injection self-directed learning: Topics by Science.gov

Sample records for injection self-directed learning

NCS-1 dependent learning bonus and behavior outputs of self-directed exploration

NASA Astrophysics Data System (ADS)

Mun, Ho-Suk

Animals explore a new environment and learn about their surroundings. "Exploration" refers to all activities that increase the information obtained from an animal. For this study, I determined a molecule that mediates self-directed exploration, with a particular focus on rearing behavior and vocalization. Rearing can be either self-directed exploration or escape-oriented exploration. Self-directed exploration can be driven by the desire to gather information about environments while escape-oriented exploration can be driven by fear or anxiety. To differentiate between these two concepts, I compared rearing and other behaviors in three different conditions 1) novel dim (safe environment), which induces exploration based rearing; 2) novel bright (fearful environment), which elicits fear driven rearing; and 3) familiar environment as a control. First, I characterized the effects on two distinct types of environment in exploratory behavior and its effect on learning. From this, I determined that self-directed exploration enhances spatial learning while escape-oriented exploration does not produce a learning bonus. Second, I found that NCS-1 is involved in exploration, as well as learning and memory, by testing mice with reduced levels of Ncs-1 by point mutation and also siRNA injection. Finally, I illustrated other behavior outputs and neural substrate activities, which co-occurred during either self-directed or escape-oriented exploration. I found that high-frequency ultrasonic vocalizations occurred during self-directed exploration while low-frequency calls were emitted during escape-oriented exploration. Also, with immediate early gene imaging techniques, I found hippocampus and nucleus accumbens activation in self-directed exploration. This study is the first comprehensive molecular analysis of learning bonus in self-directed exploration. These results may be beneficial for studying underlying mechanisms of neuropsychiatric disease, and also reveal therapeutic targets for them.
A redesigned follitropin alfa pen injector for infertility: results of a market research study

PubMed Central

Abbotts, Carole; Salgado-Braga, Cristiana; Audibert-Gros, Céline

2011-01-01

Background: The purpose of this study was to evaluate patient-learning and nurse-teaching experiences when using a redesigned prefilled, ready-to-use follitropin alfa pen injector. Methods: Seventy-three UK women of reproductive age either administering daily treatment with self-injectable gonadotropins or about to start gonadotropin treatment for infertility (aged 24–47 years; 53 self-injection-experienced and 20 self-injection-naïve) and 28 nurses from UK infertility clinics were recruited for the study. Following instruction, patients and nurses used the redesigned follitropin alfa pen to inject water into an orange and completed questionnaires to evaluate their experiences with the pen immediately after the simulated injections. Results: Most (88%, n = 64) patients found it easy to learn how to use the pen. Among injection-experienced patients, 66% (n = 35) agreed that the redesigned pen was easier to learn to use compared with their current method and 70% (n = 37) also said they would prefer its use over current devices for all injectable fertility medications. All nurses considered the redesigned pen easy to learn and believed it would be easy to teach patients how to use. Eighty-six percent (n = 24) of the nurses thought it was easy to teach patients to determine the remaining dose to be dialed and injected in a second pen if the initial dose was incomplete. Compared with other injection devices, 96% (n = 27) thought it was “much easier” to “as easy” to teach patients to use the redesigned pen. Based on ease of teaching, 68% (n = 19) of nurses would choose to teach the pen in preference to any other injection method. Almost all (93%, n = 26) nurses considered that having the same pen format for a range of injectable gonadotropins would facilitate teaching and learning self-injection. Conclusion: In this market research study with infertile patients and infertility nurses, the redesigned follitropin alfa pen was perceived as easy to learn, easy to teach how to use, and well accepted. PMID:21792303
Expanding Horizons in Self-Directed Learning.

ERIC Educational Resources Information Center

Long, Huey B.; And Others

The following papers are included: "Preface" (Huey B. Long); "Self-Directed Learning: Smoke and Mirrors?" (Huey B. Long); "From Self-Culture to Self-Direction: An Historical Analysis of Self-Directed Learning" (Amy D. Rose); "The Link between Self-Directed and Transformative Learning" (Jane Pilling-Cormick);…
Emotional Intelligence and Self-Directed Learning Readiness among College Students Participating in a Leadership Development Program

ERIC Educational Resources Information Center

Radnitzer, Karl David

2010-01-01

The purpose of this study was to investigate possible relationships between self-directed learning readiness and emotional intelligence in a leadership development program and if self-directed learning leads to greater self-directed learning capabilities. Prior research has examined self-directed learning and emotional intelligence but never have…
Investigating the Relationship Between Self-Directed Learning Readiness and Time Management Skills in Turkish Undergraduate Nursing Students.

PubMed

Ertuğ, Nurcan; Faydali, Saide

The aims of this study were to determine self-directed learning and time management skills of undergraduate nursing students and to investigate the relationship between the concepts. The use of self-directed learning has increased as an educational strategy in recent years. This descriptive and correlational study was conducted with 383 undergraduate nursing students in Turkey. Data were collected using a sociodemographic questionnaire, the Self-Directed Learning Readiness Scale, and Time Management Questionnaire. Mean scores were as follows: self-directed learning readiness, 159.12 (SD = 20.8); time management, 87.75 (SD = 12.1). A moderate positive correlation was found between self-directed learning readiness and time management values. Time management scores were 78.42 when self-directed learning readiness was ≤149 and 90.82 when self-directed learning readiness was ≥ 150, with a statistically significant difference (p = .000). Level of self-directed learning and academic achievement were higher in students who managed their time well.
Self Directed Learning and Self Management. Symposium.

ERIC Educational Resources Information Center

2002

This document contains three papers from a symposium on self-directed learning and self-management. "Validating a More-Dimensional Conception of Self-Directed Learning" (Gerald A. Straka, Cornelia Schaefer) discusses the development and validation of a conception of self-directed learning as a dynamic interplay between behavior,…
Developing the Self-Directed Learning Instructional Model to Enhance English Reading Ability and Self-Directed Learning of Undergraduate Students

ERIC Educational Resources Information Center

Wichadee, Saovapa

2011-01-01

The purposes of this study were to develop the instructional model for enhancing self-directed learning skills of Bangkok University students, study the impacts of the model on their English reading comprehension and self-directed learning ability as well as explore their opinion towards self-directed learning. The model development process…
Self-Directed Learning: Application and Research.

ERIC Educational Resources Information Center

Long, Huey B.; And Others

These 23 papers provide as complete a picture as possible of the current efforts in self-directed learning application and research. The papers are: "Learning about Self-Directed Learning" (Long); "Philosophical, Psychological, and Practical Justifications for Studying Self-Direction in Learning" (Long); "In Search of…
Bridging the gap between self-directed learning of nurse educators and effective student support.

PubMed

Van Rensburg, Gisela H; Botma, Yvonne

2015-11-26

Self-directed learning requires the ability to identify one's own learning needs, develop and implement a plan to gain knowledge and to monitor one's own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning. The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students. An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature. Nine responses by nurse educators based on the fictitious case were analysed.Analysis showed that readiness for self-directed learning in terms of the identified constructswas interrelated and not mutually exclusive of one other. The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one's own learning and creativity, is vital to one's future orientation towards goal-directed learning. Knowledge and understanding of one's own and students' selfdirected learning abilities are critical for nurse educators. In the nursing profession, it has been shown that self-directed learning by the nurse educators has a direct relationship towards the development of a lifelong learning approach by their students. Supporting students towards becoming self-directed learners throughout their professional life, in turn, will impact directly on the quality of nursing and midwifery practice. (Article to follow).
[Relationship between self-directed learning with learning styles and strategies in medical students].

PubMed

Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

2014-11-01

Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.
Analysis of Self-Directed Learning upon Student of Mathematics Education Study Program

ERIC Educational Resources Information Center

Kleden, Maria Agustina

2015-01-01

Various studies have rendered self-directed learning disposition to be significant in the learning of mathematics, however several previous studies have pointed the level of self-directed learning disposition to be at a low point. This research is aimed to enhance self-directed learning through implementing a metacognitive strategy in learning…
The Nature of Self-Directed Learning and Transformational Learning in Self-Managing Bipolar Disorder to Stay Well

ERIC Educational Resources Information Center

Francik, Wendy A.

2012-01-01

The purpose of the research was to explore the self-directed learning and transformational learning experiences among persons with bipolar disorder. A review of previous research pointed out how personal experiences with self-directed learning and transformational learning facilitated individuals' learning to manage HIV, Methicillan-resitant…
[Association between self-directed learning behaviors, socio-demographic and academic variables among medical students].

PubMed

Fasce H, Eduardo; Ortega B, Javiera; Pérez V, Cristhian; Márquez U, Carolina; Parra P, Paula; Ortiz M, Liliana; Matus, Olga

2013-09-01

Medical education must encourage autonomous learning behaviors among students. However the great income profile disparity among university students may influence their capacity to acquire such skills. To assess the association between self-directed learning, socio-demographic and academic variables. The self-directed learning readiness scale was applied to 202 medical students aged between 17 and 25 years (64% males). Simultaneously information about each surveyed participant was obtained from the databases of the medical school. There is an association between socio-demographic and academic variables with the general scale of self-directed learning and the subscales learning planning and willingness to learn. Participants coming from municipal schools have a greater willingness to learn than their counterparts coming from subsidized and private schools. High school grades are related to self-directed learning and the subscales learning planning and self-assessment. Among the surveyed medical students, there is a relationship between self-directed learning behaviors, the type of school where they come from and the grades that they obtained during high school.
Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

PubMed

Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

2016-12-03

To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.
The relationship between assessment methods and self-directed learning readiness in medical education.

PubMed

Monroe, Katherine S

2016-03-11

This research explored the assessment of self-directed learning readiness within the comprehensive evaluation of medical students' knowledge and skills and the extent to which several variables predicted participants' self-directed learning readiness prior to their graduation. Five metrics for evaluating medical students were considered in a multiple regression analysis. Fourth-year medical students at a competitive US medical school received an informed consent and an online survey. Participants voluntarily completed a self-directed learning readiness scale that assessed four subsets of self-directed learning readiness and consented to the release of their academic records. The assortment of metrics considered in this study only vaguely captured students' self-directedness. The strongest predictors were faculty evaluations of students' performance on clerkship rotations. Specific clerkship grades were mildly predictive of three subscales. The Pediatrics clerkship modestly predicted critical self-evaluation (r=-.30, p=.01) and the Psychiatry clerkship mildly predicted learning self-efficacy (r =-.30, p=.01), while the Junior Surgery clerkship nominally correlated with participants' effective organization for learning (r=.21, p=.05). Other metrics examined did not contribute to predicting participants' readiness for self-directed learning. Given individual differences among participants for the variables considered, no combination of students' grades and/or test scores overwhelmingly predicted their aptitude for self-directed learning. Considering the importance of fostering medical students' self-directed learning skills, schools need a reliable and pragmatic approach to measure them. This data analysis, however, offered no clear-cut way of documenting students' self-directed learning readiness based on the evaluation metrics included.
Examination of the Relationship between Self-Directedness and Outcomes of the Online COP Training Program in the Turkish National Police Context

ERIC Educational Resources Information Center

Halicioglu, Mustafa Bulent

2010-01-01

It is widely accepted that online learning is a self-directed learning environment and the participants need to have self-direction in learning. However, there is lack of empirical studies focusing on the relationship between online learning and self-directed learning and examining the relationship between self-directedness of learners and…
Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum

PubMed Central

Susilo, Astrid P.; van Berkel, Henk

2016-01-01

Objectives To identify the student’s readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. Methods A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. Results The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students’ life styles, students’ perceptions of the topics, and mood, were factors influencing their self-directed learning. Conclusion A hybrid problem based curriculum may not fully affect the students’ self-directed learning. The curriculum system, teacher’s experiences, student’s background and cultural factors might contribute to the difficulties for the student’s in conducting self-directed learning. PMID:27915308
A Confucian Perspective of Self-Cultivation in Learning: Its Implications for Self-Directed Learning

ERIC Educational Resources Information Center

Tan, Charlene

2017-01-01

This article explores a Confucian perspective of self-cultivation in learning and its implications for self-directed learning. Focussing on two key Confucian texts, "Xueji" (Record of Learning) and "Xunzi," this essay expounds the purpose, content, process and essence of self-cultivation in learning. From a Confucian viewpoint,…
[Self-directed learning in nursing students with different background factors].

PubMed

Kao, Yu-Hsiu; Yu, Chu-Wei; Kuo, Shu-Yi; Kuang, I-Hsiu

2013-08-01

Fostering self-directed learning skills in nursing students may provide a foundation for improving the specialty knowledge of these nurses. This study examines the current status of nursing student self-directed learning behavior and explores how different background factors impact self-directed learning. This research design used a cross-sectional survey and convenience sampling. A total of 550 questionnaires were distributed to participants in enrolled in nursing programs at a 2-year nursing program at an institute of technology in northern Taiwan and a 4-year nursing program at an institute of technology in southern Taiwan. A convenience sampling was used to collect data, with 537 valid questionnaires used in data analysis. Results indicated that the self-directed learning and self-management of nursing students between 20-21 years old was significantly higher than those of students between 18-19 years old. Self-directed learning, desire of learning and self-control in 2-year nursing students were significantly higher than in 4-year and extension education department nursing student participants. Two-year nursing students had the highest self-management scores, followed by extension education department participants and 4-year nursing students. Finally, participants who associated highly with the nursing profession earned the highest self-directed total score, followed by those participants who associated generally and those who associated mildly. The results recommend that teachers at nursing institutes help students develop self-directed learning. Results also recommend teachers increase their students' association with the nursing specialty through understanding the impact of different background factors on self-directed learning.
Motivational Factors in Self-Directed Informal Learning from Online Learning Resources

ERIC Educational Resources Information Center

Song, Donggil; Bonk, Curtis J.

2016-01-01

Learning is becoming more self-directed and informal with the support of emerging technologies. A variety of online resources have promoted informal learning by allowing people to learn on demand and just when needed. It is significant to understand self-directed informal learners' motivational aspects, their learning goals, obstacles, and…

A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

ERIC Educational Resources Information Center

Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

2009-01-01

This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…
Correlational Analysis of Adult Students' Self-Directed Learning Readiness, Affective Learning Outcomes, Prior Electronic Learning Experience, and Age in Hybrid and Online Course-Delivery Formats

ERIC Educational Resources Information Center

Nikitenko, Gleb

2009-01-01

The self-directed learning (SDL) in all of its characteristics measured in students and in various learning contexts continues to have a very important role in educational research and requires new explorations. Contemporary research indicates that there is a direct positive relationship between the level of student self-directed learning…
Development of the PRO-SDLS: A Measure of Self-Direction in Learning Based on the Personal Responsibility Orientation Model

ERIC Educational Resources Information Center

Stockdale, Susan L.; Brockett, Ralph G.

2011-01-01

The purpose of this study was to develop a reliable and valid instrument to measure self-directedness in learning among college students based on an operationalization of the personal responsibility orientation (PRO) model of self-direction in learning. The resultant 25-item Personal Responsibility Orientation to Self-Direction in Learning Scale…
English-language videos on YouTube as a source of information on self-administer subcutaneous anti-tumour necrosis factor agent injections.

PubMed

Tolu, Sena; Yurdakul, Ozan Volkan; Basaran, Betul; Rezvani, Aylin

2018-05-14

The aim of this study was to evaluate the reliability, content, and quality of videos for patients available on YouTube for learning how to self-administer subcutaneous anti-tumour necrosis factor (TNF) injections. We searched for the terms Humira injection, Enbrel injection, Simponi injection, and Cimzia injection. Videos were categorised as useful information, misleading information, useful patient opinion, and misleading patient opinion by two physicians. Videos were rated for quality on a 5-point global quality scale (GQS; 1 = poor quality, 5 = excellent quality) and reliability and content using the 5-point DISCERN scale (higher scores represent greater reliability and more comprehensive videos). Of the 142 English videos, 24 (16.9%) videos were classified as useful information, 6 (4.2%) as misleading information, 47 (33.1%) as useful patient opinion, and 65 (45.8%) as misleading patient opinion. Useful videos were the most comprehensive and had the highest reliability and quality scores. The useful information and useful patient opinion videos had the highest numbers of views per day (median 8.32, IQR: 3.40-14.28 and 5.46, IQR: 3.06-14.44), as compared with 2.32, IQR: 1.63-6.26 for misleading information videos and 2.15, IQR: 1.17-7.43 for misleading patient opinion videos (p = 0.001). Almost all (91.5%) misleading videos were uploaded by individual users. There are a substantial number of English-language YouTube videos, with high quality, and rich content and reliability that can be sources of information on proper technique of anti-TNF self-injections. Physicians should direct patients to the reliable resources of information and educate them in online resource assessment, thereby improving treatment outcomes.
Self-Directed Learning Characteristics: Making Learning Personal, Empowering and Successful

ERIC Educational Resources Information Center

du Toit-Brits, Charlene; van Zyl, Chris-Mari

2017-01-01

Due to the speedy emergent investigation in self-directed learning (SDL) over the past 40 years, SDL is an education technique used progressively within tertiary institutions. SDL can be well-defined in terms of the amount of accountability the student accepts for his or her own learning. The self-directed students regarding learning take control…
Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners

ERIC Educational Resources Information Center

Khiat, Henry

2015-01-01

Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton & Swanson, 2005; Merriam, 2001; Merriam & Caffarella, 1999). The strategies of self-directed learning allow adult learners to cope better with their studies while fulfilling family, work and other commitments. This study…
Self-Directed Learning in the Process of Work: Conceptual Considerations--Empirical Evidences.

ERIC Educational Resources Information Center

Straka, Gerald A.; Schaefer, Cornelia

With reference to the literature on adult self-directed learning, a model termed the "Two-Shell Model of Motivated Self-Directed Learning" was formulated that differentiates sociohistorical environmental conditions, internal conditions, and activities related to four concepts (interest, learning strategies, control, and evaluation). The…
Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics: The Perspective of Intrinsic and Extrinsic Goals

ERIC Educational Resources Information Center

Lao, Andrew Chan-Chio; Cheng, Hercy N. H.; Huang, Mark C. L.; Ku, Oskar; Chan, Tak-Wai

2017-01-01

One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system…
Self-Directed and Incidental Learning. Symposium 26. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

ERIC Educational Resources Information Center

2000

This packet contains three papers on self-directed and incidental learning from a symposium on human resource development (HRD). The first paper, "Self-Directed Learning for Supervisory Development" (Judy O'Neil, Maria Lamattina), reports on a study that looks at what research says needs to be in place to engage workers in self-directed learning…
I Feel, Therefore, I Learn: The Role of Emotion in Self-Directed Learning

ERIC Educational Resources Information Center

Rager, Kathleen B.

2009-01-01

It is rare to find the emotional component of self-directed learning discussed explicitly in the literature. This lack is particularly glaring given the interest sparked by recent brain research concerning the importance of emotion in all types of learning as well as by the dramatic increase in self-directed learning in the emotionally charged…
Exploring Self-Directed Learning in the Online Learning Environment: Comparing Traditional versus Nontraditional Learner Populations a Qualitative Study

ERIC Educational Resources Information Center

Plews, Rachel Christine

2016-01-01

The purpose of this study was to explore self-directed learning in the online learning context. A sample of traditional and nontraditional learners, who were considered above average in their level of self-direction, participated in qualitative interviews to discuss their learning while engaged in an online course. The findings suggested no major…
Exploring First-Year Undergraduate Medical Students' Self-Directed Learning Readiness to Physiology

ERIC Educational Resources Information Center

Abraham, Reem Rachel; Fisher, Murray; Kamath, Asha; Izzati, T. Aizan; Nabila, Saidatul; Atikah, Nik Nur

2011-01-01

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor…
Relationship between the Self-Efficacy and Self-Directed Learning of Adults in Undergraduate Programs

ERIC Educational Resources Information Center

Langshaw, Shelly J.

2017-01-01

In the current adult education environment, self-directed learning (SDL) is becoming a necessary learning characteristic and an academic process of learning to allow adult learners to complete programs and further enhance lifelong learning. The purpose of this quantitative study was to examine the relationship between self-efficacy and SDL in…
Exploring the Effects of Online Academic Help-Seeking and Flipped Learning on Improving Students' Learning

ERIC Educational Resources Information Center

Chyr, Wen-Li; Shen, Pei-Di; Chiang, Yi-Chun; Lin, Jau-Bi; Tsai, Chia-Wen

2017-01-01

This study explored the effects of online academic help-seeking (OAHS) and flipped learning (FL) on students' development of involvement, self-efficacy, and self-directed learning. A quasi-experiment was conducted to investigate whether students' involvement, self-efficacy, and self-directed learning increases over time with intervention by OAHS,…
Harmonizing Self-Directed and Teacher-Directed Approaches to Learning.

ERIC Educational Resources Information Center

Bell, Deanne F.; Bell, Durward L.

1983-01-01

A combination of self-directed learning and teacher-directed learning provides a rich and flexible learning experience and accommodates various teaching styles. The key to a successful mixture is the appropriate use of criterion-referencing and normative-referencing for learner evaluation. (JOW)
The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

PubMed Central

Rezaee, Rita; Mosalanejad, Leili

2015-01-01

Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918
Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students.

