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Готові списки джерел за темами / Self-directed learner

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Добірка наукової літератури з теми "Self-directed learner"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 20 лютого 2023

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Статті в журналах з теми "Self-directed learner"

1

Nemec, Patricia B. "The self-directed learner." Psychiatric Rehabilitation Journal 35, no. 1 (2011): 71–73. http://dx.doi.org/10.2975/35.1.2011.71.73.

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2

TARHAN, Betul. "SELF-DIRECTED LEARNING: INVESTIGATING LEARNER BELIEFS." International Journal Of Eurasia Social Sciences 11, no. 39 (January 1, 2020): 1–10. http://dx.doi.org/10.35826/ijoess.2490.

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3

Caffarella, Rosemary S. "On Being a Self-Directed Learner." Adult Learning 5, no. 5 (May 1994): 7. http://dx.doi.org/10.1177/104515959400500504.

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4

Bratanych, Olgа, Sergii Skydan, and Melisandra Leonardos. "SELF-DIRECTED LEARNING OF ENGLISH FOR SPECIFIC PURPOSES (BUSINESS ENGLISH) AS POWERFUL PEDADOGICAL TOOL IN THE CONTEXT OF ECONOMIC UNIVERSITY." Scientific Journal of Polonia University 25, no. 6 (December 28, 2017): 117. http://dx.doi.org/10.23856/2512.

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The authors have analyzed the conceptual framework of self-directed learning theory; described some issues of self-directed learning within the field of higher education in the North America and identified some challenges of self-directed English for Specific Purposes (ESP) learning in the Ukrainian Economic University setting; shared some practical information about using it as a pedagogical tool in an ESP (Business English) classroom for advanced learners in the context of Ukrainian Economic University; characterized the ESP course containing a self-directed learning component; showed who is more likely to become an efficient self-directed ESP learner; presented some ideas on the role of the teacher in involving students in self-directed ESP learning; selected several ways to foster an ESP learner autonomy: established a number of economic benefits of self-directed ESP learning.

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5

Agustiani, Indah Windra Dwie. "MAXIMAZING TEACHER ROLES IN SHAPING SELF-DIRECTED LEARNERS." English Community Journal 3, no. 1 (July 15, 2019): 289. http://dx.doi.org/10.32502/ecj.v3i1.1694.

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This paper attempts to offer some efforts that can be applied or employed by teachers in teaching learning activities to shape self-directed learners. It encompasses some theories about roles of teachers, roles of learners, the definition and characteristics of self-directed learners,the advantages of self-directed learning, and some possible tips of shaping self-directed learners. Some roles of teachers are discussed in this paper to highlight that teachers do not only teach and give some materials to be learned by their learners but have great tasks, like to be a monitor of students learning, motivator, organizer, and controller of pupil behaviour,provider of accurate language models,counselor and friend, needs analyst,material developer, and evaluator (Richard :1990:4). Hence, a teacher must encourage learners to take on greater degree of responsibility for their own successful learning (Hedge, 2000:34) and a teacher must motivate and help the learners to gain and develop the executive control of their learning strategies especially metacognitive strategies to teach them how to learn (Joyce,etal: 2009:16).Thus, some roles of learners become important to be included in this paper to assert that the burden of learning cannot be merely puored on the teacher but the learners have some roles need to be contemplated for the success of teaching and learning. Therefore, the integration of teacher - learner awareness toward their roles in teaching learning process can be effectively shaped to generate self-directed learners.

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6

M S, Dr Vinutha Shankar. "Role of Self Directed Learning in Competency based Medical Education in creating an Indian Medical Graduate." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 09, no. 3 (September 15, 2019): 59–60. http://dx.doi.org/10.58739/jcbs/v09i3.4.

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Competency based Medical Education (CBME) has been the buzz word of recent times. As a welcome step, MCI has released the much awaited Undergraduate Medical Regulations in 2019 which is based on the VISION document which was conceived a few years ago by medical educators spread across the nation. The end product of this educational model is the Indian Medical Graduate (IMG). The construct for CBME relies on four foundations1: 1. Focusing education on patient outcomes 2. Emphasizing learner abilities 3. De-emphasizing time based learning 4. Increasing individualized trainee plans for the learner Greater emphasis is laid on hands on training, small group teaching and self-directed learning (SDL). Learners are expected to take active part and share responsibility of their learning

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7

MacVicar, Ronald. "The self-directed learner in medical education." Education for Primary Care 27, no. 1 (January 2, 2016): 69. http://dx.doi.org/10.1080/14739879.2015.1134126.

