learning is cultivated in an organization that applies the five disciplines of learning organization introduced by Senge (1990). This study found that to cultivate self-directed learning, an organization needs to build a working climate where the five disciplines are integrated into daily work–life. Organizations need to ensure that its vision is shared by each of the employee, build synergy for personal mastery and team learning, train their employees to continuously refine their mental models and improve their ability to think using a systems approach. Practical implications The implications and recommendations arising from this study, first, provide insight to managers and human resource (HR) practitioners about the importance of creating a conducive working environment for learning. Moreover, with learning facilities in the era of industrial revolution 4.0, organizations need to shift their attention on how to transfer the responsibility of learning to the hands of the employees and HR practitioners should focus on providing more opportunities for employees to direct their own learning. Second, to support a learning environment that is conducive for cultivating self-directedness in learning requires commitment from top leaders in the organization. Originality/value This study observed that Senge’s approach to organizational learning focuses heavily on the individual’s processes and the interactions between them. Further studies are suggested to integrate knowledge management, particularly on how new knowledge is gained, stored, created, used and disseminated under the five pillars of the learning organization. It is also recommended to look at a broader perspective, such as the role of technology in intensifying learning and the role of strategic leadership in learning.

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47

Fischer, Gerhard, and Eric Scharff. "Learning Technologies in Support of Self-Directed Learning." Journal of Interactive Media in Education 1998, no. 2 (October 22, 1998): 4. http://dx.doi.org/10.5334/1998-4.

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48

Cremers, Petra H. M., Arjen E. J. Wals, Renate Wesselink, Nienke Nieveen, and Martin Mulder. "Self-directed lifelong learning in hybrid learning configurations." International Journal of Lifelong Education 33, no. 2 (October 22, 2013): 207–32. http://dx.doi.org/10.1080/02601370.2013.838704.

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49

Sze-yeng, Foo, and Raja Maznah Raja Hussain. "Self-directed learning in a socioconstructivist learning environment." Procedia - Social and Behavioral Sciences 9 (2010): 1913–17. http://dx.doi.org/10.1016/j.sbspro.2010.12.423.

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50

Sparling, Leslie A. "ENHANCING THE LEARNING IN SELF-DIRECTED LEARNING MODULES." Journal for Nurses in Staff Development (JNSD) 17, no. 4 (July 2001): 199–205. http://dx.doi.org/10.1097/00124645-200107000-00010.

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