PubMed

Montenery, Susan

2017-05-01

Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains primarily lecture based. Incorporating active strategies to strengthen professional practice is essential. A pilot study assessed senior baccalaureate nursing students' perceptions of problem-based learning (PBL) and their readiness for self-directed learning. In addition, the authors analyzed the relationship between readiness for self-directed learning and course content mastery using PBL. Students completed the Self-directed Learning Readiness Scale, the Problem-Based Learning Environment Inventory, and course content mastery exams. Students reported positive experiences with PBL and readiness for self-directed learning. Readiness for self-directed learning and 2 of 5 exam scores were inversely, significantly related. Students' perceptions of their readiness for self-directed learning did not always correspond with course content mastery. Specifically, some students who perceived themselves as ready for self-directed learning did not perform well on course content exams. This inverse relationship has not been reported by other researchers and brings an interesting perspective to student perceptions and actual performance. Four themes emerged from students' narrative responses: Prepared Me for Real Life Professional Situations, Stimulated My Critical Thinking, Promoted Independent Problem Solving, and Supported Learning Retention. PBL as a pedagogical approach provides opportunities for nursing students to explore their professional independence while attempting to master content.
Academic Performance and the Practice of Self-Directed Learning: The Adult Student Perspective

ERIC Educational Resources Information Center

Khiat, Henry

2017-01-01

The practice of self-directed learning is important to adult students as it allows them to learn effectively while juggling work, family and other commitments. This study set out to examine the self-directed learning characteristics present in the adult students' study process at the case university. The relationship between the adult students'…
Interactive Multimedia Instruction for Training Self-Directed Learning Techniques

DTIC Science & Technology

2016-06-01

feedback and input on the content, format, and pedagogical approach of the lesson. This survey could be e-mailed to the principal ARI researcher for...peers in self-directed learning. Some examples of the metaphorical relationships and common examples woven into this IMI are identified in Table 1...20 Table 1 Metaphorical Relationships and Illustrations Used in Self-Directed Learning Training Military or Common Example Self-Directed
New Directions for Self-Regulation of Learning in Postsecondary Education

ERIC Educational Resources Information Center

Bembenutty, Hefer

2011-01-01

This chapter highlights the major contributions of this volume on self-regulation of learning and provides new directions for cutting-edge theoretical and empirical work that could serve to facilitate self-regulation of learning in postsecondary education. "Self-regulation of learning" refers to learners' beliefs about their ability to engage in…

The Relationship between Self-Direction and Wellness among Graduate Students.

ERIC Educational Resources Information Center

Owen, T. Ross

1999-01-01

Self Directed Learning Readiness Scale and a wellness measure were completed by 185 graduate students. Creativity significantly correlated with wellness; intellectual wellness and spirituality/values correlated with self-directed learning. Self-directed learners appear to feel strongly about creative expression, and creative pursuits have the…
Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

PubMed

Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup

2010-03-01

Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.
The Quality of Questions and Use of Resources in Self-Directed Learning: Personal Learning Projects in the Maintenance of Certification

ERIC Educational Resources Information Center

Horsley, T.; O'Neill, J.; Campbell, C.

2009-01-01

Introduction: To engage effectively and efficiently in self-directed learning and knowledge-seeking practices, it is important that physicians construct well-formulated questions; yet, little is known about the quality of good questions and their relationship to self-directed learning or to change in practice behavior. Methods: Personal learning…
Surgical skill acquisition with self-directed practice using computer-based video training.

PubMed

Jowett, Nathan; LeBlanc, Vicki; Xeroulis, George; MacRae, Helen; Dubrowski, Adam

2007-02-01

Computer-based video training (CBVT) provides flexible opportunities for surgical trainees to learn fundamental technical skills, but may be ineffective in self-directed practice settings because of poor trainee self-assessment. This study examined whether CBVT is effective in a self-directed learning environment among novice trainees. Thirty novice trainees used CBVT to learn the 1-handed square knot while self-assessing their proficiency every 3 minutes. On reaching self-assessed skill proficiency, trainees were randomized to either cease practice or to complete additional practice. Performance was evaluated with computer and expert-based measures during practice and on pretests, posttests, and 1-week retention tests. Analyses revealed performance improvements for both groups (all P < .05), but no differences between the 2 groups (all P > .05) on all tests. CBVT for the 1-handed square knot is effective in a self-directed learning environment among novices. This lends support to the implementation of self-directed digital media-based learning within surgical curricula.
Self-Directed Workplace Learning.

ERIC Educational Resources Information Center

1998

This document contains four papers from a symposium on self-directed workplace learning. "Self-Directed Work Teams: Implementation and Performance" (Marcel van der Klink, Hilde ter Horst) discusses the results of a study examining the implementation and effects of self-directed work teams in a land register office and the role of the…
Informal Spaces in Collaborations: Exploring the Edges/Boundaries of Professional Development

ERIC Educational Resources Information Center

Lom, Essie; Sullenger, Karen

2011-01-01

Self-directed, informal learning is a less recognized and understood form of professional development. Researching informal learning is almost an oxymoron. The process of studying learning contexts, such as informal, self-directed professional development, raises new challenges for researchers. Gaining insights into self-directed professional…
The Readiness of Adults with Attention Deficit Hyperactivity Disorder for Self-Directed Learning

ERIC Educational Resources Information Center

Wright, Melissa Sue

2011-01-01

This study investigated the readiness for self-directed learning of adults with Attention Deficit Hyperactivity Disorder (ADHD), as well as their overall educational experiences. Using Guglielmino's Self-Directed Learning Readiness Scale for Adults (SDLRS-A), the researcher investigated whether the following factors were significantly related to…
Self- directed learning barriers in a virtual environment: a qualitative study.

PubMed

Kohan, Noushin; Soltani Arabshahi, Kamran; Mojtahedzadeh, Rita; Abbaszadeh, Abbas; Rakhshani, Tayebeh; Emami, Amirhousein

2017-07-01

There is a growing trend in online education courses in higher education institutes. Previous studies have shown that high levels of self-direction are essential for successful online learning. The present study aims to investigate challenges of and barriers to self-directed virtual-learning among postgraduate students of medical sciences. 23 postgraduate virtual students of medical sciences in Iran, collected through maximum variation purposive sampling and semi-structured interviews, served as the sample of this study. The collected data were analyzed using the inductive content analysis method. Three themes and six sub-themes were identified as barriers to self-directed learning in virtual education, including cognitive barriers (information overload and lack of focus on learning or mind wondering), communication barriers (inadequate coping skills and inadequate writing skills) and educational environment barriers (heavy workload and role ambiguity). By the importance of self-direction in online education, the present study results can be used by virtual education planners in the review and design of courses, so as to adequately equip students, obviate barriers to self-directed virtual education, and ultimately train highly self-directed learners in online medical education.
External Factors, Internal Factors and Self-Directed Learning Readiness

ERIC Educational Resources Information Center

Ramli, Nurjannah; Muljono, Pudji; Afendi, Farit M.

2018-01-01

There are many factors which affect the level of self-directed learning readiness. This study aims to investigate the relationship between external factors, internal factors and self-directed learning readiness. This study was carried out by using a census method for fourth year students of medical program of Tadulako University. Data were…
The Factor Structure of the Self-Directed Learning Readiness Scale (SDLRS).

ERIC Educational Resources Information Center

Wang, Xiaoping; And Others

A study involving teachers and administrators from 16 elementary, middle, and high schools in Tennessee investigated the factorial structure of the Self-Directed Learning Readiness Scale (SDLRS). The SDLRS includes 58 Likert-like items designed to measure the readiness of adult learners to assume self-direction in the learning process. Study…
A Framework for Developing Self-Directed Technology Use for Language Learning

ERIC Educational Resources Information Center

Lai, Chun

2013-01-01

Critical to maximizing the potential of technology for learning is enhancing language learners' self-directed use of technology for learning purposes. This study aimed to enhance our understanding of the determinants of self-directed technology use through the construction of a structural equation modelling (SEM) framework of factors and…
Views of Gifted Elementary Students about Self-Directed Learning

ERIC Educational Resources Information Center

Van Deur, Penny

2011-01-01

Despite the connection between independent learning and gifted students, little is known of the views these students hold about the process of being self-directed learners. This interview study examined views of ten gifted elementary school students in South Australia about Self-Directed Learning. The interview responses showed that these gifted…
The Relationship between Transformational Leadership and Knowledge Workers' Self-Directed Learning Readiness

ERIC Educational Resources Information Center

Aparicio, Ricardo Antonio

2013-01-01

The rapid pace of change for knowledge workers competing globally necessitates ongoing continuous learning. Increasingly, knowledge workers will need to be ready--willing and able--to engage in self-directed learning. This makes it important to understand what factors in the work environment might be related to the self-directed learning…
Development of the Self-Directed Learning Skills Scale

ERIC Educational Resources Information Center

Ayyildiz, Yildizay; Tarhan, Leman

2015-01-01

The purpose of this study was to develop a valid and reliable scale for assessing high school students' self-directed learning skills. Based on a literature review and data obtained from similar instruments, all skills related to self-directed learning were identified. Next, an item pool was prepared and administered to 255 students from various…
Self-Directed Learning Readiness among Undergraduate Students at Saudi Electronic University in Saudi Arabia

ERIC Educational Resources Information Center

Alfaifi, Mousa S.

2016-01-01

This study aimed to determine the level of self-directed learning readiness (SDLR) among undergraduate students at Saudi Electronic University in Saudi Arabia. Also, investigated were potential relationships between the level of self-directed learning readiness and selected demographic variables such as gender and specific college within the…
The Organization of Future Translators' Self-Directed Learning at US Universities

ERIC Educational Resources Information Center

Nakonechna, Alyona

2017-01-01

The 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…
Web Interface Design Principles for Adults' Self-Directed Learning

ERIC Educational Resources Information Center

Firat, Mehmet; Sakar, A. Nurhan; Kabakci Yurdakul, Isil

2016-01-01

One of the most important features which e-learning tools and environments must possess within the scope of lifelong learning is self-directed learning, which can be considered as a form of self-learning. The aim of this study was to determine, based on the views and recommendations of experts, interface design principles for the development of…
Designing On-Demand Education for Simultaneous Development of Domain-Specific and Self-Directed Learning Skills

ERIC Educational Resources Information Center

Taminiau, E. M. C.; Kester, L.; Corbalan, G.; Spector, J. M.; Kirschner, P. A.; Van Merriënboer, J. J. G.

2015-01-01

On-demand education enables individual learners to choose their learning pathways according to their own learning needs. They must use self-directed learning (SDL) skills involving self-assessment and task selection to determine appropriate pathways for learning. Learners who lack these skills must develop them because SDL skills are prerequisite…
Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement.

PubMed

Abd-El-Fattah, Sabry M

2010-11-01

In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.
Conditions Enhancing Self-Directed Learning in the Workplace. A Report to the Participants.

ERIC Educational Resources Information Center

1992

The appreciative inquiry process was used to identify conditions enhancing self-directed learning. Participants in the project did the following: (1) used the five-step process to identify factors/conditions/forces that seemed to cause self-directed learning to occur; (2) created a matrix by combining the factors/conditions/forces with six…

A stimulus-control account of regulated drug intake in rats.

PubMed

Panlilio, Leigh V; Thorndike, Eric B; Schindler, Charles W

2008-02-01

Patterns of drug self-administration are often highly regular, with a consistent pause after each self-injection. This pausing might occur because the animal has learned that additional injections are not reinforcing once the drug effect has reached a certain level, possibly due to the reinforcement system reaching full capacity. Thus, interoceptive effects of the drug might function as a discriminative stimulus, signaling when additional drug will be reinforcing and when it will not. This hypothetical stimulus control aspect of drug self-administration was emulated using a schedule of food reinforcement. Rats' nose-poke responses produced food only when a cue light was present. No drug was administered at any time. However, the state of the light stimulus was determined by calculating what the whole-body drug level would have been if each response in the session had produced a drug injection. The light was only presented while this virtual drug level was below a specific threshold. A range of doses of cocaine and remifentanil were emulated using parameters based on previous self-administration experiments. Response patterns were highly regular, dose-dependent, and remarkably similar to actual drug self-administration. This similarity suggests that the emulation schedule may provide a reasonable model of the contingencies inherent in drug reinforcement. Thus, these results support a stimulus control account of regulated drug intake in which rats learn to discriminate when the level of drug effect has fallen to a point where another self-injection will be reinforcing.
Learning to Parent Again: An Investigation of the Role of Adult Education in the Phenomenon of Grandparents Raising Grandchildren

ERIC Educational Resources Information Center

Stover, Deborah Annette

2013-01-01

This study examined the readiness for self-direct learning of parenting grandmothers. The researcher investigated whether parental self-efficacy beliefs and addiction beliefs were significantly correlated to parenting grandmothers' readiness for self-directed learning as measured by the Oddi Continuing Learning Instrument. Parental…
Self- directed learning barriers in a virtual environment: a qualitative study

PubMed Central

KOHAN, NOUSHIN; SOLTANI ARABSHAHI, KAMRAN; MOJTAHEDZADEH, RITA; ABBASZADEH, ABBAS; RAKHSHANI, TAYEBEH; EMAMI, AMIRHOUSEIN

2017-01-01

Introduction: There is a growing trend in online education courses in higher education institutes. Previous studies have shown that high levels of self-direction are essential for successful online learning. The present study aims to investigate challenges of and barriers to self-directed virtual-learning among postgraduate students of medical sciences. Method: 23 postgraduate virtual students of medical sciences in Iran, collected through maximum variation purposive sampling and semi-structured interviews, served as the sample of this study. The collected data were analyzed using the inductive content analysis method. Results: Three themes and six sub-themes were identified as barriers to self-directed learning in virtual education, including cognitive barriers (information overload and lack of focus on learning or mind wondering), communication barriers (inadequate coping skills and inadequate writing skills) and educational environment barriers (heavy workload and role ambiguity). Conclusion: By the importance of self-direction in online education, the present study results can be used by virtual education planners in the review and design of courses, so as to adequately equip students, obviate barriers to self-directed virtual education, and ultimately train highly self-directed learners in online medical education. PMID:28761885
Motivational responses to natural and drug rewards in rats with neonatal ventral hippocampal lesions: an animal model of dual diagnosis schizophrenia.

PubMed

Chambers, R Andrew; Self, David W

2002-12-01

The high prevalence of substance use disorders in schizophrenia relative to the general population and other psychiatric diagnoses could result from developmental neuropathology in hippocampal and cortical structures that underlie schizophrenia. In this study, we tested the effects of neonatal ventral hippocampal lesions on instrumental behavior reinforced by sucrose pellets and intravenous cocaine injections. Lesioned rats acquired sucrose self-administration faster than sham-lesioned rats, but rates of extinction were not altered. Lesioned rats also responded at higher rates during acquisition of cocaine self-administration, and tended to acquire self-administration faster. Higher response rates reflected perseveration of responding during the post-injection "time-out" periods, and a greater incidence of binge-like cocaine intake, which persisted even after cocaine self-administration stabilized. In contrast to sucrose, extinction from cocaine self-administration was prolonged in lesioned rats, and reinstatement of cocaine seeking induced by cocaine priming increased compared with shams. These results suggest that neonatal ventral hippocampal lesions facilitate instrumental learning for both natural and drug rewards, and reduce inhibitory control over cocaine taking while promoting cocaine seeking and relapse after withdrawal. The findings are discussed in terms of possible developmental or direct effects of the lesions, and both positive reinforcement (substance use vulnerability as a primary disease symptom) and negative reinforcement (self-medication) theories of substance use comorbidity in schizophrenia.
Investigating the Link between Self Directed Learning Readiness and Project-Based Learning Outcomes: The Case of International Masters Students in an Engineering Management Course

ERIC Educational Resources Information Center

Stewart, Rodney A.

2007-01-01

Modern learning approaches increasingly have fewer structured learning activities and more self-directed learning tasks guided through consultation with academics. Such tasks are predominately project-/problem-based where the student is required to follow a freely guided road map to self discovery while simultaneously achieving desired learning…
The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting.

PubMed

Sajadi, Mahboobeh; Fayazi, Neda; Fournier, Andrew; Abedi, Ahmad Reza

2017-01-01

Background: The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction of nursing students. Methods: A total of 59 nursing students participated in this experimental study. They were divided into six 10-member groups. To control the communications among the groups, the first 3 groups were trained using conventional learning methods and the second 3 groups using learning contract method. In the first session, a pretest was performed based on educational objectives. At the end of the training, the students in each group completed the questionnaires of self-directed learning and satisfaction. The results of descriptive and inferential statistical methods (dependent and independent t tests) were presented using SPSS. Results: There were no significant differences between the 2 groups in gender, grade point average of previous years, and interest toward nursing. However, the results revealed a significant difference between the 2 groups in the total score of self-directed learning (p= 0.019). Although the mean satisfaction score was higher in the intervention group, the difference was not statistically significant. Conclusion: This study suggested that the use of learning contract method in clinical settings enhances self-directed learning among nursing students. Because this model focuses on individual differences, the researcher highly recommends the application of this new method to educators.
The effect of web quest and team-based learning on students' self-regulation.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

2016-04-01

In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. The results of the Mann-Whitney U test showed that the participants' self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students' final scores) were higher in the WebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.
Self-directed learning readiness and learning styles among Saudi undergraduate nursing students.

PubMed

El-Gilany, Abdel-Hady; Abusaad, Fawzia El Sayed

2013-09-01

Self-directed learning has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development. On the other hand, the Kolb's learning style could identify student's preference for perceiving and processing information. This study was performed to determine Saudi nursing students' readiness for self-directed learning; to identify their learning styles and to find out the relation between these two concepts. Cross-sectional descriptive study. Nursing department of faculty of Applied Medical Sciences, Al-Jouf University, Saudi Arabia. Two hundred and seventy-five undergraduate Saudi nursing students. Data was collected using self-administered questionnaires covering the demographic features of students, Fisher's self-directed learning readiness (SDLR) scale, and the Kolb's learning styles inventory. The mean scores of self-management, desire for learning, self-control and the overall SDLR were 51.3 ± 5.9, 48.4 ± 5.5, 59.9 ± 6.7, and 159.6 ± 13.8; respectively. About 77% (211) of students have high level of SDLR. The percentages of converger, diverger, assimilator and accommodator learning styles are 35.6%, 25.8%, 25.55% and 13.1%; respectively. The mean score of self-management, desire for learning, self-control and overall SDLR scale did not vary with any of the studied variables. There is no association between the level of SDLR and the learning styles. The high level of SDLR and the dominant converger learning style among undergraduate nursing students will have a positive implication for their education and post-employment continuing nursing education. Copyright © 2012 Elsevier Ltd. All rights reserved.
Neurogenesis enhancer RO 25-6981 facilitates repeated spatial learning in adult rats.

PubMed

Soloviova, O A; Proshin, A T; Storozheva, Z I; Sherstnev, V V

2012-09-01

The effects of Ro 25-6981 (selective NMDA receptor blocker) in a dose stimulating neurogenesis on repeated learning, reversal learning, and memory reconsolidation were studied in adult rats in Morris water maze. Ro 25-6981 facilitated repeated learning 13 days after injection, but did not influence reversal learning. The blocker injected directly before reminder did not disturb repeated learning and reversal learning in Morris water maze. These effects of Ro 25-6981 on the dynamics of repeated learning seemed to be due to its effects on neurogenesis processes in adult brain.
Relationship between Health Literacy and Self-Directed Learning Readiness of Older Adults

ERIC Educational Resources Information Center

Dennis, Robin Justice

2017-01-01

The primary purpose of this study was to determine if the health literacy level of older adults, age 65 and older, and the self-directed learning readiness score were correlated. After data cleaning, the number of cases was below the recommended rule of thumb. Deletion of cases indicated by the analyst of the self-directed learning readiness score…
Personal Learning Environments: A Solution for Self-Directed Learners

ERIC Educational Resources Information Center

Haworth, Ryan

2016-01-01

In this paper I discuss "personal learning environments" and their diverse benefits, uses, and implications for life-long learning. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation…
e-Portfolios Enhancing Students' Self-Directed Learning: A Systematic Review of Influencing Factors

ERIC Educational Resources Information Center

Beckers, Jorrick; Dolmans, Diana; Van Merriënboer, Jeroen

2016-01-01

e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet…
Relationship between Student's Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students

ERIC Educational Resources Information Center

Saeid, Nasim; Eslaminejad, Tahere

2017-01-01

Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between…
Deconstructing the effect of self-directed study on episodic memory

PubMed Central

Markant, Douglas; DuBrow, Sarah; Davachi, Lila; Gureckis, Todd M.