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8

WAN MOHD ISA, WAN ABDUL RAHIM, Zulinda Ayu Zulkipli, and Mimi Nurakmal Mustapa. "A Conceptual Framework of Blended Learning for Self-Directed Learners in the Social Context: Case of Mobile Learning." Social and Management Research Journal 14, no. 1 (June 30, 2017): 51. http://dx.doi.org/10.24191/smrj.v14i1.5279.

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Анотація:

Currently, the factors for adopting m-learning revolve around higher education settings. However, the factors surrounding different cultural and background context of the user in using m-learning in different contexts are not fully explored, especially in the social context. Thus, there are needs to understand blended learning for self-directed learners from different communities. The main objectives of this paper are (i) to develop a conceptual framework of blended learning for self-directed learners in the social context by using mobile learning as the case study and (ii) to provide recommendations for improving m-learning for self-directed learners. The adapted conceptual framework which consists of (i) learner aspects, (ii) device aspects and (iii) the social aspects, was used in this study. A survey was conducted with 190 respondents who have experience in using mobile devices for self-directed learning and their qualitative responses were recorded. The preliminary descriptive results are presented to understand the user’s background and qualitative responses in supporting the recommendations related to (i) learner's aspects, (ii) device aspects and (iii) the social aspects, as suggested in the conceptual framework. Keywords: blended learning; mobile learning, self-directed learners

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9

Gharti, Luk. "Self-Directed Learning for Learner Autonomy: Teachers' and Students' Perceptions." Journal of NELTA Gandaki 1 (June 14, 2019): 62–73. http://dx.doi.org/10.3126/jong.v1i0.24461.

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The research entitled Self-directed Learning for Learner Autonomy: Perceptions of Teachers and Students was carried out to explore the perceptions about Self Directed Learning (SDL) for Learner Autonomy (LA) and analyze the roles of teachers to engage students in SDL. Considering the objectives, the primary data was collected from five master level English Language Teaching (ELT) teachers and three groups of master level students from Pokhara, Kaski. The purposive non-random sampling procedure was used to select the participants. The study was conducted using in-depth interview and Focused Group Discussion (FGD) tools to collect data. The obtained data from the respondents were analyzed and interpreted using analytical and interpretative procedure. It is a new approach in language teaching and learning in Nepalese context though it has been practicing since earlier. The finding shows that all the respondents have positive perceptions and its great contribution for developing LA. SDL helps learners to achieve better achievement and effective learning. It helps teachers to find the necessary changes and increases motivation to the learners to learn. But because of student’s unawareness, time constraint, no inspirations of institutions, student’s false assumptions, lack of insight knowledge about SDL, etc are creating the challenges in its proper application. In the study, the teachers’ roles are facilitator, helper, and resource provider by creating different situation, encouraging, orientating, inspiring, using Information Communication Technology (ICT) and using multimodality in the classroom.

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Nakonechna, Alyona. "The Organization of Future Translators’ Self-Directed Learning at US Universities." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 87–94. http://dx.doi.org/10.1515/rpp-2017-0013.

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AbstractThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning and teaching consists of three components – teacher, learner and communication method. The traits of autonomous learners have been listed. The functions of self-directed learning in US higher education institution have been presented. Six ways of supporting autonomy, namely, classroom-based, curriculum-based, teacher-based, learner-based, resource-based, technology-based, have been singled out and analyzed. The experience of the Kent State University in training future Masters of Arts in Translation has been analyzed. Based on the research performed, the positive aspects of the experience have been justified and relevant recommendations to improve the organization of future translators’ self-directed learning in Ukrainian higher education institutions have been outlined.

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Дисертації з теми "Self-directed learner"

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.

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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.

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Анотація:

Doctor of Philosophy
Department 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.

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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.

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Lai, Wing-chi. "The importance of learner training for high achievers in self-directed learning." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262463.

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Martinez, Christopher D. "Learner-directed vs. Instructor-provided Curriculum Among Undergraduate Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6895.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Magister Curationis - MCur
Self-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.

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Thaufeega, Fathimath. "Institutional and learner readiness for eLearning in the Maldives." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14659.

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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.

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Книги з теми "Self-directed learner"

1

Witter, Elene L. Self-directed learning, stress and the adult learner. St. Catharines, [Ont.]: Faculty of Education, Brock University, 1990.

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2

Smith, Kathleen. Teachers as Self-directed Learners. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3587-6.

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3

Knowles, Malcolm S. Self-directed learning: A guide for learners and teachers. Charlwood: Granary Press, 1993.

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4

Knowles, Malcolm S. Self-directed learning: A guide for learners and teachers. Charlwood, Surrey: Granary, 1993.

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5

Zmuda, Allison. Real engagement: How do I help my students become motivated, confident, and self-directed learners? Alexandria, VA: ASCD, 2015.