2014-01-01

Self-directed learning is often associated with better long-term memory retention, however, the mechanisms that underlie this advantage remain poorly understood. This series of experiments was designed to “deconstruct” the notion of self-directed learning in order to better identify the factors most responsible for these improvements to memory. In particular, we isolate the memory advantage that comes from controlling the content of study episodes from the advantage that comes from controlling the timing of those episodes. Across four experiments, self-directed learning significantly enhanced recognition memory relative to passive observation. However, the advantage for self-directed learning was found to be present even under extremely minimal conditions of volitional control (simply pressing a button when ready to advance to the next item). Our results suggest that improvements to memory following self-directed encoding may be related to the ability to coordinate stimulus presentation with the learner’s current preparatory or attentional state, and highlight the need to consider the range of cognitive control processes involved in and influenced by self-directed study. PMID:24941938
An Assessment of the Army Officer Education System From an Adult Learning Perspective

DTIC Science & Technology

2005-05-26

learning 2 Brockett, Ralph, and Roger Hiemstra. "Bridging the Theory -Practice Gap in Self-Directed... Learning ." In Self-Directed Learning : From Theory to Practice, edited by S. Brookfield. New Directions for Continuing Education No. 25. (San...offers conclusions and recommendations about the Army Officer Education System based on analysis from adult learning theory . Statement of the
Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

PubMed

Choi, Eunyoung; Lindquist, Ruth; Song, Yeoungsuk

2014-01-01

Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, p<.001); problem-solving was positively associated with self-directed learning (r=.75, p<.001). Learning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.
Preparing Learners for e-Learning.

ERIC Educational Resources Information Center

Piskurich, George M., Ed.

This book presents methods business organizations and educational institutions can use to prepare their learners to become successful e-learners. "Preparing e-Learners for Self- Directed Learning" (Long) discusses self-direction as a prerequisite to e-learning and gives a list of ways to help enhance learners' self-directedness.…
Transforming Initial Entry Training to Produce the Objective Force Soldier

DTIC Science & Technology

2003-04-23

and memory as function of age Learning how to learn Andragogy Self-directed learning Socialization Social participation Associationalism Conversation...San Francisco: Jossey-Bass, Number 89, Spring 2001. Merriam, Sharan B. “ Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory,” in New
The effect of web quest and team-based learning on students’ self-regulation

PubMed Central

BADIYEPEYMAIE JAHROMI, ZOHREH; MOSALANEJAD, LEILI; REZAEE, RITA

2016-01-01

Introduction In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Method This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS) and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. Results The results of the Mann–Whitney U test showed that the participants’ self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students’ final scores) were higher in the WebQuest approach than in team-based learning. Conclusion By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required. PMID:27104202
Serious but Fun, Self-Directed yet Social: Blogging as a Form of Lifelong Learning

ERIC Educational Resources Information Center

Harju, Vilhelmiina; Pehkonen, Leila; Niemi, Hannele

2016-01-01

The article explores the role of digital media in supporting lifelong learning. In particular, it focuses on bloggers who write their blogs voluntarily in their own free time. The aim is to examine how lifelong learning--viewed as self-directed, nonformal learning and active participation that evolves from a desire for self-actualization--occurs…

Analysis of self-directed mastery learning of honors physics

NASA Astrophysics Data System (ADS)

Athens, Wendy

Self-directed learning (SDL) is an important life skill in a knowledge-based society and prepares students to persist, manage their time and resources, use logic to construct their knowledge, argue their views, and collaborate. The purpose of this study was to facilitate mastery of physics concepts through self-directedness in formative testing with feedback, a choice of learning activities, and multiple forms of support. This study was conducted within two sections of honors physics at a private high school (N=24). Students' learning activity choices, time investments, and perceptions (assessed through a post survey) were tracked and analyzed. SDL readiness was linked to success in mastering physics concepts. The three research questions pursued in this study were: What SDL activities did honors physics students choose in their self-directed mastery learning environment? How many students achieved concept mastery and how did they spend their time? Did successful and unsuccessful students perceive the self-directed mastery learning environment differently? Only seven of 24 students were successful in passing the similar concept-based unit tests within four tries, and these seven students were separated into a "successful" group and the other 17 into an "unsuccessful" group. Differences between the two groups were analyzed. A profile of a self-directed secondary honors physics student emerged. A successful self-directed student invested more time learning from activities rather than simply completing them, focused on learning concepts more than rote operations, intentionally selected activities to fill in gaps of knowledge and practice concepts, actively constructed knowledge into a cognitive framework, engaged in academic discourse with instructor and peers as they made repeated attempts to master content and pass the test given constructive feedback, used a wide variety of learning resources, and managed their workload to meet deadlines. This capstone study found that parallel instruction in content and SDL skills could be important for improving learning outcomes and better equipping secondary honors physics students for college and life in general. Mastery learning principles coupled with modeling in self-direction appear mutually reinforcing and, when more explicitly approached, should yield dual benefits in concept mastery as well as self-efficacy.
The Influence of Job Characteristics and Self-Directed Learning Orientation on Workplace Learning

ERIC Educational Resources Information Center

Raemdonck, Isabel; Gijbels, David; van Groen, Willemijn

2014-01-01

Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self-directed learning orientation on workplace learning. A total…
Development of Competency-Based Web Learning Material and Effect Evaluation of Self-Directed Learning Aptitudes on Learning Achievements

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2006-01-01

This study aims to develop and evaluate competency-based web learning material (CBWLM) for the college practicum Microprocessor Laboratory. After using the CBWLM for 8 weeks, this study investigates CBWL's learning effects and self-directed learning aptitudes (SDLAs) as well as exploring the influence of SDLA on learning effects based on the…
Withdrawal from Cocaine Self-Administration Produces Long-Lasting Deficits in Orbitofrontal-Dependent Reversal Learning in Rats

ERIC Educational Resources Information Center

Calu, Donna J.; Stalnaker, Thomas A.; Franz, Theresa M.; Singh, Teghpal; Shaham, Yavin; Schoenbaum, Geoffrey

2007-01-01

Drug addicts make poor decisions. These decision-making deficits have been modeled in addicts and laboratory animals using reversal-learning tasks. However, persistent reversal-learning impairments have been shown in rats and monkeys only after noncontingent cocaine injections. Current thinking holds that to represent the human condition…
Self-Directed Lifelong Learning in Hybrid Learning Configurations

ERIC Educational Resources Information Center

Cremers, Petra H. M.; Wals, Arjen E. J.; Wesselink, Renate; Nieveen, Nienke; Mulder, Martin

2014-01-01

Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a…
Transformation for Adults in an Internet-Based Learning Environment--Is It Necessary to Be Self-Directed?

ERIC Educational Resources Information Center

Chu, Regina Juchun; Chu, Anita Zichun; Weng, Cathy; Tsai, Chin-Chung; Lin, Chia-chun

2012-01-01

This research explores the relationships between self-directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet-based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet-based learning was administered to adults enrolled in classes in community…
The effects of neurologic assessment E-learning in nurses.

PubMed

Shin, Ji Yeon; Issenberg, S Barry; Roh, Young Sook

2017-10-01

A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. This study used a non-equivalent control group pretest-posttest design. Nurses working in the neurology and neurosurgery wards, Republic of Korea PARTICIPANTS: A convenience sample of 50 nurses was assigned to either the experimental group (n=24) or the control group (n=26). The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. There were no significant differences in knowledge (U=270, p=0.399) and self-confidence (U=241.5, p=0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U=199, p=0.028). Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.
Self-Directed Learning: A Tool for Lifelong Learning

ERIC Educational Resources Information Center

Boyer, Stefanie L.; Edmondson, Diane R.; Artis, Andrew B.; Fleming, David

2014-01-01

A meta-analytic review of self-directed learning (SDL) research over 30 years, five countries, and across multiple academic disciplines is used to explore its relationships with five key nomologically related constructs for effective workplace learning. The meta-analysis revealed positive relationships between SDL and internal locus of control,…
Self-Direction in On-Line Language Learning

ERIC Educational Resources Information Center

Rappel, L.

2017-01-01

This paper presents design based research on the role of self-direction in online learning by exploring elements of both individual and collective engagement as significant aspects of learning. By making the claim that online instruction draws on autonomous and social aspects of learning, this paper examines how online teaching environments are…
Two Decades of Literature on Self-Directed Learning: A Content Analysis.

ERIC Educational Resources Information Center

Brockett, Ralph G.; Stockdale, Susan L.; Fogerson, Dewey L.; Cox, Barry F.; Canipe, James B.; Chuprina, Larissa A.; Donaghy, Robert C.; Chadwell, Nancy E.

Using a quantitative content analysis approach, a study examined the literature on self direction, or self-directed learning (SDL), that appeared in 14 mainstream adult education journals between 1980-98. The procedure involved classifying, entering, and tallying information on each article through use of an Internet-based program. Results…
Investing in Teachers to Invest in Themselves

ERIC Educational Resources Information Center

Cummings, Greg

2011-01-01

This article examines the characteristics of self-directed learning as they apply to the Award in Mentoring (AIM), a school-based professional development program with teachers as adult learners. A short introduction to self-directed learning is presented followed by a look at the design of AIM and how AIM addresses some self-directed learning…
Influence of Adult Goal-Setting Instruction on Students' Responsibility toward Self-Directed Competencies

ERIC Educational Resources Information Center

Apa Browne, Lynn Geri

2014-01-01

Elementary grade students in a mid-Atlantic state school district have not been meeting academic standards on state assessments. Research indicates that academic achievement is connected to self-directed readiness to learn; however, often the instruction in strategies for student self-directed readiness to learn remains teacher-centered. The…
Computerized Dental Injection Fear Treatment

PubMed Central

Heaton, L.J.; Leroux, B.G.; Ruff, P.A.; Coldwell, S.E.

2013-01-01

One in four adults reports a clinically significant fear of dental injections, leading many to avoid dental care. While systematic desensitization is the most common therapeutic method for treating specific phobias such as fear of dental injections, lack of access to trained therapists, as well as dentists’ lack of training and time in providing such a therapy, means that most fearful individuals are not able to receive the therapy needed to be able to receive necessary dental treatment. Computer Assisted Relaxation Learning (CARL) is a self-paced computerized treatment based on systematic desensitization for dental injection fear. This multicenter, block-randomized, dentist-blind, parallel-group study conducted in 8 sites in the United States compared CARL with an informational pamphlet in reducing fear of dental injections. Participants completing CARL reported significantly greater reduction in self-reported general and injection-specific dental anxiety measures compared with control individuals (p < .001). Twice as many CARL participants (35.3%) as controls (17.6%) opted to receive a dental injection after the intervention, although this was not statistically significant. CARL, therefore, led to significant changes in self-reported fear in study participants, but no significant differences in the proportion of participants having a dental injection (ClinicalTrials.gov, NCT00609648). PMID:23690352
Promoting Self-Directed Learning in a Learning Organization: Tools and Practices

ERIC Educational Resources Information Center

Rana, Sowath; Ardichvili, Alexandre; Polesello, Daiane

2016-01-01

Purpose: The purpose of this paper is to examine a set of practices that can help promote self-directed learning (SDL) in congruence with the goals of developing and maintaining a learning organization. Design/methodology/approach Findings from this study were derived from an extensive review of the SDL and the learning organization literature, as…
The Relationships between Problem Design and Learning Process in Problem-Based Learning Environments: Two Cases

ERIC Educational Resources Information Center

Hung, Woei; Mehl, Katherine; Holen, Jodi Bergland

2013-01-01

Some researchers have argued that the design of problems used in a Problem-based Learning (PBL) course or curriculum could have an impact on student learning cognitively or psychologically, such as students' self-directed learning process or engagement. To investigate the relationship between PBL problem design and students' self-directed learning…
Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

PubMed

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.
Iranian Clinical Nurses’ Activities for Self-Directed Learning: A Qualitative Study

PubMed Central

Ghiyasvandian, Shahrzad; Malekian, Morteza; Cheraghi, Mohammad Ali

2016-01-01

Background: Clinical nurses need lifelong learning skills for responding to the rapid changes of clinical settings. One of the best strategies for lifelong learning is self-directed learning. The aim of this study was to explore Iranian clinical nurses’ activities for self-directed learning. Methods: In this qualitative study, 23 semi-structured personal interviews were conducted with nineteen clinical nurses working in all four hospitals affiliated to Isfahan Social Security Organization, Isfahan, Iran. Study data were analyzed by using the content analysis approach. The study was conducted from June 2013 to October 2014. Findings: Study participants’ activities for self-directed learning fell into two main categories of striving for knowledge acquisition and striving for skill development. The main theme of the study was ‘Revising personal performance based on intellectual-experiential activities’. Conclusions: Study findings suggest that Iranian clinical nurses continually revise their personal performance by performing self-directed intellectual and experiential activities to acquire expertise. The process of acquiring expertise is a linear process which includes two key steps of knowledge acquisition and knowledge development. In order to acquire and advance their knowledge, nurses perform mental learning activities such as sensory perception, self-evaluation, and suspended judgment step-by-step. Moreover, they develop their skills through doing activities like apprenticeship, masterly performance, and self-regulation. The absolute prerequisite to expertise acquisition is that a nurse needs to follow these two steps in a sequential manner. PMID:26652072
[Self-directed learning and academic background of 2010 to 2014 cohorts of medical students].

PubMed

Pérez-Villalobos, Cristhian E; Fasce-Henry, Eduardo A; Ortega-Bastidas, Javiera A; Ortiz-Moreira, Liliana E; Bastías-Vega, Nancy; Bustamante-Durán, Carolina E; Ibáñez-Gracia, Pilar; Márquez-Urrizola, Carolina G; Delgado-Rivera, Macarena; Glaría-López, Rocío

2017-07-01

The widespread growth of higher education is increasing the heterogeneity of university students in terms of socioeconomic characteristics, academic story and cultural background. Medical schools are not an exception of this phenomenon. To compare the academic background and self-directed learning behavior of students who entered to a public medial school between 2010 and 2014. A non-probabilistic sample of 527 medical students aged between 17 and 29 years (60% men), was studied. Their academic information was collected from the University data base; they answered the Self-directed learning readiness scale of Fisher. Students from the 2014 cohort had higher high school grades than their counterparts. The scores in mathematics of the Scholarship Aptitude Test (SAT) were higher in the cohorts of 2010 and 2011. Those of the sciences test were superior in the 2013 cohort. The 2014 cohort had the lower general score of self-directed learning behaviors. The lower SAT and self-directed learning scores of the students entering medical school in 2014, indicate the progressive increase in the heterogeneity of Medical students.
Self-directed exploration provides a Ncs1-dependent learning bonus

PubMed Central

Mun, Ho-Suk; Saab, Bechara J.; Ng, Enoch; McGirr, Alexander; Lipina, Tatiana V.; Gondo, Yoichi; Georgiou, John; Roder, John C.

2015-01-01

Understanding the mechanisms of memory formation is fundamental to establishing optimal educational practices and restoring cognitive function in brain disease. Here, we show for the first time in a non-primate species, that spatial learning receives a special bonus from self-directed exploration. In contrast, when exploration is escape-oriented, or when the full repertoire of exploratory behaviors is reduced, no learning bonus occurs. These findings permitted the first molecular and cellular examinations into the coupling of exploration to learning. We found elevated expression of neuronal calcium sensor 1 (Ncs1) and dopamine type-2 receptors upon self-directed exploration, in concert with increased neuronal activity in the hippocampal dentate gyrus and area CA3, as well as the nucleus accumbens. We probed further into the learning bonus by developing a point mutant mouse (Ncs1P144S/P144S) harboring a destabilized NCS-1 protein, and found this line lacked the equivalent self-directed exploration learning bonus. Acute knock-down of Ncs1 in the hippocampus also decoupled exploration from efficient learning. These results are potentially relevant for augmenting learning and memory in health and disease, and provide the basis for further molecular and circuit analyses in this direction. PMID:26639399
The Influence of Adult Learners' Self-Directed Learning Readiness and Network Literacy on Online Learning Effectiveness: A Study of Civil Servants in Taiwan

ERIC Educational Resources Information Center

Lai, Horng-Ji

2011-01-01

This study examined the effect of civil servants' Self-Directed Learning Readiness (SDLR) and network literacy on their online learning effectiveness in a web-based training program. Participants were 283 civil servants enrolled in an asynchronous online learning program through an e-learning portal provided by the Regional Civil Service…

Learning to Swim Using Video Modelling and Video Feedback within a Self-Management Program

ERIC Educational Resources Information Center

Lao, So-An; Furlonger, Brett E.; Moore, Dennis W.; Busacca, Margherita

2016-01-01

Although many adults who cannot swim are primarily interested in learning by direct coaching there are options that have a focus on self-directed learning. As an alternative a self-management program combined with video modelling, video feedback and high quality and affordable video technology was used to assess its effectiveness to assisting an…
Founders' Continuing Roles in Schools Supporting Self-Directed Learning

ERIC Educational Resources Information Center

Nash, Carol

2014-01-01

What should be the continuing role of founders in schools supporting self-directed learning? To answer this, the founders' views of two North American schools for self-directed learners will be compared. One school is exam-focused and private; the other is, test-free and public. The founders of both schools have comparable beliefs regarding the…
Students' Perceptions of Self-Directed Learning and Collaborative Learning with and without Technology

ERIC Educational Resources Information Center

Lee, K.; Tsai, P.-S.; Chai, C. S.; Koh, J. H. L.

2014-01-01

This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study…
Self-Directed Learning to Develop Autonomy in an Online ESP Community

ERIC Educational Resources Information Center

Yang, Yu-Fen

2016-01-01

Low foreign language achievers in vocational education often have a lack of learning strategies, a tendency to feel frustrated, and unwillingness to be involved. In order to develop vocational college students' autonomy, this study integrated on-site workshops with an online learning community by means of self-directed learning English for…
Self-Directed Learning in Adulthood: A Literature Review.

ERIC Educational Resources Information Center

Owen, T. Ross

Self-directed learning (SDL) is among the most productive areas of research in adult education. Malcolm S. Knowles is credited with a comprehensive synthesis of adult teaching and adult learning principles. Andragogy, the art and science of helping adults learn, lies at the heart of Knowles' work. Lucy M. Guglielmino theorized regarding the…
Personal Adult Learning Lab (Pall). Implications for Practice.

ERIC Educational Resources Information Center

Klippel, Judith A.; And Others

The Personal Adult Learning Lab was establsiehd at the Georgia Center for Continuing Education (GCCE) at the University of Georgia to serve self-directed adult learners and conduct research on self-directed learning. The lab allows adult learners to design, conduct, and evaluate their personal learning experiences while proceeding at their own…
Possible Science Selves: Informal Learning and the Career Interest Development Process

ERIC Educational Resources Information Center

Mills, Leila A.

2014-01-01

This research examines the relationship between career related self-concept and dimensions of informal learning of science. The overlapping dimensions of career interest development and informal learning suggest that self-directed informal learning of science can advance individual self-concept for "possible scientific self." Possible…
Evaluating the Effects of Competency-Based Web Learning on Self-Directed Learning Aptitudes

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2007-01-01

The main aim of the study is to evaluate the impact of the competency-based web learning material (CBWLM) on the self-directed learning aptitude (SDLA) of college students. Specifically, it seeks to investigate, statistically, the changes in SDLAs at different stages of competency-based web learning (CBWL) over an eight-week period. The sample of…
iSELF: The Development of an Internet-Tool for Self-Evaluation and Learner Feedback

ERIC Educational Resources Information Center

Theunissen, Nicolet; Stubbé, Hester

2014-01-01

This paper describes the theoretical basis and development of the iSELF: an Internet-tool for Self-Evaluation and Learner Feedback to stimulate self-directed learning in ubiquitous learning environments. In ubiquitous learning, learners follow their own trails of interest, scaffolded by coaches, peers and tools for thinking and learning.…
Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.

PubMed

Trautwein, Ulrich; Lüdtke, Oliver; Köller, Olaf; Baumert, Jürgen

2006-02-01

The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between self-esteem, academic self-concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment. Copyright 2006 APA, all rights reserved.
Medical Students' and Tutors' Experiences of Directed and Self-Directed Learning Programs in Evidence-Based Medicine: A Qualitative Evaluation Accompanying a Randomized Controlled Trial

ERIC Educational Resources Information Center

Bradley, Peter; Oterholt, Christina; Nordheim, Lena; Bjorndal, Arild

2005-01-01

This qualitative study aims to interpret the results of a randomized controlled trial comparing two educational programs (directed learning and self-directed learning) in evidence-based medicine (EBM) for medical students at the University of Oslo from 2002 to 2003. There is currently very little comparative educational research in this field. In…
Teaching methotrexate self-injection with a web-based video maintains patient care while reducing healthcare resources: a pilot study.