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6

ERIC Clearinghouse on Reading, English, and Communication., ed. The self-directed learner. Bloomington, Ind: ERIC Clearinghouse on Reading, English,and Communication, 2000.

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7

Smith, Carl B. The Self-Directed Learner. The Family Learning Association, 2000.

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8

Self-Directed Learner in Medical Education. Taylor & Francis Group, 2005.

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9

Gavriel, Jennifer. Self-Directed Learner - the Three Pillar Model of Self-Directedness. CRC Press, 2005. http://dx.doi.org/10.1201/b20751.

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10

Maynes, Nancy. An exploratory study of the self-directed learner. 1990.

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Частини книг з теми "Self-directed learner"

1

Delport, Susan, and Ruth Squire. "Becoming a Self-Directed Learner." In Problem-Based Learning in Health and Social Care, 185–200. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320541.ch15.

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2

Bouchard, Paul. "Self-directed Learning and Learner Autonomy." In Encyclopedia of the Sciences of Learning, 2997–3000. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1781.

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3

de los Clemente, María Angeles. "Learning Cultures and Counselling: Teacher/Learner Interaction within a Self-Directed Scheme." In Learner Autonomy across Cultures, 201–19. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230504684_12.

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4

Nedzinskaitė-Mačiūnienė, Rasa, and Gerda Šimienė. "A Strategic and Goal-Directed Student: Expectations vs. Reality." In Inclusive Learning and Educational Equity, 187–215. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_8.

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Анотація:

AbstractThe characteristic of an expert learner has recently been widely discussed in the research literature. The expert learner is a learner who is self-directed, self-governed, motivated, resourceful, knowledgeable, able to learn effectively and efficiently, approaches academic tasks with diligence and confidence and employs appropriate strategies to reach the desired academic goals. The act of goal setting is often associated with students’ learning-to-learn skills and deeper engagement in their learning process, whereas the choice of appropriate learning strategies increases their capacity to manage their learning. In this respect, the latter aspect – strategic and goal-directed learning of an expert learner – necessitates deeper investigation and analysis. Hence, this chapter presents how we can guide students to become strategic and goal-directed in their learning while striving for the attainment of knowledge and skills, as well as incorporating and applying a variety of learning strategies to optimise their academic performance.

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Lee, Stella, Trevor Barker, and Vive Kumar. "Learning Preferences and Self-Regulation – Design of a Learner-Directed E-Learning Model." In Communications in Computer and Information Science, 579–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27207-3_63.

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Galkienė, Alvyra, and Ona Monkevičienė. "Development of Knowledgeable and Resourceful Learners." In Inclusive Learning and Educational Equity, 145–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_7.

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AbstractThis chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education. The chapter briefly introduces the theoretical approach of the research, the context of Lithuanian education and the school where the research took place, which is relevant for the interpretation of the results, and other important methodological aspects. The research data show that applying the UDL approach helped the teachers to modify the educational process in order to develop in students the qualities of knowledgeable and resourceful expert learners. The results, presented in a structured manner in the chapter, reveal the process and contributing educational factors to students’ becoming actively perceiving, self-directed, knowledge-creating and co-creating learners and learners constructing their own deep comprehension. The research data reveal the methods used by the teachers to recognise and overcome the barriers in cultivating these qualities in their students. We also identified the emerging changes in teachers’ dispositions when applying the UDL approach and designing lessons aimed at promoting the qualities of knowledgeable and resourceful expert learners.

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Kwan, Tammy. "Self-Directed Learning and Self-Directed Learners in Geographical Education." In International Handbook on Geographical Education, 315–24. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1942-1_22.

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Collier, Caleb. "Ready to Learn." In Theoretical and Historical Evolutions of Self-Directed Learning, 91–95. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003357094-13.

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Collier, Caleb. "Learning to Do, Learning to Learn." In Theoretical and Historical Evolutions of Self-Directed Learning, 27–34. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003357094-5.

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Elmahjoub, Abdallah, and Terry Lamb. "Learner Autonomy." In Self-Directed Learning Strategies in Adult Educational Contexts, 71–89. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8018-8.ch004.

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This chapter explores teachers' perceptions of learners' readiness to adopt autonomous roles and to develop their critical and analytical thinking. The chapter reports on an ethnographic study investigating teachers' views on whether the notions of learner autonomy and critical and analytical thinking can be developed in the Libyan cultural context. The reason behind this exploration is that Libyan culture is one of the Middle Eastern cultures in which some educationalists believe learner autonomy to be inappropriate. The study's findings suggest that notions of autonomy, critical and analytical thinking, and creativity can well be fostered in the context of this study.

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Тези доповідей конференцій з теми "Self-directed learner"

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Ni, Eileen A., and Charles X. Ling. "Self-Directed Learner." In 2010 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2010. http://dx.doi.org/10.1109/icaie.2010.5641154.