PubMed

Katz, Steven J; Leung, Sylvia

2015-01-01

The aim of the study was to compare standard nurse-led methotrexate self-injection patient education to a web-based methotrexate self-injection education video in conjunction with standard teaching on patient self-confidence for self-injection, as well as patient satisfaction, patient knowledge and teaching time. Consecutive rheumatology patients seen for methotrexate self-injection education were enrolled. Prior to education, patient self-confidence for self-injection, age, gender and education were recorded. Patients were randomized 1:1 to standard teaching or the intervention: a 12-min methotrexate self-injection education video followed by further in-person nurse education. Patients recorded their post-education confidence for self-injection, satisfaction with the teaching process and answered four specific questions testing knowledge on methotrexate self-injection. The time spent providing direct education to the patient was recorded. Twenty-nine patients participated in this study: 15 had standard (C) teaching and 14 were in the intervention group (I). Average age, gender and education level were similar in both groups. Both groups were satisfied with the quality of teaching. There was no difference in pre-confidence (C = 5.5/10 vs. I = 4.7/10, p = 0.44) or post-confidence (C = 8.8, I = 8.8, p = 0.93) between the groups. There was a trend toward improved patient knowledge in the video group versus the standard group (C = 4.7/6, I = 5.5/6, p = 0.15). Nurse teaching time was less in the video group (C = 60 min, I = 44 min, p = 0.012), with men requiring longer education time than women across all groups. An education video may be a good supplement to standard in-person nurse teaching for methotrexate self-injection. It equals the standard teaching practise with regard to patient satisfaction, confidence and knowledge while decreasing teaching time by 25 %.
The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education

ERIC Educational Resources Information Center

Akgunduz, Devrim; Akinoglu, Orhan

2016-01-01

The main purpose of this study is to investigate the effect of blended learning and social media supported learning on the students' attitude and self-directed learning skills in Science Education. This research took place with the 7th grade 74 students attending to a primary school in Kadikoy, Istanbul and carried out "Our Body Systems"…
Self-Directed Learning with Feedback

ERIC Educational Resources Information Center

Choi, Youngeun; Anderson, William

2016-01-01

This article describes a weekly writing assignment named SelFeed (Self-Directed Learning with Feedback), in which students are asked to identify their own questions relevant to the lecture content and provide logical answers.
An Investigation of Big Five and Narrow Personality Traits in Relation to Learner Self-Direction in Undergraduate Students

ERIC Educational Resources Information Center

Kirwan, Jeral

2014-01-01

Self-direction in learning is a major topic in the field of adult learning. There has been extensive coverage of the topic by theorists, researchers, and practitioners. However, there have been few studies which look at learner self-direction specifically as a personality trait. The present study addresses the relationship between learner…
Chronic Nicotine Exposure Initiated in Adolescence and Unpaired to Behavioral Context Fails to Enhance Sweetened Ethanol Seeking

PubMed Central

Madayag, Aric C.; Czarnecki, Kyle S.; Wangler, Lynde M.; Robinson, Donita L.

2017-01-01

Nicotine use in adolescence is pervasive in the United States and, according to the Gateway Hypothesis, may lead to progression towards other addictive substances. Given the prevalence of nicotine and ethanol comorbidity, it is difficult to ascertain if nicotine is a gateway drug for ethanol. Our study investigated the relationship between adolescent exposure to nicotine and whether this exposure alters subsequent alcohol seeking behavior. We hypothesized that rats exposed to nicotine beginning in adolescence would exhibit greater alcohol seeking behavior than non-exposed siblings. To test our hypothesis, beginning at P28, female rats were initially exposed to once daily nicotine (0.4 mg/kg, SC) or saline for 5 days. Following these five initial injections, animals were trained to nose-poke for sucrose reinforcement (10%, w/v), gradually increasing to sweetened ethanol (10% sucrose; 10% ethanol, w/v) on an FR5 reinforcement schedule. Nicotine injections were administered after the behavioral sessions to minimize acute effects of nicotine on operant self-administration. We measured the effects of nicotine exposure on the following aspects of ethanol seeking: self-administration, naltrexone (NTX)-induced decreases, habit-directed behavior, motivation, extinction and reinstatement. Nicotine exposure did not alter self-administration or the effectiveness of NTX to reduce alcohol seeking. Nicotine exposure blocked habit-directed ethanol seeking. Finally, nicotine did not alter extinction learning or cue-induced reinstatement to sweetened ethanol seeking. Our findings suggest that nicotine exposure outside the behavioral context does not escalate ethanol seeking. Further, the Gateway Hypothesis likely applies to scenarios in which nicotine is either self-administered or physiologically active during the behavioral session. PMID:28860980
Fostering Learner Autonomy: Power and Reciprocity in the Relationship between Language Learner and Language Learning Adviser

ERIC Educational Resources Information Center

Ciekanski, Maud

2007-01-01

Developments in lifelong learning and learner autonomy have given fresh impetus to the debate about learning without formal teaching. This paper concerns the educational relationship between learner and adviser in self-directed schemes. Two French self-directed language learning set-ups were observed, one situated at university level (Systeme…
The mediating role of metacognition in the relationship between executive function and self-regulated learning.

PubMed

Follmer, D Jake; Sperling, Rayne A

2016-12-01

Researchers have demonstrated significant relations among executive function, metacognition, and self-regulated learning. However, prior research emphasized the use of indirect measures of executive function and did not evaluate how specific executive functions are related to participants' self-regulated learning. The primary goals of the current study were to examine and test the relations among executive function, metacognition, and self-regulated learning as well as to examine how self-regulated learning is informed by executive function. The sample comprised 117 undergraduate students attending a large, Mid-Atlantic research university in the United States. Participants were individually administered direct and indirect measures of executive function, metacognition, and self-regulated learning. A mediation model specifying the relations among the regulatory constructs was proposed. In multiple linear regression analyses, executive function predicted metacognition and self-regulated learning. Direct measures of inhibition and shifting accounted for a significant amount of the variance in metacognition and self-regulated learning beyond an indirect measure of executive functioning. Separate mediation analyses indicated that metacognition mediated the relationship between executive functioning and self-regulated learning as well as between specific executive functions and self-regulated learning. The findings of this study are supported by previous research documenting the relations between executive function and self-regulated learning, and extend prior research by examining the manner in which executive function and self-regulated learning are linked. The findings provide initial support for executive functions as key processes, mediated by metacognition, that predict self-regulated learning. Implications for the contribution of executive functions to self-regulated learning are discussed. © 2016 The British Psychological Society.
Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis

PubMed Central

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

Purpose This study examined the relationships between the different aspects of students’ course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Methods Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Results Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale “quality of teaching” directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students’ peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students’ examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. Conclusion The results of this study will have important implications for designing blended learning courses in medical schools. PMID:25610011
Self-Access Language Learning for Malaysian University Students

ERIC Educational Resources Information Center

Tse, Andrew Yau Hau

2012-01-01

Just a few Malaysian universities offer self-access language learning activities to students. The objective of this study is to investigate if self-access learning can promote self-directed or autonomous learning in a public Malaysian technical university. Data collection is by means of interviewing the Director, lecturers, and students in a…

Self-Service and E-Education: The Relationship to Self-Directed Learning

NASA Astrophysics Data System (ADS)

Wells, Marilyn A.; Brook, Phillip W. J.

Self-service via the Internet is becoming a common method of selling goods or services as customers have access to retailers’ websites whenever the “need” takes them. Higher education institutions are increasingly offering e-education which means that traditional teaching methods need modifying. Traditional teaching often consists of presenting and expanding upon material found in a prescribed text and delivering this content in lecture, seminar or workshop mode. Studies have confirmed that students learn more effectively when they can discuss the material with others and treat learning as a collaborative process. This chapter reports a case study, where students were required to decide on their level of involvement, discuss and propose the criteria for assessment evaluation, share ideas, concepts and understanding amongst themselves: in effect, self-directed learning. The learning environment used computer-mediated tools, such as discussion forums and chat rooms, and the case study assesses both the expectations of the teaching staff and the experiences of the students, and relates the outcomes to self-directed learning in a self-service environment.
Self-seeding ring optical parametric oscillator

DOEpatents

Smith, Arlee V [Albuquerque, NM; Armstrong, Darrell J [Albuquerque, NM

2005-12-27

An optical parametric oscillator apparatus utilizing self-seeding with an external nanosecond-duration pump source to generate a seed pulse resulting in increased conversion efficiency. An optical parametric oscillator with a ring configuration are combined with a pump that injection seeds the optical parametric oscillator with a nanosecond duration, mJ pulse in the reverse direction as the main pulse. A retroreflecting means outside the cavity injects the seed pulse back into the cavity in the direction of the main pulse to seed the main pulse, resulting in higher conversion efficiency.
Lifelong learning in obstetrics and gynaecology: how theory can influence clinical practice.

PubMed

Mukhopadhyay, S; Smith, S; Cresswell, J

2011-08-01

Lifelong learning refers to the systematic acquisition, renewal, updating and completion of knowledge. It is synonymous with the term 'self-directed learning'. This is a new educational strategy meant to consolidate knowledge in a fashion that is reproducible for a lifetime with successful application to both known and unknown clinical exercises. The development of lifelong learning is based on the principles of andragogy (autonomy and independence in one's learning activities), reflection and learning from experience. This paper deals with the development of these theories culminating in the advent of self-directed learning. Evidence to support experiential, reflective and self-directed learning is provided, including the use of rating scales. An example from obstetrics is used to highlight the application of these principles. There are barriers to adopting a new educational paradigm, however, lifelong learning remains an excellent tool for continuous professional development.
[Drug dependence test on a cerebral insufficiency improver, aniracetam].

PubMed

Kuwahara, A; Kubota, A; Hakkei, M; Nakamura, K

1987-01-01

Aniracetam, 1-p-anisoyl-2-pyrrolidinone, is known to be a nootropic or cognitive activator. Aniracetam protects against memory and learning deficits without causing effects on motor function and the autonomic nervous system. A drug dependence study on aniracetam utilizing the intragastric route of administration was performed in male cynomolgus monkeys. The behavioral observation test after acute administration revealed that aniracetam at the dose of 25-400 mg/kg did not change the gross behavior. In the self-administration initiation test, animals were exposed to two or three unit doses of aniracetam and references for a total available period of 7 weeks. Aniracetam at the dose of 25, 50 and 75 mg/kg/injection did not initiate self-administration in the respective group of 4, 4 and 2 animals. In the study with d-methamphetamine hydrochloride at the dose of 0.1 mg/kg/injection, 1 out of 4 animals started to consistently self-administer the drug. Self-administration of cocaine hydrochloride at the dose of 10 mg/kg/injection was confirmed in 3 out of 5 animals, and these 3 animals died from overdosing later. In the physical dependence direct induction test, animals received aniracetam (50 mg/kg) and sodium pentobarbital (25 mg/kg: the dose inducing intermediate CNS depression) intragastrically twice a day for 31 consecutive days. Abrupt withdrawal of aniracetam did not elicit abstinent signs (including changes in appetite and body weight) in all 6 animals, whereas withdrawal of pentobarbital produced typical abstinent behavioral signs and decreases in appetite and body weight. In conclusion, aniracetam was confirmed to develop neither physical dependence nor psychic dependence in cynomolgus monkeys.
Instruments evaluating the self-directed learning abilities among nursing students and nurses: a systematic review of psychometric properties.

PubMed

Cadorin, Lucia; Bressan, Valentina; Palese, Alvisa

2017-11-25

Modern healthcare institutions are continuously changing, and Self-Directed Learning (SDL) abilities are considered a prerequisite for both nursing students and nurses in order to be proactive about these demanding challenges. To date, no systematic reviews of existing instruments aimed at detecting and critically evaluating SDL abilities have been published. Therefore, the aims of this review are: 1) identify the instruments for assessment of SDL abilities among nursing students and nurses; 2) critically evaluate the methodological studies quality; and 3) compare the psychometric properties of the available instruments. A psychometric-systematic-review was performed. CDSR, CINAHL, ERIC, MEDLINE, PROSPERO, SCOPUS databases were searched without restrictions in time and setting. All primary studies involving nursing students or nurses, written in English and aimed at validating SDL assessment tools, were included. Studies retrieved were evaluated according to the COnsensus-based-Standards for the selection of health Measurement-INstruments (COSMIN) panel. Study inclusion, data extraction and quality assessment were performed by researchers independently. Eleven studies were included and four tools based on Knowles's theory have emerged: 1) the Self-Directed Learning Readiness Scale; 2) the Self-Directed Learning Readiness Scale for Nursing Education; 3) the Self-Rating Scale of Self-Directed Learning, and 4) the Self-Directed Learning Instrument. A few psychometric properties have been considered in each study, from two to four out of the ten required. The quality of the methodologies used was in general, from fair to poor with the exception of one instrument (the Self-Directed-Learning-Instrument). The psychometric proprieties that emerged across the tools were good in general: the Cronbach α was from 0.73 to 0.91; structural validities have also reported good indexes both in the explorative and in the confirmative factor analyses. On the basis of the findings, the Self-Directed-Learning-Instrument can be recommended for the assessment of SDL abilities among nursing students and nurses, given the excellent methodology quality adopted in estimating the psychometric properties. However, rigorous study designs aimed at estimating psychometric properties of tools in wide samples of nursing students and nurses across different stages of professional life, from undergraduate education to professional maturity, in different cultural, educational, and work settings, are strongly recommended.
Continuing medical education-driven skills acquisition and impact on improved patient outcomes in family practice setting.

PubMed

Bellamy, N; Goldstein, L D; Tekanoff, R A

2000-01-01

An abundance of educational theory, design, and delivery of continuing medical education (CME) learning interventions, including their impact on learners, are described in the health and social sciences literature. However, establishing a direct correlation between the acquisition of new skills by learners and patient outcomes as a result of a planned CME learning intervention has been difficult to demonstrate. The learning intervention described here tested the impact of an injection skills-acquisition program for family physicians treating osteoarthritis of the knee by measuring patient outcomes using the pain and function subscales of the Western Ontario and McMaster (WOMAC) 3.0 osteoarthritis index, a standardized and fully validated patient-centered outcome measurement. It was hypothesized that patients of family physicians who participated in this skills-acquisition CME program would benefit from treatment administered by their physician during the time between injection skills acquisition to 6 weeks post-injection. Inclusion of a validated health status measure administered pre- and post-injection in addition to more traditional faculty and participant program evaluations was deemed necessary to test this hypothesis. Rheumatology, orthopedic surgery, and family medicine specialists from across Canada were invited to contribute to the planning, curriculum elaboration, and delivery of the viscosupplement injector preceptorship (VIP) program. Thirty-nine orthopedic and rheumatology specialists agreed to serve as expert faculty and participated in training 474 Canadian family and general practitioners over 8 months. The learning intervention involved a review of pertinent literature by a local preceptor and a summary of recommendations of the planning committee, followed by demonstration of injector skills and then supervised practice with patients, who received hylan G-F 20 (Synvisc, Ridgefield, NJ) usually in the offices of the family physicians. The pain and function subscales of the WOMAC 3.0 questionnaire were self-administered to each patient in their physician's office, prior to receiving their joint injection and again at or near 6-weeks post-injection. Data were analyzed in the Department of Epidemiology and Biostatistics at The University of Western Ontario, London, ON. Clinically important statistically significant improvements in pain and physical function were noted in patients who received viscosupplementation treatment from family physicians who had recently acquired the necessary injection skills. Approximately three-quarters of the patients experienced a reduction in pain and an improvement in physical function of at least 20%. These results suggest a positive relationship between acquisition of a new skill by learners and improved patient outcomes as a result of this planned CME learning intervention.
Cocaine self-administration under variable-dose schedules in squirrel monkeys.

PubMed

Panlilio, Leigh V; Thorndike, Eric B; Schindler, Charles W

2006-06-01

Squirrel monkeys self-administered cocaine under a variable-dose schedule, with the dose varied from injection to injection. As in earlier studies with rats, post-injection pauses varied as a monotonic function of dose, allowing a cocaine dose-effect curve to be obtained during each session. These curves were shifted by pretreatment with dopamine antagonists, demonstrating that this procedure may provide an efficient means of evaluating treatments that affect drug self-administration. However, drug intake eventually became "dysregulated" after extensive training (100-300 sessions), with relatively short pauses following all doses. Dose-sensitivity was restored by adding a 60-s timeout period after each injection, suggesting that dysregulation occurred because the monkeys developed a tendency to self-administer another injection before the previous injection had been adequately distributed. Finally, when the response requirement under the variable-dose schedule was increased from 1 to 10, both the post-injection pause and the rate of responding following the pause ("run rates") were found to vary with dose. The dose-dependency of run rates suggests that post-injection pauses reflect not only motivational factors, such as satiety, but also the direct effects of cocaine on leverpressing.
Determining a Difference in Self-Directed Learning Readiness Using the Survey of Adult Learning Traits

ERIC Educational Resources Information Center

Ezell, Diana

2013-01-01

The purpose of this study was to measure the self-directed learning of educators and explore the differences between and among the variables of age, level of education, position, school district ratings, levels of poverty and affluence, and gender. The Survey of Adult Learning Traits (SALT) authored by Hogg was used as the instrument to measure…
Paid Educational Leave and Self-Directed Learning: Implications for Legislation on the Learning Leave Scheme in South Korea

ERIC Educational Resources Information Center

Oh, Jeong Rok; Park, Cho Hyun; Jo, Sung Jun

2016-01-01

Purpose: The purposes of this study are to explore paid educational leave (PEL), self-directed learning (SDL) and the relationship between them; and to identify the implications for legislation on the learning leave scheme in South Korea. Design/Methodology/Approach: The research method of the study is a literature review. Articles were identified…
Understanding self-assessment as an informed process: residents' use of external information for self-assessment of performance in simulated resuscitations.

PubMed

Plant, Jennifer L; Corden, Mark; Mourad, Michelle; O'Brien, Bridget C; van Schaik, Sandrijn M

2013-05-01

Self-directed learning requires self-assessment of learning needs and performance, a complex process that requires collecting and interpreting data from various sources. Learners' approaches to self-assessment likely vary depending on the learner and the context. The aim of this study was to gain insight into how learners process external information and apply their interpretation of this information to their self-assessment and learning during a structured educational activity. The study combined quantitative performance data with qualitative interview data. Pediatric residents led video-recorded simulated resuscitations and rated their crisis resource management skills on a validated 6-item instrument. Three independent observers rated the videos using the same instrument. During semi-structured interviews, each resident reviewed the video, rerated performance, discussed the self-assessment process, and interpreted feedback and observer scores. Transcripts were analyzed for themes. Sixteen residents participated. Residents' self-assessed scores ranged widely but usually fell within two points of the observers. They almost universally lowered their scores when self-assessing after the video review. Five major themes emerged from qualitative analysis of their interviews: (1) residents found self-assessment important and useful in certain contexts and conditions; (2) residents varied in their self-directed learning behaviors after the simulated resuscitation; (3) quantitative observer assessment had limited usefulness; (4) video review was difficult but useful; and (5) residents focused on their weaknesses and felt a need for constructive feedback to enhance learning. The residents in our study almost uniformly embraced the importance of self-assessment for all medical professionals. Even though video review had a negative impact on their self-assessment scores and was perceived as painful, residents saw this as the most useful aspect of the study exercises residents. They were less accepting of the quantitative assessment by observers. Residents explained their tendency to focus on weaknesses as a way to create an incentive for learning, demonstrating that self-assessment is closely linked to self-directed learning. How learners can use video review and external assessment most effectively to guide their self-directed learning deserves further study.
Self-Directed Workplace Literacy Distance Learning for Developmental Disabilities Workers. Final Report.

ERIC Educational Resources Information Center

Denny, Verna Haskins

The Self-Directed Workplace Literacy Distance Learning Project demonstrated a model workplace literacy program that helped direct care workers in state-operated developmental disabilities facilities improve their literacy skills for a changing workplace. During the project, 268 New York State Office of Mental Retardation and Developmental…
On the Performance of Self-Directed Learning within the French Continuing Vocational Training System.

ERIC Educational Resources Information Center

Dif, M'Hamed

Continuing vocational training (CVT) was officially introduced and codified in France in 1971 to promote individuals' employability, career development, and job flexibility. Self-directed learning was initially considered among the most important instruments for its implementation in addition to employer-directed CVT. Despite increased and…
Point of care information services: a platform for self-directed continuing medical education for front line decision makers

PubMed Central

Moja, Lorenzo; Kwag, Koren Hyogene

2015-01-01

The structure and aim of continuing medical education (CME) is shifting from the passive transmission of knowledge to a competency-based model focused on professional development. Self-directed learning is emerging as the foremost educational method for advancing competency-based CME. In a field marked by the constant expansion of knowledge, self-directed learning allows physicians to tailor their learning strategy to meet the information needs of practice. Point of care information services are innovative tools that provide health professionals with digested evidence at the front line to guide decision making. By mobilising self-directing learning to meet the information needs of clinicians at the bedside, point of care information services represent a promising platform for competency-based CME. Several points, however, must be considered to enhance the accessibility and development of these tools to improve competency-based CME and the quality of care. PMID:25655251
An Exploratory Study of Self-Directed Science Concept Learning by Students with Moderate Intellectual Disabilities

ERIC Educational Resources Information Center

Jimenez, Bree A.; Browder, Diane M.; Courtade, Ginevra R.

2009-01-01

This investigation focused on the effects of a treatment package including multiple exemplar training, time delay, and a self-directed learning prompt (KWHL chart) on students' ability to complete an inquiry lesson independently and generalize to untrained materials. Three middle school students with moderate intellectual disabilities learned to…
Competencies Acquisition through Self-Directed Learning among Malaysian Managers

ERIC Educational Resources Information Center

Hashim, Junaidah

2008-01-01

Purpose: The purpose of this paper is to examine how Malaysian managers acquire job competencies through self-directed learning activities at their workplace. Specifically it aims to investigate what types of job competencies are required for the managers, how they learn to acquire those competencies, and whether the managers have the…
Development and Initial Validation of the Self-Directed Learning Inventory with Korean College Students

ERIC Educational Resources Information Center

Suh, Han Na; Wang, Kenneth T.; Arterberry, Brooke J.

2015-01-01

This article describes the development and psychometric evaluation of the Self-Directed Learning Inventory (SDLI) tailored to Korean college students, based on study evidences of differences in learning behavior across culture and educational level. With a sample of 605 female college students in Korea, exploratory factor analysis (EFA) results…
An Examination of Self-Directed Learning Readiness in Executive-Level Fire Officers

ERIC Educational Resources Information Center

Knight, Steven G.

2012-01-01

The purpose of this study was to examine the self-directed learning readiness in executive fire officers in relation to the independent variables of personality type, educational attainment, and professional designation. This research utilized a quantitative design. This study utilized the Myers-Briggs Type Indicator (MBTI) and the Self-Directed…
Masters of adaptation: learning in late life adjustments.

PubMed

Roberson, Donald N

2005-01-01

The purpose of this research is to understand the relationship between human development in older adults and personal learning. Personal or self-directed learning (SDL) refers to a style of learning where the individual directs, controls, and evaluates what is learned. It may occur with formal classes, but most often takes place in non-formal situations. This study employed a descriptive qualitative design incorporating in-depth, semistructured interviews for data collection. The sample of 10 purposefully selected older adults from a rural area reflected diversity in gender, race, education, and employment. Data analysis was guided by the constant comparative method. The primary late life adjustments of these older adults were in response to having extra time, changes in family, and social and physical loss. This research also indicated that late life adjustments are a primary incentive for self-directed learning. The results of this study indicated that older adults become masters of adaptation through the use of self-directed learning activities.
Let's Tweet in Chinese! Exploring How Learners of Chinese as a Foreign Language Self-Direct Their Use of Microblogging to Learn Chinese

ERIC Educational Resources Information Center

Hsiao, Ya Ping; Broeder, Peter

2014-01-01

Twitter is becoming increasingly popular as a medium for language learning. This study explores self-directed learning via social interactions that use Twitter as an interactive learning environment. The participants in this study were thirty university students of Chinese as a foreign language at levels 1 and 2 of the "Hanyu Shuiping…
Self-Directed Learning with Web-Based Sites: How Well Do Students' Perceptions and Thinking Match with Their Teachers?

ERIC Educational Resources Information Center

Ng, Wan

2008-01-01

With research consistently showing that students can be motivated to learn with ICT, this case study sought to investigate Year 7 students' learning about simple machines in an ICT-enhanced environment where they could self-direct their own learning with minimal intervention from the teacher. The study is focused on how well do students and…

Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

ERIC Educational Resources Information Center

Gijbels, David; Raemdonck, Isabel; Vervecken, Dries

2010-01-01

Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the work-related learning behaviour of workers. The present study was conducted in a centre for part-time vocational education…
Training Language Teachers to Sustain Self-Directed Language Learning: An Exploration of Advisers' Experiences on a Web-Based Open Virtual Learning Environment

ERIC Educational Resources Information Center

Bailly, Sophie; Ciekanski, Maud; Guély-Costa, Eglantine

2013-01-01

This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we…
Case-Based Learning in Endocrine Physiology: An Approach toward Self-Directed Learning and the Development of Soft Skills in Medical Students

ERIC Educational Resources Information Center

Gade, Shubhada; Chari, Suresh

2013-01-01

The Medical Council of India, in the recent "Vision 2015" document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A…
Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills.

PubMed

Roh, Young Sook; Kim, Sang Suk

2015-07-01

Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, P<.001), problem solving (F=6.91, P=.001), and self-directed learning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning.
Evaluation of a web-based family medicine case library for self-directed learning in a third-year clerkship.

PubMed

Morrow, Jay B; Sepdham, Dan; Snell, Laura; Lindeman, Carolyn; Dobbie, Alison

2010-01-01

Web-based cases are well accepted by medical students and enable faculty to deliver equivalent educational experiences to all students. A 2009 literature search revealed no study investigating student use patterns of Web-based case libraries for self-directed learning. We investigated third-year students' use of a Web-based case program for self-directed learning in a family medicine clerkship. We analyzed Design A Case usage patterns of 210 medical students during academic year 2008--2009. We compared board score differences between these students and those from the previous 5 years who did not use Design A Case. We analyzed data from a 13-item survey, administered to a subgroup of 85 students, about the strengths, weaknesses, and acceptability of the program. Students completed, on average, four cases, which was beyond the requirement of three. They reported that the content was highly relevant to cases they saw in clinic. Almost 75% preferred the self-directed Web-based learning over didactics, and most (64%) felt they learned more electronically. Use of the cases was associated with equivalent Board scores versus didactic lectures. In our setting, self-directed learning using a Web-based case program was highly acceptable to students. Web-based cases may provide an option for family medicine educators who wish to deliver equivalent educational experiences across sites.
A Comparison Between Teacher-Directed Instruction and Student Self-Directed Study in Physical Science for Undergraduate Elementary Education Majors.

ERIC Educational Resources Information Center

Magnus, Douglas Leslie

This research was conducted to compare the learning which occurred in a preservice elementary education course using two teaching-learning methods (teacher-directed instruction and student self-directed study). Areas investigated were: (1) knowledge of physical science content, (2) development and application of the processes of science, (3)…
Enhancing Learners' Self-Directed Use of Technology for Language Learning: The Effectiveness of an Online Training Platform

ERIC Educational Resources Information Center

Lai, Chun; Shum, Mark; Tian, Yan

2016-01-01

Enhancing self-directed use of technology for language learning is essential for maximizing the potential of technology for language learning. Understanding how to construct learner training to promote this critical competency is of great significance. This study examined the effectiveness of an online training platform aimed at enhancing the…
Lifestyle and Learning Habits of Croatian College Students: Self-Directed Learners

ERIC Educational Resources Information Center

Roberson, Donald N., Jr.

2012-01-01

The purpose of this study was to understand more about the activities and learning habits of Croatian College students through the lens of self-directed learning. This research took place in the National Library of Zagreb University over a two year period. Researchers would ask available students for their opinion on a questionnaire; approximately…
Student Perspectives of Self-Directed Language Learning: Implications for Teaching and Research

ERIC Educational Resources Information Center

Du, Fengning

2013-01-01

This article presents findings from a qualitative study examining students' perspectives of engaging in an autonomous learning project at a community college. Through the conceptual prism of self-directed learning, this study describes how students view the benefits of SDL as well as the roles of teachers. It also touches on factors contributing…
Facilitating Self-Directed Learning (SDL) and Satisfaction with SDL among Pre-University Students

ERIC Educational Resources Information Center

Yeoh, Miranda P.; Cazan, Ana-Maria; Ierardi, Enzo; Jacic, Ljubomir A.

2017-01-01

The aim of the study was to evaluate our practice of self-directed learning (SDL) among pre-university students in Malaysia. Respondents provided data on their previous school learning experiences besides present SDL experiences in college. We carried out exploratory factor analysis based on the school data. We did a confirmatory factor analysis…
Diffusion of an e-Portfolio to Assist in the Self-Directed Learning of Physicians: An Exploratory Study

ERIC Educational Resources Information Center

Goliath, Cheryl Lynn

2009-01-01

Professional societies in the field of medicine have recommended that the traditional model for lifelong medical learning, which had previously focused on attendance at weeklong didactic continuing medical education (CME) courses, should be replaced by individualized study. Self-directed and practice-linked learning are well accepted in principle,…
Workplace Factors Which Enhance Self-Directed Learning. A Report of a Project on Self-Directed Learning in the Workplace.

ERIC Educational Resources Information Center

Baskett, H. K. Morris

A study to explore organizational conditions that facilitate workplace learning involved 35 resource development consultants in Calgary, Alberta, Canada and line staff from 22 organizations in a 9-hour participatory research workshop using Appreciative Inquiry--a technology emphasizing the positive or "life-giving" forces which…
Scaffolding Advice on Task Selection: A Safe Path toward Self-Directed Learning in On-Demand Education

ERIC Educational Resources Information Center

Kicken, Wendy; Brand-Gruwel, Saskia; van Merrienboer, Jeroen J. G.

2008-01-01

An intuitively appealing approach to increasing the flexibility of vocational education and training is to delegate choices on instruction, such as the selection of learning tasks, to students. However, empirical evidence shows that students often do not have sufficiently developed self-directed learning skills to select suitable tasks. This…
A Correlational Study of Self-Directed Learning Readiness and Learning Activity Preference for Continuing Medical Education among Family Physicians

ERIC Educational Resources Information Center

Barrett, Theresa J.

2014-01-01

This quantitative, nonexperimental, correlational study sought to determine whether a relationship exists between family physicians' levels of self-directed learning readiness (SDLR) and their preferences for continuing medical education (CME) activities. The study also sought to determine whether years in clinical practice or size of clinical…
Faculty Teaching Development: Using the Multidimensional Matrix of Teaching Development to Guide Teaching Improvement Activities

ERIC Educational Resources Information Center

Murphy, Cheryl A.; Jensen, Thomas D.

2016-01-01

Higher education faculty learn how to teach through courses, seminars, or workshops during and after their doctoral program. Perhaps the more prevalent way faculty learn to teach is through observational and self-directed learning. In order to assist with self-directed teaching improvements we developed the Multidimensional Matrix of Teaching…
Medical student use of digital learning resources.

PubMed

Scott, Karen; Morris, Anne; Marais, Ben

2018-02-01

University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
The Impact of Curriculum Developed in Line with Authentic Learning on the Teacher Candidates' Success, Attitude and Self-Directed Learning Skills

ERIC Educational Resources Information Center

Hursen, Cigdem

2016-01-01

The purpose of this study is to determine the impact of the curriculum developed in line with authentic learning on the teacher candidates' success, attitudes towards courses and self-directed learning skills. The study, that is quantitative in nature, is carried out with 64 teacher candidates studying at Near East University and taking the course…
Validation of an instrument to measure tutor performance in promoting self-directed learning by using confirmatory factor analysis.

PubMed

Amador Fierros, Genoveva; Montesinos-López, Osval Antonio; Alcaráz Moreno, Noemí

2016-04-01

This work sought to validate and propose an instrument to measure the performance of tutors in promoting self-directed learning in students involved in processes of problem-based learning. Confirmatory factor analysis (CFA) was applied to validate the instrument composed of 60 items and six factors (self-assessment of learning gaps within the United Nations specific context: self-assessment, reflexion, critical thinking, administration of information, group skills), using a sample of 207 students from a total of 279, which comprise the student population of the Faculty of Nursing at Universidad de Colima in Mexico. (2007). The CFA results demonstrated that the instrument is acceptable to measure performance of tutors in promoting self-directed learning, given that all the indicators, variances, covariances, and thresholds are statistically significant. The instrument permits obtaining students' opinions on how much professors contribute for them to develop each of the 60 skills described in the scale. Lastly, the results could report if professors are placing more emphasis in some areas than in other areas they should address during the problem-based learning (PBL) process, or if definitely their actions are removed from the premises of PBL, information that will be useful for school management in decision making on the direction of teaching as a whole.
External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study.

PubMed

Hammarlund, Catharina Sjödahl; Nilsson, Maria H; Gummesson, Christina

2015-01-01

Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students' learning processes and their adaptation to self-directed learning online. Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students' self-reflections, written during a five week self-directed, problem-oriented online course. Two categories emerged: 'the influence of the structured framework' and 'communication and interaction with teachers and peers.' The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.
Intra-accumbal blockade of endocannabinoid CB1 receptors impairs learning but not retention of conditioned relief.

PubMed

Bergado Acosta, Jorge R; Schneider, Miriam; Fendt, Markus

2017-10-01

Humans and animals are able to associate an environmental cue with the feeling of relief from an aversive event, a phenomenon called relief learning. Relief from an aversive event is rewarding and a relief-associated cue later induces an attenuation of the startle magnitude or approach behavior. Previous studies demonstrated that the nucleus accumbens is essential for relief learning. Here, we asked whether accumbal cannabinoid type 1 (CB1) receptors are involved in relief learning. In rats, we injected the CB1 receptor antagonist/inverse agonist SR141716A (rimonabant) directly into the nucleus accumbens at different time points during a relief learning experiment. SR141716A injections immediately before the conditioning inhibited relief learning. However, SR141716A injected immediately before the retention test was not effective when conditioning was without treatment. These findings indicate that accumbal CB1 receptors play an important role in the plasticity processes underlying relief learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

ERIC Educational Resources Information Center

Yurdugül, Halil; Menzi Çetin, Nihal

2015-01-01

Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…
Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

ERIC Educational Resources Information Center

McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

2012-01-01

This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…
Dynamic Training Elements in a Circuit Theory Course to Implement a Self-Directed Learning Process

ERIC Educational Resources Information Center

Krouk, B. I.; Zhuravleva, O. B.

2009-01-01

This paper reports on the implementation of a self-directed learning process in a circuit theory course, incorporating dynamic training elements which were designed on the basis of a cybernetic model of cognitive process management. These elements are centrally linked in a dynamic learning frame, created on the monitor screen, which displays the…
Preclinical Students' Predispositions towards Social Forms of Instruction and Self-Directed Learning: A Challenge for the Development of Autonomous and Collaborative Learners

ERIC Educational Resources Information Center

Raidal, S. L.; Volet, S. E.

2009-01-01

Self-directed and social forms of learning are fundamentally different from traditional didactic educational settings from which students are selected for veterinary, medical and other professional degree courses. It is therefore expected that a mismatch may emerge between students' conceptions of effective learning and expectations inherent to…
A Tale of Two Experiences: Teacher Learning in Self-Directed Teams and Other-Designed Professional Development

ERIC Educational Resources Information Center

Simpson, David

2017-01-01

The main purpose of this research study was to fill gaps in existing research on the comparative forms and qualities of learning that emerge from formal professional development and from more self-directed teacher teams. This research study also described the extent to which both align to recommendations for professional learning and the extent…
Understanding Self-Directed Learning in the Context of Mobile Web 2.0--Case Study with Workplace Learners

ERIC Educational Resources Information Center

Gu, Jia

2016-01-01

This paper presents the findings from a multiple-case study which has investigated the impact of mobile Web 2.0 technologies on self-directed learning (SDL) of workplace learners by exploring participants' learning experiences with a mobile App. Drawing on existing literatures, we examined learners' SDL personal attributes and process in the…
Digital Technology Use by the Students and English Teachers and Self-Directed Language Learning

ERIC Educational Resources Information Center

Sert, Nehir; Boynuegri, Ebru

2017-01-01

The digital era is a new challenge for teachers. While children get acquainted with the digital technology before the age of six, teachers, who have encountered with the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use technology particularly…
Leadership and Learning: Facilitating Self-Directed Learning in Enterprises

ERIC Educational Resources Information Center

Smith, Peter J.; Sadler-Smith, Eugene; Robertson, Ian; Wakefield, Lyn

2007-01-01

Purpose: The purpose of this research is to show that a key aspect of learning and development of individual employees is that of self-directedness. This paper will consider the role of the leader in facilitating workforce development in terms of employees' self-directedness for learning. The research was designed to investigate the views that…
Computer Attitude and eLearning Self-Efficacy of Undergraduate Students: Validating Potential Acceptance and Use of Online Learning Systems in Ghana

ERIC Educational Resources Information Center

Larbi-Apau, Josephine; Oti-Boadi, Mabel; Tetteh, Albert

2018-01-01

Both computer attitude and eLearning self-efficacy are critical complementary factors in determining confidence levels and behavioral belief systems, and can directly affect students' actions, performances and achievements. This study applied a multidimensional construct in validating computer attitude and eLearning self-efficacy of Psychology…
A Thematic Analysis of the Self-Directed Learning Experiences of 13 Breast Cancer Patients

ERIC Educational Resources Information Center

Rager, Kathleen

2004-01-01

Although self-directed learning is a common response for many of the 183000 American women who are diagnosed with breast cancer each year, very little is known about the nature of the experience for them. Four themes emerged from interviews with 13 breast cancer patients describing their self-education efforts in regard to their disease. A…
Student Technology Use in a Self-Access Center

ERIC Educational Resources Information Center

Castellano, Joachim; Mynard, Jo; Rubesch, Troy

2011-01-01

Technology has played an increasingly vital role in self-access learning over the past twenty years or so, yet little research has been conducted into learners' actual use of the technology both for self-directed learning and as part of everyday life. This paper describes an ongoing action research project at a self-access learning center (SALC)…
Self-Directed Adult Learning: A Critical Paradigm Revisited.

ERIC Educational Resources Information Center

Caffarella, Rosemary S.; O'Donnell, Judith M.

1987-01-01

Seeks to analyze and categorize both data-based and conceptual articles on self-directed learning. Covers (1) verification studies, (2) nature of the method, (3) nature of the learner, (4) nature of the philosophical position, and (5) policy. Suggests future research topics. (Author/CH)
Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum - results of a mixed methods trial.

PubMed

Peine, Arne; Kabino, Klaus; Spreckelsen, Cord

2016-06-03

Modernised medical curricula in Germany (so called "reformed study programs") rely increasingly on alternative self-instructed learning forms such as e-learning and curriculum-guided self-study. However, there is a lack of evidence that these methods can outperform conventional teaching methods such as lectures and seminars. This study was conducted in order to compare extant traditional teaching methods with new instruction forms in terms of learning effect and student satisfaction. In a randomised trial, 244 students of medicine in their third academic year were assigned to one of four study branches representing self-instructed learning forms (e-learning and curriculum-based self-study) and instructed learning forms (lectures and seminars). All groups participated in their respective learning module with standardised materials and instructions. Learning effect was measured with pre-test and post-test multiple-choice questionnaires. Student satisfaction and learning style were examined via self-assessment. Of 244 initial participants, 223 completed the respective module and were included in the study. In the pre-test, the groups showed relatively homogenous scores. All students showed notable improvements compared with the pre-test results. Participants in the non-self-instructed learning groups reached scores of 14.71 (seminar) and 14.37 (lecture), while the groups of self-instructed learners reached higher scores with 17.23 (e-learning) and 15.81 (self-study). All groups improved significantly (p < .001) in the post-test regarding their self-assessment, led by the e-learning group, whose self-assessment improved by 2.36. The study shows that students in modern study curricula learn better through modern self-instructed methods than through conventional methods. These methods should be used more, as they also show good levels of student acceptance and higher scores in personal self-assessment of knowledge.
The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: a randomized, controlled trial.

PubMed

Gagnon, Marie-Pierre; Gagnon, Johanne; Desmartis, Marie; Njoya, Merlin

2013-01-01

This study aimed to assess the effectiveness of a blended-teaching intervention using Internet-based tutorials coupled with traditional lectures in an introduction to research undergraduate nursing course. Effects of the intervention were compared with conventional, face-to-face classroom teaching on three outcomes: knowledge, satisfaction, and self-learning readiness. A two-group, randomized, controlled design was used, involving 112 participants. Descriptive statistics and analysis of covariance (ANCOVA) were performed. The teaching method was found to have no direct impact on knowledge acquisition, satisfaction, and self-learning readiness. However, motivation and teaching method had an interaction effect on knowledge acquisition by students. Among less motivated students, those in the intervention group performed better than those who received traditional training. These findings suggest that this blended-teaching method could better suit some students, depending on their degree of motivation and level of self-directed learning readiness.
Self-Directed Learning Needs, Patterns, and Outcomes among General Surgeons

ERIC Educational Resources Information Center

Gagliardi, Anna R.; Wright, Frances C.; Victor, J. Charles; Brouwers, Melissa C.; Silver, Ivan L.

2009-01-01

Introduction: To explore the relationship between self-directed learning (SDL) needs, patterns, barriers, and outcomes among nonacademic general surgeons. Methods: Participants dictated details of SDL episodes associated with cancer patient management from October 2007 to March 2008. Transcripts were coded thematically. Frequencies were calculated…
Gifted/Talented Curriculum Bulletin No. 2: Differentiating.

ERIC Educational Resources Information Center

Goldman, Nancy T.

The document provides a collection of curriculum ideas and suggestions for teaching gifted and talented students, with emphasis on self-directed learning and differentiation of the curriculum. Section I outlines steps for developinq a self-directed learning environment and includes resource materials lists and sample evaluation sheets. Among…
A Study of Self-Directed Professionals of High Attainment.

ERIC Educational Resources Information Center

Bouchard, Paul

The determinants of self-directed learning (SDL) among professionals of high attainment were examined through open-ended, semidirected interviews with a purposeful sample of eight professional men and women who have acquired identifiable, high-level professional knowledge/skills typically taught in postsecondary learning institutions without ever…
Self-Directed Learning and Prostate Cancer: A Thematic Analysis of the Experiences of Twelve Patients

ERIC Educational Resources Information Center

Rager, Kathleen B.