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

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

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Du Toit-Brits, Charlene. "THE EDUCATOR AS A SELF-DIRECTED LEARNER AND AGENT." In 48th International Academic Conference, Copenhagen. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.048.012.

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Ahmad, Norasnita. "Self-directed learning: Student's interest in viewing the learner model." In 2013 International Conference on Research and Innovation in Information Systems (ICRIIS). IEEE, 2013. http://dx.doi.org/10.1109/icriis.2013.6716759.

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Vainio, Teija. "DEVELOPING A MOBILE LEARNING DIARY THAT SUPPORTS LEARNER SELF-DIRECTED LEARNING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0657.

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"HIDDEN PATTERNS IN LEARNER FEEDBACK - Generalizing from Noisy Self-assessment during Self-directed Learning." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003343302850290.

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Khan, M. M. K. S., P. Kosciuk, and A. Cole. "Educational Quality Improvement for the Adult Learner: Implementation of a Structured, Self-Directed, Fellow Driven Outpatient Pulmonary Curriculum." In American Thoracic Society 2019 International Conference, May 17-22, 2019 - Dallas, TX. American Thoracic Society, 2019. http://dx.doi.org/10.1164/ajrccm-conference.2019.199.1_meetingabstracts.a1348.

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Yeh, Yu-Ching, Ming-Chung Chen, and Hsiang-Ju Ho. "Design of Tablet Storybooks Adopting a “Universal Design for Learning” Approach to Assist Bilingual Learning." In Applied Human Factors and Ergonomics Conference. AHFE International, 2018. http://dx.doi.org/10.54941/ahfe100071.

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Prior studies have shown that information technology is effective for increasing children’s vocabularies and reading comprehension; however, its effects on bilingual or heritage language learning require further study. This article reports on a bilingual tablet storybook design using the Universal Design for Learning (UDL) approach. The electronic storybooks were written in two languages: Mandarin and Vietnamese. After the welcome page, the tablet storybooks include four parts: a story in Mandarin (including text and reading), a story in Vietnamese, Mandarin games, and Vietnamese games. The text contains frequently used vocabulary. The storybook apps provide the frequently used vocabulary with Mandarin and Vietnamese pronunciations and explanations (in picture, oral, and text forms). In the second part of the game, “Little Story Teller,” the tablet provides five different background pictures and the users select and arrange the objects and figures presented in the pictures. This study sheds light on the application of tablet storybooks to heritage language learning or bilingual learning. Tablet storybooks can serve as a supplement for bilingual or multilingual learning and encourage a learner-centered and self-directed mode of instruction.

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Al-Maawali, Wafa. "Affordances in Educational Technology: Perceptions of Teachers and Students in Oman." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4916.

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Aim/Purpose: This study of affordances in educational technology focuses on how the self-perceptions of teachers influence the creation of educational opportunities and how these are received by learners. Background: It is important to explore the affordances offered by teachers, when using educational technology, from the perspective of their students. Within this topic, the interface of the educational technology affordances with the two agents—teachers and students—has often been neglected. Hence, the learning possibilities in educational interactions for the learners cannot be separated from the interactional possibilities created by teachers. The extent to which teachers can create opportunities to address their students’ needs, while effectively conveying the value of these opportunities to their students, is likely to impact on how well these affordances for learning and collaboration are utilised. Methodology: A survey that includes two questionnaires was used. The questionnaires were circulated to 102 teachers and their 354 adult students in six higher education institutions in Oman. The questionnaires were analysed by SPSS Amos v20 for statistical measures such as mean, standard deviation, and correlation. Contribution: The study contributes to the field of e-learning because it demonstrates that the affordances offered by teachers for e-learning have an impact on the possibilities for students to engage. Both affordances were found to be highly correlated statistically. Further, teachers were found to primarily use the lowest level of engagement for online tasks, requiring low levels of cognitive challenge and social involvement from the learner. Findings The results indicate a low to medium level of self-directed learning that significantly correlates with perceptions of teaching possibilities for learning interactions. Recommendations for Practitioners: Teachers are encouraged to vary approaches to student engagement in online teaching materials such as enhancement, additional engagement opportunities, and extension so that students are encouraged to use different cognitive abilities and capabilities to engage in social interactions. Impact on Society: This study presents a strong recommendation with regards to extending the online affordances towards social interactions of learning beyond the boundary of the classroom. Future Research: Further studies on e-heutagogy and affordances of both teachers and students are needed. The effect of teachers created opportunities on students learning actions is an area that grants further investigation.

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"Transforming a First-year Accounting Course Using a Blended Learning Pathway." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4305.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences.

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