2006-01-01

Although self-directed learning is a common response for many of the 232,090 US men who are diagnosed with prostate cancer each year, very little is known about the nature of the experience for them. Four themes emerged from interviews with 12 prostate cancer patients describing their self-education efforts in regard to their disease. A…
The Influence of Complexity and Uncertainty on Self-Directed Team Learning

ERIC Educational Resources Information Center

Gray, David

2012-01-01

To help increase the effectiveness of self-directed teams, this paper studies the attitudes and behaviour of self-directed team members during the course of a computer simulated marketing strategy game. Self-directed teams are used widely throughout organisations yet receive little scrutiny when they undertake a task which is subject to conditions…
External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study

PubMed Central

Hammarlund, Catharina Sjödahl; Nilsson, Maria H.; Gummesson, Christina

2015-01-01

Purpose: Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students’ learning processes and their adaptation to self-directed learning online. Methods: Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students’ self-reflections, written during a five week self-directed, problem-oriented online course. Results: Two categories emerged: ‘the influence of the structured framework’ and ‘communication and interaction with teachers and peers.’ The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. Conclusion: The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy. PMID:26101401

Effects of Nursing Students' Practices Using Smartphone Videos on Fundamental Nursing Skills, Self-Efficacy, and Learning Satisfaction in South Korea

ERIC Educational Resources Information Center

Jeong, HyeSun

2017-01-01

This is a quasi-experimental study with a non-equivalent group pre-test and post-test designed to investigate the effects of learning with smartphone video recordings in fundamental nursing practice. General "intramuscular injection" practice for sophomore nursing students was given to the experimental and control groups for two weeks.…
Self-Directed Learning: Pedagogical Influences on Graduate Student Perspectives

ERIC Educational Resources Information Center

Kranzow, Jeannine; Bledsoe, T. Scott

2017-01-01

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…
Self-Directed Learning Research in the Community/Junior College: Description, Conclusions, and Recommendations.

ERIC Educational Resources Information Center

Long, Huey B.; Walsh, Stephen M.

1993-01-01

Offers an analysis of 11 dissertations focusing on self-directed learning (SDL) in community colleges, highlighting the importance of promoting SDL, the relationship between the level of SDL and other variables, verification and measurement of time spent on SDL projects, and effects of SDL. (DMM)
The Effect of SDLR and Self-efficacy in Preschool Teachers by Using WS Learning

ERIC Educational Resources Information Center

Kao, C-P.

2016-01-01

This study examined whether self-directed learning readiness (SDLR) moderates the association between Internet self-efficacy and approaches to learning by web searching (ALWS). A total of 329 valid questionnaires were used for the correlation and path analysis. The results revealed that preschool teachers' SDLR significantly moderated the…
The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of saudi nursing and medical emergency students.

PubMed

Alotaibi, Khaled N

2016-01-01

There has been some ground-breaking research on self-directed learning (SDL) in nursing education which reveals the superiority of SDL to traditional learning methods in terms of students' academic performance and the development of positive attitudes toward the learning process on the part of both students and teachers. The relationship between students' self-directed learning readiness (SDLR) and students' academic performance, and the mediating role of students' perceptions of the learning environment needs further investigation. In this study, it is proposed that students' perceptions of their learning environment could enhance their SDLR and thus boost their academic performance (in terms of their GPA). A descriptive design was used to examine the relationships between the domains of SDLR, which are self-management, desire to learn and self-control and students' perceptions of the learning environment (SPLE) and students' GPA. A survey involving 342 [Corrected] Saudi students from nursing and emergency medical services undergraduate programs in King Saud University was used for this research. The results showed that SDLR level positively influenced students' academic performance positively, and that students' perceptions of their learning environment played a significant role in determining their level of SDLR and academic performance. It is recommended that nursing and emergency medical services educators provide a supportive learning environment in terms of good teaching, clear goals and standards, appropriate assessment, appropriate workload, and emphasis on independence to encourage students to engage in the process of SDL which can, in turn, enhance their academic performance. Copyright © 2015 Elsevier Ltd. All rights reserved.
Effects of Mobile Phone-Based App Learning Compared to Computer-Based Web Learning on Nursing Students: Pilot Randomized Controlled Trial

PubMed Central

2015-01-01

Objectives This study aimed to determine the effect of mobile-based discussion versus computer-based discussion on self-directed learning readiness, academic motivation, learner-interface interaction, and flow state. Methods This randomized controlled trial was conducted at one university. Eighty-six nursing students who were able to use a computer, had home Internet access, and used a mobile phone were recruited. Participants were randomly assigned to either the mobile phone app-based discussion group (n = 45) or a computer web-based discussion group (n = 41). The effect was measured at before and after an online discussion via self-reported surveys that addressed academic motivation, self-directed learning readiness, time distortion, learner-learner interaction, learner-interface interaction, and flow state. Results The change in extrinsic motivation on identified regulation in the academic motivation (p = 0.011) as well as independence and ability to use basic study (p = 0.047) and positive orientation to the future in self-directed learning readiness (p = 0.021) from pre-intervention to post-intervention was significantly more positive in the mobile phone app-based group compared to the computer web-based discussion group. Interaction between learner and interface (p = 0.002), having clear goals (p = 0.012), and giving and receiving unambiguous feedback (p = 0.049) in flow state was significantly higher in the mobile phone app-based discussion group than it was in the computer web-based discussion group at post-test. Conclusions The mobile phone might offer more valuable learning opportunities for discussion teaching and learning methods in terms of self-directed learning readiness, academic motivation, learner-interface interaction, and the flow state of the learning process compared to the computer. PMID:25995965
Neuronal activity-regulated pentraxin expressed in medial prefrontal cortex neurons is not necessary for extinction of heroin self-administration.

PubMed

Blouin, Ashley M; Stern, Anna L; Han, Sungho; Theberge, Florence R; Wang, Chuansong; During, Matthew J; Baraban, Jay M; Reti, Irving M

2013-08-01

The medial prefrontal cortex (mPFC) plays a key role in extinction learning. Previously, we found that expression of a neuronal activity-regulated pentraxin (Narp) dominant-negative construct in the mPFC of mice blocked extinction of morphine-conditioned place preference. To further investigate the role of mPFC Narp in the extinction of drug seeking, we tested whether mPFC Narp is necessary for the extinction of heroin self-administration in rats. Specifically, we injected an adeno-associated viral vector expressing a dominant-negative form of Narp (NarpN) into the infralimbic region of the mPFC of rats and compared lever presses during extinction to those of rats injected with a control virus. In contrast to our previous study, we found that injection of NarpN did not affect extinction of heroin self-administration. Our findings suggest that mPFC Narp is necessary for extinction of opiate seeking in the Pavlovian-conditioned place preference paradigm but not in the operant paradigm of drug self-administration.
Assessing readiness for self-directed learning within a non-traditional nursing cohort.

PubMed

Phillips, Brian N; Turnbull, Beverley J; He, Flora X

2015-03-01

Increasing deregulation of the Australian tertiary system has led to changes in entry behaviours anticipated in non-traditional student cohorts. Many nursing students are returning to formal studies later in their lives seeking a career change. Accessibility and flexible study paths make external study increasingly attractive. However external studies require a level of commitment and willingness to develop self-direction and a capacity for resilience. This study sought to elicit the level of self-directed learning readiness (SDLR) among undergraduate nursing students currently enrolled at a bachelor level, and to elicit what differences existed in the levels of SDLR in relation to age, gender, academic year, and previous qualifications. An online survey questionnaire was utilised based on the Self-directed Learning Readiness Scale for Nursing Education. In contrast to earlier work, the participant profile in this study was predominantly non-traditional and captured participants from all three years of the nursing programme. Results found no significant age or gender differences. First year students demonstrated lower levels of self-directed learning readiness. However, unexpected results were demonstrated in the survey subscales in relation to previous qualifications. Participants who already held post-graduate qualifications showed lower scores for Self-Management than those who held diploma qualifications, while students who already held a bachelor's degree had the highest scores in Desire for Learning. The study findings suggest that universities should not assume that SDL capability is dependent on mature age or length of exposure to tertiary study. Copyright © 2014 Elsevier Ltd. All rights reserved.
Stages of Learning during a Self-Directed Stress Management Experience

ERIC Educational Resources Information Center

Larson, Karl L.

2015-01-01

Purpose: The purpose of the study was to document the stages of learning reflected through student journaling during a self-directed experience in stress management, and the relationship of those stages to a historical model. Methods: College students participating in a full-semester course in stress management theory were required to select a…
A Journey with Chronic Pain: Self-Directed Learning as Survival

ERIC Educational Resources Information Center

King, Kathleen P.

2014-01-01

Over the past 20 years in the USA, increased insurance control of healthcare decisions, litigation and regulations, have contributed to a dramatic shift in the doctor-patient relationship and respective responsibilities. This paper presents an autoethnographic study of the self-directed learning (SDL) strategies and patterns used by an individual…
Development of a Supported Self-Directed Learning Approach for Anatomy Education

ERIC Educational Resources Information Center

Findlater, Gordon S.; Kristmundsdottir, Fanney; Parson, Simon H.; Gillingwater, Thomas H.

2012-01-01

The ability to deliver sufficient core anatomical knowledge and understanding to medical students with limited time and resources remains a major challenge for anatomy educators. Here, we report the results of switching from a primarily didactic method of teaching to supported self-directed learning for students studying anatomy as part of…
A Phenomenological Exploration of Self-Directed Learning among Successful Minority Entrepreneurs

ERIC Educational Resources Information Center

Alexander, Nancy Hope

2013-01-01

This transcendental, phenomenological study explored the Self-directed learning (SDL) of 10 successful minority entrepreneurs. Two SDL theories serve as lenses for the study, Spear and Mocker's (1984) Organizing Circumstance and Brockett and Heimstra's (1991) Personal Responsibility Orientation model. Five themes emerged from the data:…
Chinese baccalaureate nursing students' readiness for self-directed learning.

PubMed

Yuan, Hao Bin; Williams, Beverly A; Fang, Jin Bo; Pang, Dong

2012-05-01

This descriptive cross-sectional study was conducted with 536 Chinese nursing students to explore students' readiness for self-directed learning (SDL). The Self-Directed Learning Readiness (SDLR) Scale for nursing education (Chinese translation version) was used. The value of the content validity index tested by five experts was 0.915. A measure of internal consistency (Cronbach's alpha) was 0.925 on the total scale. Students possessed readiness for SDL with a mean score of 157.72 (S.D.=15.08, 62.3% in high level, and 37.7% in low level). The attributes of Chinese students, such as a strong sense of responsibility and perseverance, due diligence and rigorous self-discipline, enable students to take the initiative and responsibility for their own learning. The existing variation in students' readiness for SDL is helpful in identifying student characteristics that might be used to modify learning activities for these students. Senior students had higher scores for SDLR than junior students. This finding likely reflects the maturational process of developing self-directedness. Promoting SDL skills is a challenging process for faculty members and students. It is helpful if nurse educators assess the learning styles and preferences of their students in order to determine the level of SDL activities to include from year to year in the curriculum. Copyright © 2011 Elsevier Ltd. All rights reserved.
Self-Controlled Amount of Practice Benefits Learning of a Motor Skill

ERIC Educational Resources Information Center

Post, Phillip G.; Fairbrother, Jeffrey T.; Barros, Joao A. C.

2011-01-01

Self-control over factors involving task-related information (e.g., feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning. Participants learned…
Readiness for self-directed learning: How bridging and traditional nursing students differs?

PubMed

Alharbi, Homood A

2018-02-01

The dean of the nursing college has an initiative to reform the BSN program in the college to minimize the use of lecturing and maximize interactive and lifelong learning. Appropriate assessment of how our students are prepared to be self-directed learners is crucial. To compare traditional and bridging students in regard to their SDLR scores in the nursing college in Saudi Arabia. This was a comparative study to compare traditional and bridging students in regard to their self-directed learning readiness scores (SDLR). The data was collected at the Nursing College, King Saud University, Riyadh, Saudi Arabia. A convenient sample of undergraduate nursing students at the sixth and eighth levels in both regular and bridging programs were recruited in this study to indicate their SDLR scores. The study used Fisher et al.'s (2001) Self-Directed Learning Readiness Scale to measure the self-directed learning readiness among undergraduate nursing students. The total mean score of SDLR was 144 out of 200, which indicated a low level of readiness for SDL. There were significant variations between the included academic levels among participants. Students in the sixth academic level scored higher in the total SDLR scores compared to eighth-level students. There were no significant variations with gender and program types in the total SDLR scores. A comprehensive plan is needed to prepare both faculty members and students to improve the SDL skills. Copyright © 2017 Elsevier Ltd. All rights reserved.
Self-Determination, Engagement, and Identity in Learning German: Some Directions in the Psychology of Language Learning Motivation

ERIC Educational Resources Information Center

Noels, Kimberly A.; Chaffee, Kathryn; Lou, Nigel Mantou; Dincer, Ali

2016-01-01

Drawing from Self-Determination Theory and diverse theories of language learning motivation, we present a framework that (1) represents a range of orientations that students may take towards learning German, and (2) explains how these orientations are connected to language learning engagement and diverse linguistic and non-linguistic outcomes. We…
PKS: An Ontology-Based Learning Construct for Lifelong Learners

ERIC Educational Resources Information Center

Manganello, Flavio; Falsetti, Carla; Spalazzi. Luca; Leo, Tommaso

2013-01-01

This paper addresses adult lifelong learners, i.e., persons interested in learning or compelled to learn during their working life but not able to, or not interested in participating in formal learning. These learners are motivated and self-aware enough to self-direct their learning, are presumed to be novices with respect to the needed knowledge…
Route Repetition and Route Reversal: Effects of Age and Encoding Method

PubMed Central

Allison, Samantha; Head, Denise

2017-01-01

Previous research indicates age-related impairments in learning routes from a start location to a target destination. There is less research on age effects on the ability to reverse a learned path. The method used to learn routes may also influence performance. This study examined how encoding methods influence the ability of younger and older adults to recreate a route in a virtual reality environment in forward and reverse directions. Younger (n=50) and older (n=50) adults learned a route by either self-navigation through the virtual environment or through studying a map. At test, participants recreated the route in the forward and reverse directions. Older adults in the map study condition had greater difficulty learning the route in the forward direction compared to younger adults. Older adults who learned the route by self-navigation were less accurate in traversing the route in the reverse compared to forward direction after a delay. In contrast, for older adults who learned via map study there were no significant differences between forward and reverse directions. Results suggest that older adults may not as readily develop and retain a sufficiently flexible representation of the environment during self-navigation to support accurate route reversal. Thus, initially learning a route from a map may be more difficult for older adults, but may ultimately be beneficial in terms of better supporting the ability to return to a start location. PMID:28504535
Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum.

PubMed

Mala-Maung; Abdullah, Azman; Abas, Zoraini W

2011-12-01

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.
Self-learning basic life support: A randomised controlled trial on learning conditions.

PubMed

Pedersen, Tina Heidi; Kasper, Nina; Roman, Hari; Egloff, Mike; Marx, David; Abegglen, Sandra; Greif, Robert

2018-05-01

To investigate whether pure self-learning without instructor support, resulted in the same BLS-competencies as facilitator-led learning, when using the same commercially available video BLS teaching kit. First-year medical students were randomised to either BLS self-learning without supervision or facilitator-led BLS-teaching. Both groups used the MiniAnne kit (Laerdal Medical, Stavanger, Norway) in the students' local language. Directly after the teaching and three months later, all participants were tested on their BLS-competencies in a simulated scenario, using the Resusci Anne SkillReporter™ (Laerdal Medical, Stavanger, Norway). The primary outcome was percentage of correct cardiac compressions three months after the teaching. Secondary outcomes were all other BLS parameters recorded by the SkillReporter and parameters from a BLS-competence rating form. 240 students were assessed at baseline and 152 students participated in the 3-month follow-up. For our primary outcome, the percentage of correct compressions, we found a median of 48% (interquartile range (IQR) 10-83) for facilitator-led learning vs. 42% (IQR 14-81) for self-learning (p = 0.770) directly after the teaching. In the 3-month follow-up, the rate of correct compressions dropped to 28% (IQR 6-59) for facilitator-led learning (p = 0.043) and did not change significantly in the self-learning group (47% (IQR 12-78), p = 0.729). Self-learning is not inferior to facilitator-led learning in the short term. Self-learning resulted in a better retention of BLS-skills three months after training compared to facilitator-led training. Copyright © 2018 Elsevier B.V. All rights reserved.

Interactive, technology-enhanced self-regulated learning tools in healthcare education: a literature review.

PubMed

Petty, Julia

2013-01-01

Learning technology is increasingly being implemented for programmes of blended learning within nurse education. With a growing emphasis on self-directed study particularly in post-basic education, there is a need for learners to be guided in their learning away from practice and limited classroom time. Technology-enabled (TE) tools which engage learners actively can play a part in this. The effectiveness and value of interactive TE learning strategies within healthcare is the focus of this paper. To identify literature that explores the effectiveness of interactive, TE tools on knowledge acquisition and learner satisfaction within healthcare with a view to evaluating their use for post-basic nurse education. A Literature Review was performed focusing on papers exploring the comparative value and perceived benefit of TE tools compared to traditional modes of learning within healthcare. The Databases identified as most suitable due to their relevance to healthcare were accessed through EBSCOhost. Primary, Boolean and advanced searches on key terms were undertaken. Inclusion and exclusion criteria were applied which resulted in a final selection of 11 studies for critique. Analysis of the literature found that knowledge acquisition in most cases was enhanced and measured learner satisfaction was generally positive for interactive, self-regulated TE tools. However, TE education may not suit all learners and this is critiqued in the light of the identified limitations. Interactive self regulation and/or testing can be a valuable learning strategy that can be incorporated into self-directed programmes of study for post-registration learners. Whilst acknowledging the learning styles not suited to such tools, the concurrent use of self-directed TE tools with those learning strategies necessitating a more social presence can work together to support enhancement of knowledge required to deliver rationale for nursing practice. Copyright © 2012 Elsevier Ltd. All rights reserved.
Innovative assessment paradigm to enhance student learning in engineering education

NASA Astrophysics Data System (ADS)

El-Maaddawy, Tamer

2017-11-01

Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering design course. Direct evidence of the impact of employing this innovation on student learning and achievement was derived by monitoring student academic performance in direct assessment tasks throughout the semester. Students' feedback demonstrated the effectiveness of this innovation to improve their understanding of course topics build their autonomy, independent judgement, and self-regulated learning skills.
Role of Self-Directed Learning in Communication Competence and Self-Efficacy.

PubMed

Song, Youngshin; Yun, Soon Young; Kim, Sun-Ae; Ahn, Eun-Kyong; Jung, Mi Sook

2015-10-01

Although effective self-directed learning (SDL) has been shown to improve clinical performance, little is known about its role between communication competence and communication self-efficacy in nursing students. This study aimed to identify whether SDL mediates the relationship between communication competence and communication self-efficacy. A cross-sectional survey was conducted with a sample of 213 nursing students taking a basic fundamentals of nursing course. A path diagram, using structural equation modeling, was used to estimate the direct and indirect effects of communication competence on communication self-efficacy, controlling for SDL as a mediator. A structural equation model confirmed direct and indirect effects of communication competence on communication self-efficacy when SDL was controlled as a mediator. An appropriate fit to the data was identified in this mediation model of SDL. For enhancing self-efficacy regarding communication skill, the specified SDL program based on the level of communication competence will yield more effective results. Copyright 2015, SLACK Incorporated.
Exploring the Combined Relationships of Student and Teacher Factors on Learning Approaches and Self-Directed Learning Readiness at a Malaysian University

ERIC Educational Resources Information Center

Kek, Megan; Huijser, Henk

2011-01-01

This article presents the findings of a study of the interrelationships between students' individual characteristics, self-efficacy beliefs, parental involvement, university and classroom learning environments; teachers' individual characteristics, teaching efficacies, university and classroom learning environments, teacher outcomes and approaches…
Self-Directed English Language Learning through Watching English Television Drama in China

ERIC Educational Resources Information Center

Wang, Danping

2012-01-01

This paper presents a case study of a group of Chinese ESL learners in China, who study English by immersing themselves regularly and rigorously in English television drama. A self-directed learning pedagogy has been developed and discussed, which seems to have signposted an effective and economic way for ESL learners to improve linguistic,…
Communication Skills for OMRDD Direct Care Workers Distance Learning Program. Video Guide.

ERIC Educational Resources Information Center

Denny, Verna Haskins

Adapted from a larger distance learning program, this video guide is designed for use by students who feel most comfortable working within the video modality. It contains self-study exercises for development of job-related reading, writing, problem-solving, and reasoning skills required of direct care workers. This independent, self-paced course…
An Investigation of the Construct Validity of the Personality Trait of Self-Directed Learning

ERIC Educational Resources Information Center

Lounsbury, John W.; Levy, Levy J.; Park, Soo-Hee; Gibson, Lucy W.; Smith, Ryan

2009-01-01

Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism,…
Self-Directed Learning Characteristics of First-Generation, First-Year College Students Participating in a Summer Bridge Program

ERIC Educational Resources Information Center

Hall, Jeffrey D.

2011-01-01

The purpose of this study was to advance understanding of self-directed learning characteristics of first-year, first-generation college students participating in a summer bridge program. Understanding the experience of these students in higher education can lead to the development of programmatic and pedagogical strategies to better meet the…
The Relationship between Self-Directed Learning Readiness and Student Retention in Nursing Education

ERIC Educational Resources Information Center

Larmon, Brandy H.

2015-01-01

Retention in higher education, especially nursing education, is a concern for nurse educators. Due to the needs of nurse graduates and practicing nurses, the characteristic of self-directed learning in students is often an educational goal of a rigorous nursing curriculum. Program retention is often impacted by such demands. This study, based upon…
Reorienting Self-Directed Learning for the Creative Digital Era

ERIC Educational Resources Information Center

Karakas, Fahri; Manisaligil, Alperen

2012-01-01

Purpose: The purpose of this paper is to identify the new role that human resource developers play in the globally connected workplace. Towards that end, this paper explores the changing landscape of self-directed learning (SDL) within the digital ecosystem based on the concept of World 2.0. Design/methodology/approach: This paper reviews and…
Designing E-Portfolio with ARCS Motivational Design Strategies to Enhance Self-Directed Learning

ERIC Educational Resources Information Center

Mohamad, Syamsul Nor Azlan; Embi, Mohamed Amin; Nordin, Norazah Mohd

2016-01-01

This paper presents the instructional design effect on motivation towards the implementation of e-Portfolio with ARCS Motivational design strategies to enhance self-directed learning. The purpose of the study was to examine the learners' motivation level after the implementation of e-Portfolio. Initially, this paper was conducted to study a total…
Edmodo Use to Develop Saudi EFL Students' Self-Directed Learning

ERIC Educational Resources Information Center

Khodary, Manal Mohamed

2017-01-01

This study aimed at exploring the effect of Edmodo use on developing Saudi English as a Foreign Language (EFL) students' Self-Directed Learning (SDL). It employed a quasi-experimental design that included a one group design. The participants (n = 45) were all fifth level students at Languages and Translation Department, Arar Faculty of Education…
Effects of Self-Perceptions on Self-Learning among Teacher Education Students

ERIC Educational Resources Information Center

Liu, Shih-Hsiung

2015-01-01

This study evaluates the multivariate hypothesized model that predicts the significance of, and relationships among, various self-perception factors for being a qualified teacher and their direct and mediated effects on self-learning activities among teacher education students. A total of 248 teacher education students enrolled at an education…
Self-Determined Learning to Motivate Struggling Learners in Reading and Writing

ERIC Educational Resources Information Center

Wehmeyer, Michael L.; Shogren, Karrie A.; Toste, Jessica R.; Mahal, Stephanie

2017-01-01

Promoting self-determined learning through student-directed learning strategies has been documented to promote more positive school-related outcomes for upper elementary grade learners with disabilities and other students who are struggling. These strategies are typically introduced in multicomponent interventions combining several…
A Quasi-Linear Behavioral Model and an Application to Self-Directed Learning

NASA Technical Reports Server (NTRS)

Ponton, Michael K.; Carr, Paul B.

1999-01-01

A model is presented that describes the relationship between one's knowledge of the world and the concomitant personal behaviors that serve as a mechanism to obtain desired outcomes. Integrated within this model are the differing roles that outcomes serve as motivators and as modifiers to one's worldview. The model is dichotomized between general and contextual applications. Because learner self-directedness (a personal characteristic) involves cognition and affection while self-directed learning (a pedagogic process) encompasses conation, behavior and introspection, the model can be dichotomized again in another direction. Presented also are the roles that cognitive motivation theories play in moving an individual through this behavioral model and the roles of wishes, self-efficacy, opportunity and self-influence.
Cerebellar inactivation impairs memory of learned prism gaze-reach calibrations.

PubMed

Norris, Scott A; Hathaway, Emily N; Taylor, Jordan A; Thach, W Thomas

2011-05-01

Three monkeys performed a visually guided reach-touch task with and without laterally displacing prisms. The prisms offset the normally aligned gaze/reach and subsequent touch. Naive monkeys showed adaptation, such that on repeated prism trials the gaze-reach angle widened and touches hit nearer the target. On the first subsequent no-prism trial the monkeys exhibited an aftereffect, such that the widened gaze-reach angle persisted and touches missed the target in the direction opposite that of initial prism-induced error. After 20-30 days of training, monkeys showed long-term learning and storage of the prism gaze-reach calibration: they switched between prism and no-prism and touched the target on the first trials without adaptation or aftereffect. Injections of lidocaine into posterolateral cerebellar cortex or muscimol or lidocaine into dentate nucleus temporarily inactivated these structures. Immediately after injections into cortex or dentate, reaches were displaced in the direction of prism-displaced gaze, but no-prism reaches were relatively unimpaired. There was little or no adaptation on the day of injection. On days after injection, there was no adaptation and both prism and no-prism reaches were horizontally, and often vertically, displaced. A single permanent lesion (kainic acid) in the lateral dentate nucleus of one monkey immediately impaired only the learned prism gaze-reach calibration and in subsequent days disrupted both learning and performance. This effect persisted for the 18 days of observation, with little or no adaptation.
Cerebellar inactivation impairs memory of learned prism gaze-reach calibrations

PubMed Central

Hathaway, Emily N.; Taylor, Jordan A.; Thach, W. Thomas

2011-01-01

Three monkeys performed a visually guided reach-touch task with and without laterally displacing prisms. The prisms offset the normally aligned gaze/reach and subsequent touch. Naive monkeys showed adaptation, such that on repeated prism trials the gaze-reach angle widened and touches hit nearer the target. On the first subsequent no-prism trial the monkeys exhibited an aftereffect, such that the widened gaze-reach angle persisted and touches missed the target in the direction opposite that of initial prism-induced error. After 20–30 days of training, monkeys showed long-term learning and storage of the prism gaze-reach calibration: they switched between prism and no-prism and touched the target on the first trials without adaptation or aftereffect. Injections of lidocaine into posterolateral cerebellar cortex or muscimol or lidocaine into dentate nucleus temporarily inactivated these structures. Immediately after injections into cortex or dentate, reaches were displaced in the direction of prism-displaced gaze, but no-prism reaches were relatively unimpaired. There was little or no adaptation on the day of injection. On days after injection, there was no adaptation and both prism and no-prism reaches were horizontally, and often vertically, displaced. A single permanent lesion (kainic acid) in the lateral dentate nucleus of one monkey immediately impaired only the learned prism gaze-reach calibration and in subsequent days disrupted both learning and performance. This effect persisted for the 18 days of observation, with little or no adaptation. PMID:21389311
Explaining variance in self-directed learning readiness of first year students in health professional programs.

PubMed

Slater, Craig E; Cusick, Anne; Louie, Jimmy C Y

2017-11-13

Self-directed learning (SDL) is expected of health science graduates; it is thus a learning outcome in many pre-certification programs. Previous research identified age, gender, discipline and prior education as associated with variations in students' self-directed learning readiness (SDLR). Studies in other fields also propose personality as influential. This study investigated relationships between SDLR and age, gender, discipline, previous education, and personality traits. The Self-Directed Learning Readiness Scale and the 50-item 'big five' personality trait inventory were administered to 584 first-year undergraduate students (n = 312 female) enrolled in a first-session undergraduate interprofessional health sciences subject. Students were from health promotion, health services management, therapeutic recreation, sports and exercise science, occupational therapy, physiotherapy, and podiatry. Four hundred and seven responses (n = 230 females) were complete. SDLR was significantly higher in females and students in occupational therapy and physiotherapy. SDLR increased with age and higher levels of previous education. It was also significantly associated with 'big five' personality trait scores. Regression analysis revealed 52.9% of variance was accounted for by personality factors, discipline and prior experience of tertiary education. Demographic, discipline and personality factors are associated with SDLR in the first year of study. Teachers need to be alert to individual student variation in SDLR.
Understanding Self-Assessment as an Informed Process: Residents' Use of External Information for Self-Assessment of Performance in Simulated Resuscitations

ERIC Educational Resources Information Center

Plant, Jennifer L.; Corden, Mark; Mourad, Michelle; O'Brien, Bridget C.; van Schaik, Sandrijn M.

2013-01-01

;Self-directed learning requires self-assessment of learning needs and performance, a complex process that requires collecting and interpreting data from various sources. Learners' approaches to self-assessment likely vary depending on the learner and the context. The aim of this study was to gain insight into how learners process external…
The Role of Self-Reflection, Emotional Management of Feedback, and Self-Regulation Processes in Self-Directed Leadership Development

ERIC Educational Resources Information Center

Nesbit, Paul L.

2012-01-01

This article presents and explores a framework of self-directed leadership development (SDLD) to advance conceptual understanding and practical applications for self-development approaches to development of leaders in organizations. Drawing on a diversified literature associated with experiential learning, emotion research, and social cognitive…

Discovery learning with SAVI approach in geometry learning

NASA Astrophysics Data System (ADS)

Sahara, R.; Mardiyana; Saputro, D. R. S.

2018-05-01

Geometry is one branch of mathematics that an important role in learning mathematics in the schools. This research aims to find out about Discovery Learning with SAVI approach to achievement of learning geometry. This research was conducted at Junior High School in Surakarta city. Research data were obtained through test and questionnaire. Furthermore, the data was analyzed by using two-way Anova. The results showed that Discovery Learning with SAVI approach gives a positive influence on mathematics learning achievement. Discovery Learning with SAVI approach provides better mathematics learning outcomes than direct learning. In addition, students with high self-efficacy categories have better mathematics learning achievement than those with moderate and low self-efficacy categories, while student with moderate self-efficacy categories are better mathematics learning achievers than students with low self-efficacy categories. There is an interaction between Discovery Learning with SAVI approach and self-efficacy toward student's mathematics learning achievement. Therefore, Discovery Learning with SAVI approach can improve mathematics learning achievement.
How Do College/University Teacher Misbehaviors Influence Student Cognitive Learning, Academic Self-Efficacy, Motivation, and Curiosity?

ERIC Educational Resources Information Center

Banfield, Sara R.

2009-01-01

The purpose of this research was to examine the relationship between teacher misbehaviors and a variety of outcome variables, including cognitive learning, motivation, curiosity, and academic self-efficacy. Research has yet to directly address how teacher misbehaviors affect cognitive learning. It is important to assess actual learning as opposed…
Examining the Early Evidence for Self-Directed Marriage and Relationship Education: A Meta-Analytic Study

ERIC Educational Resources Information Center

McAllister, Shelece; Duncan, Stephen F.; Hawkins, Alan J.

2012-01-01

This meta-analysis examines the efficacy of self-directed marriage and relationship education (MRE) programs on relationship quality and communication skills. Programs combining traditional face-to-face learning with self-directed elements are also examined, and traditional programs' effectiveness is included as a comparison point. Sixteen studies…
The Power of Self-Directed Journals: Being a Temporary "Other" for Learning to Teach

ERIC Educational Resources Information Center

Matsumoto, Yumi

2016-01-01

This case study investigates how an ESL teacher's activity of self-directed journal writing can facilitate learning and function as a mediational tool for teacher professional development. The participant for this study is a native English speaker who taught an ESL freshman writing course in an American university. Since he had little time to…
Gender as a Context for Interpreting the Self-Directed Learning Experiences of Prostate and Breast Cancer Patients

ERIC Educational Resources Information Center

Rager, Kathleen B.

2007-01-01

This article reports the findings from a secondary analysis of the data from two qualitative studies conducted by the researcher regarding the self-directed learning experiences of prostate and breast cancer patients. Of interest were possible differences in the descriptions of the participants' experiences that appear to relate to gender.…
The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation and Retention

ERIC Educational Resources Information Center

Alsancak Sirakaya, Didem; Ozdemir, Selçuk

2018-01-01

This study examined the effect of a flipped classroom model on students' academic achievement, self-directed learning readiness and motivation. The participants of this study were a total of 66 students who took the "Scientific Research Methods" course and were studying in two different classes in the Faculty of Education at Ahi Evran…
Exploring Student Teachers' Views on ePortfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course

ERIC Educational Resources Information Center

van Wyk, Micheal M.

2017-01-01

This paper explores Economics student teachers' views on ePortfolios as an empowering tool to enhance self-directed learning in an online teacher education course. An interpretive phenomenological research approach was employed for data collection and a purposive convenient sampling technique was selected to collect data. Only Postgraduate…
Handbook Preparation as a Tool for Self-Directed Learning Process: A Case Study on Endocrine Topic

ERIC Educational Resources Information Center

Cerrah Ozsevgec, Lale; Ayas, Alipasa; Ozsevgec, Tuncay

2010-01-01

This study examines the effectiveness of handbook preparation as a method in the self-directed learning process of student teachers in teaching endocrine glands, and increasing their levels of knowledge. Thirty student teachers were selected from a biology department. A pencil and paper test and a clinical interview procedure were used to collect…
The Self-Directed Learning Experience of Mothers Whose Child Has Had a Paediatric Stroke

ERIC Educational Resources Information Center

Grover, Kenda S.

2014-01-01

This study employed qualitative research methodology to explore the experiences of mothers who self-directed their learning following their child's stroke diagnosis. Paediatric stroke, although rare, is among the top 10 causes of death in children in the USA, but information about the cause, treatment and long-term impact are difficult to…
Students' Perceptions of Teacher Impact on Their Self-Directed Language Learning with Technology beyond the Classroom: Cases of Hong Kong and U.S.

ERIC Educational Resources Information Center

Lai, Chun; Li, Xiaoshi; Wang, Qiu

2017-01-01

Teachers are important social agents who affect students' cognitive and social behaviors, including students' self-directed use of technology for language learning outside the classroom. However, how teachers influence student behaviors may vary across cultures, and understanding how teacher influences vary across different cultures is critical to…
Predictors of Self-Directed Learning for Low-Qualified Employees: A Multi-Level Analysis

ERIC Educational Resources Information Center

Raemdonck, Isabel; van der Leeden, Rien; Valcke, Martin; Segers, Mien; Thijssen, Jo

2012-01-01

Purpose: This study aims to examine which variables at the level of the individual employee and at the company level are predictors of self-directed learning in low-qualified employees. Methodology: Results were obtained from a sample of 408 low-qualified employees from 35 different companies. The companies were selected from the energy sector,…
Effects of Motivation, Academic Stress and Age in Predicting Self-Directed Learning Readiness (SDLR): Focused on Online College Students

ERIC Educational Resources Information Center

Heo, JeongChul; Han, Sumi

2018-01-01

The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who…
Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, and Challenges of MIT OpenCourseWare Subscribers

ERIC Educational Resources Information Center

Bonk, Curtis J.; Lee, Mimi Miyoung; Kou, Xiaojing; Xu, Shuya; Sheu, Feng-Ru

2015-01-01

This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners who subscribed to the monthly OpenCourseWare (OCW) e-newsletter from MIT. Data collection included a 25-item survey of 1,429 newsletter subscribers; 613 of whom also completed an…
Bidirectional Modulation of Intrinsic Excitability in Rat Prelimbic Cortex Neuronal Ensembles and Non-Ensembles after Operant Learning.

PubMed

Whitaker, Leslie R; Warren, Brandon L; Venniro, Marco; Harte, Tyler C; McPherson, Kylie B; Beidel, Jennifer; Bossert, Jennifer M; Shaham, Yavin; Bonci, Antonello; Hope, Bruce T

2017-09-06

Learned associations between environmental stimuli and rewards drive goal-directed learning and motivated behavior. These memories are thought to be encoded by alterations within specific patterns of sparsely distributed neurons called neuronal ensembles that are activated selectively by reward-predictive stimuli. Here, we use the Fos promoter to identify strongly activated neuronal ensembles in rat prelimbic cortex (PLC) and assess altered intrinsic excitability after 10 d of operant food self-administration training (1 h/d). First, we used the Daun02 inactivation procedure in male FosLacZ-transgenic rats to ablate selectively Fos-expressing PLC neurons that were active during operant food self-administration. Selective ablation of these neurons decreased food seeking. We then used male FosGFP-transgenic rats to assess selective alterations of intrinsic excitability in Fos-expressing neuronal ensembles (FosGFP + ) that were activated during food self-administration and compared these with alterations in less activated non-ensemble neurons (FosGFP - ). Using whole-cell recordings of layer V pyramidal neurons in an ex vivo brain slice preparation, we found that operant self-administration increased excitability of FosGFP + neurons and decreased excitability of FosGFP - neurons. Increased excitability of FosGFP + neurons was driven by increased steady-state input resistance. Decreased excitability of FosGFP - neurons was driven by increased contribution of small-conductance calcium-activated potassium (SK) channels. Injections of the specific SK channel antagonist apamin into PLC increased Fos expression but had no effect on food seeking. Overall, operant learning increased intrinsic excitability of PLC Fos-expressing neuronal ensembles that play a role in food seeking but decreased intrinsic excitability of Fos - non-ensembles. SIGNIFICANCE STATEMENT Prefrontal cortex activity plays a critical role in operant learning, but the underlying cellular mechanisms are unknown. Using the chemogenetic Daun02 inactivation procedure, we found that a small number of strongly activated Fos-expressing neuronal ensembles in rat PLC play an important role in learned operant food seeking. Using GFP expression to identify Fos-expressing layer V pyramidal neurons in prelimbic cortex (PLC) of FosGFP-transgenic rats, we found that operant food self-administration led to increased intrinsic excitability in the behaviorally relevant Fos-expressing neuronal ensembles, but decreased intrinsic excitability in Fos - neurons using distinct cellular mechanisms. Copyright © 2017 the authors 0270-6474/17/378845-12$15.00/0.
A bio-inspired kinematic controller for obstacle avoidance during reaching tasks with real robots.

PubMed

Srinivasa, Narayan; Bhattacharyya, Rajan; Sundareswara, Rashmi; Lee, Craig; Grossberg, Stephen

2012-11-01

This paper describes a redundant robot arm that is capable of learning to reach for targets in space in a self-organized fashion while avoiding obstacles. Self-generated movement commands that activate correlated visual, spatial and motor information are used to learn forward and inverse kinematic control models while moving in obstacle-free space using the Direction-to-Rotation Transform (DIRECT). Unlike prior DIRECT models, the learning process in this work was realized using an online Fuzzy ARTMAP learning algorithm. The DIRECT-based kinematic controller is fault tolerant and can handle a wide range of perturbations such as joint locking and the use of tools despite not having experienced them during learning. The DIRECT model was extended based on a novel reactive obstacle avoidance direction (DIRECT-ROAD) model to enable redundant robots to avoid obstacles in environments with simple obstacle configurations. However, certain configurations of obstacles in the environment prevented the robot from reaching the target with purely reactive obstacle avoidance. To address this complexity, a self-organized process of mental rehearsals of movements was modeled, inspired by human and animal experiments on reaching, to generate plans for movement execution using DIRECT-ROAD in complex environments. These mental rehearsals or plans are self-generated by using the Fuzzy ARTMAP algorithm to retrieve multiple solutions for reaching each target while accounting for all the obstacles in its environment. The key aspects of the proposed novel controller were illustrated first using simple examples. Experiments were then performed on real robot platforms to demonstrate successful obstacle avoidance during reaching tasks in real-world environments. Copyright © 2012 Elsevier Ltd. All rights reserved.
Devising a Structural Equation Model of Relationships between Preservice Teachers' Time and Study Environment Management, Effort Regulation, Self-Efficacy, Control of Learning Beliefs, and Metacognitive Self-Regulation

ERIC Educational Resources Information Center

Sen, Senol; Yilmaz, Ayhan

2016-01-01

The objective of this study is to analyze the relationship between preservice teachers' time and study environment management, effort regulation, self-efficacy beliefs, control of learning beliefs and metacognitive self-regulation. This study also investigates the direct and indirect effects of metacognitive self-regulation on time and study…
The role of learning environment on high school chemistry students' motivation and self-regulatory processes

NASA Astrophysics Data System (ADS)

Judd, Jeffrey S.

Changes to the global workforce and technological advancements require graduating high school students to be more autonomous, self-directed, and critical in their thinking. To reflect societal changes, current educational reform has focused on developing more problem-based, collaborative, and student-centered classrooms to promote effective self-regulatory learning strategies, with the goal of helping students adapt to future learning situations and become life-long learners. This study identifies key features that may characterize these "powerful learning environments", which I term "high self-regulating learning environments" for ease of discussion, and examine the environment's role on students' motivation and self-regulatory processes. Using direct observation, surveys, and formal and informal interviews, I identified perceptions, motivations, and self-regulatory strategies of 67 students in my high school chemistry classes as they completed academic tasks in both high and low self-regulating learning environments. With social cognitive theory as a theoretical framework, I then examined how students' beliefs and processes changed after they moved from low to a high self-regulating learning environment. Analyses revealed that key features such as task meaning, utility, complexity, and control appeared to play a role in promoting positive changes in students' motivation and self-regulation. As embedded cases, I also included four students identified as high self-regulating, and four students identified as low self-regulating to examine whether the key features of high and low self-regulating learning environments played a similar role in both groups. Analysis of findings indicates that key features did play a significant role in promoting positive changes in both groups, with high self-regulating students' motivation and self-regulatory strategies generally remaining higher than the low self-regulating students; this was the case in both environments. Findings suggest that classroom learning environments and instruction can be modified using variations of these key features to promote specific or various levels of motivation and self-regulatory skill. In this way, educators may tailor their lessons or design their classrooms to better match and develop students' current level of motivation and self-regulation in order to maximize engagement in an academic task.
Computational modeling of the effect of external electron injection into a direct-current microdischarge

DOE Office of Scientific and Technical Information (OSTI.GOV)

Panneer Chelvam, Prem Kumar; Raja, Laxminarayan L.

2015-12-28

Electron emission from the electrode surface plays an important role in determining the structure of a direct-current microdischarge. Here we have developed a computational model of a direct-current microdischarge to study the effect of external electron injection from the cathode surface into the discharge to manipulate its properties. The model provides a self-consistent, multi-species, multi-temperature fluid representation of the plasma. A microdischarge with a metal-insulator-metal configuration is chosen for this study. The effect of external electron injection on the structure and properties of the microdischarge is described. The transient behavior of the microdischarge during the electron injection is examined. Themore » nonlinearities in the dynamics of the plasma result in a large increase of conduction current after active electron injection. For the conditions simulated a switching time of ∼100 ns from a low-current to high-current discharge state is realized.« less
Self-Directed Digital Learning: When Do Dental Students Study?

PubMed

Jackson, Tate H; Zhong, James; Phillips, Ceib; Koroluk, Lorne D

2018-04-01

The Growth and Development (G&D) curriculum at the University of North Carolina at Chapel Hill School of Dentistry uses self-directed web-based learning modules in the place of lectures and includes scheduled self-study times during the 8 am-5 pm school hours. The aim of this study was to use direct observation to evaluate dental students' access patterns with the self-directed, web-based learning modules in relation to planned self-study time allocated across the curriculum, proximity to course examinations, and course performance. Module access for all 80 students in the DDS Class of 2014 was recorded for date and time across the four G&D courses. Module access data were used to determine likelihood of usage during scheduled time and frequency of usage in three timeframes: >7, 3 to 7, and 0 to 2 days before the final exam. The results showed a statistically significant difference in the likelihood of module access during scheduled time across the curriculum (p<0.0001). Among the students, 64% accessed modules at least once during scheduled time in G&D1, but only 10%, 19%, and 18% in G&D2, G&D3, and G&D4, respectively. For all courses, the proportion of module accesses was significantly higher 0-2 days before an exam compared to the other two timeframes. Module access also differed significantly within each timeframe across all four courses (p<0.001). There was no association between module access and course performance. In this non-traditional, non-lecture, self-directed curriculum, students rarely accessed learning modules during syllabus-budgeted self-study time and accessed modules more frequently as course exams approached.
Direct Endoscopic Intratumoral Injection of Onyx for the Preoperative Embolization of a Recurrent Juvenile Nasal Angiofibroma

PubMed Central

Hira, A.; Chao, K.

2011-01-01

Summary Percutaneous injection of embolization material within head and neck tumors is being described as an alternative or adjunct to transarterial embolization. Access in these reports is by computed tomography (CT) guidance, which is cumbersome given the need to transport the patient from the CT scanner to angiography suite. We describe a case of direct percutaneous onyx embolization of juvenile nasal angiofibroma following endoscopic access in the angiography suite including self-sustained onyx combustion during surgical electrocautery. PMID:22192553

Application of Instructional Design Principles in Developing an Online Information Literacy Curriculum.

PubMed

Mi, Misa

2016-01-01

An online information literacy curriculum was developed as an intervention to engage students in independent study and self-assessment of their learning needs and learning outcomes, develop proficiency in information skills, and foster lifelong learning. This column demonstrates how instructional design principles were applied to create the learning experiences integrated into various courses of the medical curriculum to promote active learning of information skills and maximize self-directed learning outcomes for lifelong learning.
Does Extrinsic Goal Framing Enhance Extrinsic Goal-Oriented Individuals' Learning and Performance? An Experimental Test of the Match Perspective versus Self-Determination Theory

ERIC Educational Resources Information Center

Vansteenkiste, Maarten; Timmermans, Tinneke; Lens, Willy; Soenens, Bart; Van den Broeck, Anja

2008-01-01

Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic…
Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

ERIC Educational Resources Information Center

Hayes, Suzanne; Smith, Sedef Uzuner; Shea, Peter

2015-01-01

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry…
Improving temporal bone dissection using self-directed virtual reality simulation: results of a randomized blinded control trial.

PubMed

Zhao, Yi Chen; Kennedy, Gregor; Yukawa, Kumiko; Pyman, Brian; O'Leary, Stephen

2011-03-01

A significant benefit of virtual reality (VR) simulation is the ability to provide self-direct learning for trainees. This study aims to determine whether there are any differences in performance of cadaver temporal bone dissections between novices who received traditional teaching methods and those who received unsupervised self-directed learning in a VR temporal bone simulator. Randomized blinded control trial. Royal Victorian Eye and Ear Hospital. Twenty novice trainees. After receiving an hour lecture, participants were randomized into 2 groups to receive an additional 2 hours of training via traditional teaching methods or self-directed learning using a VR simulator with automated guidance. The simulation environment presented participants with structured training tasks, which were accompanied by real-time computer-generated feedback as well as real operative videos and photos. After the training, trainees were asked to perform a cortical mastoidectomy on a cadaveric temporal bone. The dissection was videotaped and assessed by 3 otologists blinded to participants' teaching group. The overall performance scores of the simulator-based training group were significantly higher than those of the traditional training group (67% vs 29%; P < .001), with an intraclass correlation coefficient of 0.93, indicating excellent interrater reliability. Using other assessments of performance, such as injury size, the VR simulator-based training group also performed better than the traditional group. This study indicates that self-directed learning on VR simulators can be used to improve performance on cadaver dissection in novice trainees compared with traditional teaching methods alone.
The Effect of Layered Curriculum on Reflective Thinking and on Self-Directed Learning Readiness of Prospective Teachers

ERIC Educational Resources Information Center

Gencel, Ilke Evin; Saracaloglu, A. Seda

2018-01-01

Teachers are important role models for pupils. They should be reflective practitioners and self-directed learners. Teacher training process should promote being a reflective thinker and a self-directed learner. Curriculum should be designed in accordance with constructivism. The aim of this research is to investigate effects of layered curriculum…
A 3-Year Study of Self-Regulation in Montessori and Non-Montessori Classrooms

ERIC Educational Resources Information Center

Ervin, Barbara; Wash, Pamela D.; Mecca, Marilyn E.

2010-01-01

Albert Bandura, the leading pioneer in the study of self-regulation, has defined the term as the child's ability to self-educate, self-direct, regulate motivation, and learn to think about what she is learning (1994). Lev Vygotsky's theory that children can be taught to think independently about how to solve problems expands upon Bandura's work…
Ecology: Learning To Love Our Planet. A Self-Directed Learning Experience. Grades K-8.

ERIC Educational Resources Information Center

Enz, Judith; Diffenderfer, Susan

This self-directed study unit for grades K-3 and 4-8 was developed expressly to transport the student from the position of passive recipient to active participant in his/her own pursuit of knowledge. Within the guide are two complete units: one created for the lower elementary student and one for the upper elementary/middle school student. Units…
A Mixed-Method Study of Mobile Devices and Student Self-Directed Learning and Achievement during a Middle School STEM Activity

ERIC Educational Resources Information Center

Bartholomew, Scott

2016-01-01

With the increasingly ubiquitous nature of mobile devices among K-12 students, many argue for and against the inclusion of these devices in K-12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances made possible through mobile devices. Self-directed learning, a process where…
An Introduction to "My Environmental Education Evaluation Resource Assistant" (MEERA), a Web-Based Resource for Self-Directed Learning about Environmental Education Program Evaluation

ERIC Educational Resources Information Center

Zint, Michaela

2010-01-01

My Environmental Education Evaluation Resource Assistant or "MEERA" is a web-site designed to support environmental educators' program evaluation activities. MEERA has several characteristics that set it apart from other self-directed learning evaluation resources. Readers are encouraged to explore the site and to reflect on the role that…
Adult Education Philosophy: The Case of Self-Directed Learning Strategies in Graduate Teaching

ERIC Educational Resources Information Center

Cox, Thomas D.

2015-01-01

This paper examines graduate students' perceptions of instruction of a professor who holds an adult education philosophy of self-directed learning (SDL). Students enrolled in three online courses (N=106) in the Fall of 2013 (n=56) and the Spring of 2014 (n=50) were asked to rank 10 of the professor's behaviors in the courses based on their level…
The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-Directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates

ERIC Educational Resources Information Center

Dagal, Asude Balaban; Bayindir, Dilan

2016-01-01

The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Atatürk Education Faculty, Preschool Teaching…
The Learner-Directed Classroom: Developing Creative Thinking Skills through Art

ERIC Educational Resources Information Center

Jaquith, Diane B., Ed.; Hathaway, Nan E., Ed.

2012-01-01

Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In "The Learner-Directed Classroom," practicing art educators (PreK-16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies…
Professional and pre-professional pharmacy students' perceptions of team based learning (TBL) at a private research-intensive university.

PubMed

Miller, Danielle M; Khalil, Karen; Iskaros, Olivia; Van Amburgh, Jenny A

2017-07-01

Pharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students' perceptions and experiences related to TBL in different years of the pharmacy curriculum. Two classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class. There was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (p<0.05). Both cohorts of pharmacy students positively rated the TBL sessions in terms of learning effectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners. Students, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team. Copyright © 2017 Elsevier Inc. All rights reserved.
SELF (Supports for Early Learning Foundations): A Non-Directed Model Demonstration Project. Final Report.

ERIC Educational Resources Information Center

Harrison, Holly

This final report describes achievements and activities of Project SELF (Supports for Early Learning Foundations), a federally funded project in New Mexico which developed, evaluated, and replicated an innovative model that provides strategies for early interventionists and families to support early learning foundations. The project identified…
Interplay of Prior Knowledge, Self-Regulation and Motivation in Complex Multimedia Learning Environments

ERIC Educational Resources Information Center

Song, H. S.; Kalet, A. L.; Plass, J. L.

2016-01-01

This study examined the direct and indirect effects of medical clerkship students' prior knowledge, self-regulation and motivation on learning performance in complex multimedia learning environments. The data from 386 medical clerkship students from six medical schools were analysed using structural equation modeling. The structural model revealed…
Self-Regulation: An Unexplored Learning Model in Biochemistry and Molecular Biology

ERIC Educational Resources Information Center

Costa, Manuel Joao; Sandars, John

2012-01-01

The ultimate goal of "student-centered" education is to empower students to learn beyond educational programs. This means nurturing students' autonomy and fostering the development of their own motivation and mechanisms to become self-directed learners. This idea has been embodied in the "lifelong learning" mantra that pervades contemporary views…
Incorporating Students' Self-Designed, Research-Based Analytical Chemistry Projects into the Instrumentation Curriculum

ERIC Educational Resources Information Center

Gao, Ruomei

2015-01-01

In a typical chemistry instrumentation laboratory, students learn analytical techniques through a well-developed procedure. Such an approach, however, does not engage students in a creative endeavor. To foster the intrinsic motivation of students' desire to learn, improve their confidence in self-directed learning activities and enhance their…
The Study on Reading Strategy of Students Learning Japanese as a Second Language.

ERIC Educational Resources Information Center

Toriyama, Kyoko

A study investigated whether a classification scheme for learning strategies used in ESL (English-as-a-Second-Language) instruction is applicable to strategies used in learning Japanese as a second language. Four metacognitive strategies were examined (directed attention, selective attention, self-monitoring, self-management). Subjects were 30…
Egotism among the Depressed: When Self-Protection Becomes Self-Handicapping.

ERIC Educational Resources Information Center

Frankel, Arthur; Snyder, Mel L.

The reluctance of depressed people to try hard may result not from their low expectancy for success, as Learned Helplessness Theory suggests, but rather from egotistic motivation to preserve whatever self-esteem they still have. Two studies were conducted using a paradigm which permitted a direct comparison of Learned Helplessness Theory and…
Factors related to self-directed learning readiness of students in health professional programs: A scoping review.

PubMed

Slater, Craig E; Cusick, Anne

2017-05-01

Academic and professional drivers have stimulated interest in self-directed learning of students in pre-certification health professional programs. Particular attention has focussed on factors which may influence a students' readiness for self-directed learning. A five stage structured scoping review of published literature was conducted to identify measures of self-directed learning readiness used with students in pre-certification health professional programs and those factors that have been investigated as potential determinants. Relevant articles were identified in six databases using key search terms and a search strategy. Two independent reviewers used criteria to cull irrelevant sources. Articles which met eligibility criteria were charted. The final analysis included 49 articles conducted in nursing, medicine, physiotherapy, pharmacy, occupational therapy and dentistry cohorts. Twenty-one potential determinants had been investigated with gender, year level, age program delivery and previous education level the most common. Self-directed learning readiness has been of interest globally, mostly in medicine and nursing, and studies have nearly exclusively used one of two instruments. There is nascent evidence that age, year level and previous education level may have positive influence. These factors have in common the passing of time and may in fact be proxy for more encompassing developmental or social constructs. Further research is needed particularly in the allied health professions where there is limited research in very few disciplines. Studies in interprofessional contexts may be an efficient approach to increasing the knowledge base. Further work is also warranted to determine appropriate use of the two instruments across the range of health disciplines. Copyright © 2017 Elsevier Ltd. All rights reserved.

Blocking of conditioning to a cocaine-paired stimulus: testing the hypothesis that cocaine perpetually produces a signal of larger-than-expected reward.

PubMed

Panlilio, Leigh V; Thorndike, Eric B; Schindler, Charles W

2007-04-01

According to a recent account of addiction, dopaminergic effects of drugs like cocaine mimic the neuronal signal that occurs when a natural reward has a larger value than expected. Consequently, the drug's expected reward value increases with each administration, leading to an over-selection of drug-seeking behavior. One prediction of this hypothesis is that the blocking effect, a cornerstone of contemporary learning theory, should not occur with drug reinforcers. To test this prediction, two groups of rats were trained to self-administer cocaine with a nose-poking response. For 5 sessions, a tone was paired with each self-administered injection (blocking group), or no stimulus was paired with injection (non-blocking group). Then, in both groups, the tone and a light were both paired with each injection for 5 sessions. In subsequent testing, the light functioned as a conditioned reinforcer for a new response (lever-pressing) in the non-blocking group, but not the blocking group. Thus, contrary to prediction, pre-training with the tone blocked conditioning to the light. Although these results fail to support a potentially powerful explanation of addiction, they are consistent with the fact that most conditioning and learning phenomena that occur with non-drug reinforcers can also be demonstrated with drug reinforcers.
[Learning strategies of autonomous medical students].

PubMed

Márquez U, Carolina; Fasce H, Eduardo; Ortega B, Javiera; Bustamante D, Carolina; Pérez V, Cristhian; Ibáñez G, Pilar; Ortiz M, Liliana; Espinoza P, Camila; Bastías V, Nancy

2015-12-01

Understanding how autonomous students are capable of regulating their own learning process is essential to develop self-directed teaching methods. To understand how self-directed medical students approach learning in medical schools at University of Concepción, Chile. A qualitative and descriptive study, performed according to Grounded Theory guidelines, following Strauss & Corbin was performed. Twenty medical students were selected by the maximum variation sampling method. The data collection technique was carried out by a semi-structured thematic interview. Students were interviewed by researchers after an informed consent procedure. Data were analyzed by the open coding method using Atlas-ti 7.5.2 software. Self-directed learners were characterized by being good planners and managing their time correctly. Students performed a diligent selection of contents to study based on reliable literature sources, theoretical relevance and type of evaluation. They also emphasized the discussion of clinical cases, where theoretical contents can be applied. This modality allows them to gain a global view of theoretical contents, to verbalize knowledge and to obtain a learning feedback. The learning process of autonomous students is intentional and planned.
Self-Efficacy in the Context of Online Learning Environments: A Review of the Literature and Directions for Research

ERIC Educational Resources Information Center

Hodges, Charles B.

2008-01-01

The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as "beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (Bandura, [1997], p. 3). Traditionally, the four main sources of self-efficacy…
The Investigation of the Level of Self-Directed Learning Readiness According to the Locus of Control and Personality Traits of Preschool Teacher Candidates

ERIC Educational Resources Information Center

Balaban Dagal, Asude; Bayindir, Dilan

2016-01-01

The aim of this study is to investigate the relationship between the level of self-directed learning readiness, locus of control and the personality traits of preschool teacher candidates. The survey method was used for this study. The study group consisted of 151 teacher candidates who volunteered to participate in the study from Preschool…
Toward Understanding the Role of Web 2.0 Technology in Self-Directed Learning and Job Performance in a Single Organizational Setting: A Qualitative Case Study

ERIC Educational Resources Information Center

Caruso, Shirley J.

2016-01-01

This single instrumental qualitative case study explores and thickly describes job performance outcomes based upon the manner in which self-directed learning activities of a purposefully selected sample of 3 construction managers are conducted, mediated by the use of Web 2.0 technology. The data collected revealed that construction managers are…
A Study on the Relationship between Self Directed Learning and Achievement in Information Technology of Students at Secondary Level

ERIC Educational Resources Information Center

Jaleel, Sajna; O. M., Anuroofa

2017-01-01

Education at any level has normally been based on some image of the future; that was not impossible in a world that was changing slowly. Today, educators are preparing learners for a world we cannot even predict, and self-directed learning has become an essential foundation for 21st century learners. In recent years teachers are giving importance…
Taking Stock.

ERIC Educational Resources Information Center

Merriam, Sharan B.

1993-01-01

A complete theory of adult learning must take into consideration the learner, learning process, and context. Andragogy, self-directed learning, consciousness, critical theory, feminism, transformational learning, and situated cognition contribute to understanding of this complex phenomenon. (SK)
The Learner as Course Planner and Director.

ERIC Educational Resources Information Center

Johnson, Francis C.; Wurr, Adrian; Edwards, Jeffery

This paper describes the KELP (Kanda-English Language Proficiency) Project, a project for self-directed English-as-a-Second-Language learning at Kanda University of International Studies (Japan). In the study, students plan and direct their own language learning programs, using individually designed learning contracts. Examples of three kinds of…
Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment.

PubMed

Crampton, Alexandria; Hall, James

2017-09-01

Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years. n = 3,172 British children aged 3-10 years and their families. A secondary analysis of the nationally representative UK EPPE database. Multilevel structural equation modelling calculated the direct, indirect, and total impacts of early socio-economic risks (0-3 years) and preschool home learning environments (3-5 years) upon children's reading ability and academic self-concept between 7 and 10 years. Early socio-economic risk had different effects upon children's reading ability and academic self-concept. Early socio-economic risks affected children's reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socio-economic risks had only indirect effects upon children's academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school. Although the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policymakers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children's reading abilities; secondary benefits may also be achievable upon children's self-concept. © 2017 The British Psychological Society.
[Dissociated learning with GABAergic drugs].

PubMed

Azarashvili, A A; Kaĭmachnikova, I E

2008-01-01

The possibility of dissociated learning was investigated using drugs which act directly on GABAB receptors of the brain. The earlier proposed suggestion that the cholinergic system plays a key role in the mechanisms of dissociated learning was tested. It was shown in male Wistar rats that dissociated learning was possible with GABAergic drugs. The dissociated state was induced by injecting the animals with both GABA agonist Baclofen and GABA antagonist 5-aminovaleric acid. Thus, dissociated learning is possible with drugs which act on either cholinergic or GABAergic transmitter systems.
Self-supervised ARTMAP.

PubMed

Amis, Gregory P; Carpenter, Gail A

2010-03-01

Computational models of learning typically train on labeled input patterns (supervised learning), unlabeled input patterns (unsupervised learning), or a combination of the two (semi-supervised learning). In each case input patterns have a fixed number of features throughout training and testing. Human and machine learning contexts present additional opportunities for expanding incomplete knowledge from formal training, via self-directed learning that incorporates features not previously experienced. This article defines a new self-supervised learning paradigm to address these richer learning contexts, introducing a neural network called self-supervised ARTMAP. Self-supervised learning integrates knowledge from a teacher (labeled patterns with some features), knowledge from the environment (unlabeled patterns with more features), and knowledge from internal model activation (self-labeled patterns). Self-supervised ARTMAP learns about novel features from unlabeled patterns without destroying partial knowledge previously acquired from labeled patterns. A category selection function bases system predictions on known features, and distributed network activation scales unlabeled learning to prediction confidence. Slow distributed learning on unlabeled patterns focuses on novel features and confident predictions, defining classification boundaries that were ambiguous in the labeled patterns. Self-supervised ARTMAP improves test accuracy on illustrative low-dimensional problems and on high-dimensional benchmarks. Model code and benchmark data are available from: http://techlab.eu.edu/SSART/. Copyright 2009 Elsevier Ltd. All rights reserved.
[Effects of Learning Activities on Application of Learning Portfolio in Nursing Management Course].

PubMed

Choi, So Eun; Kim, Eun A

2016-02-01

This study was conducted to examine effects of a learning portfolio by identifying the learning of nursing students taking a learning portfolio-utilized nursing management class. A non-equivalent control group pretest-posttest design was used. Participants were 83 senior students taking the nursing management course in one of the Departments of Nursing at 2 Universities. Experimental group (n=42) received a learning portfolio-utilized nursing management class 15 times over 15 weeks (3 hours weekly). Self-directed learning abilities, approaches to learning and learning flow of the participants were examined with self-report structured questionnaires. Data were collected between September 2 and December 16, 2014, and were analyzed using chi-square test, Fisher's exact test, independent t-test and ANCOVA with SPSS/PC version 21.0. After the intervention the experimental group showed significant increases in self-directed learning abilities, deep approaches to learning and learning flow compared to the control group. However, no significant difference was found between groups for surface approaches to learning. Learning activities using the learning portfolios could be effective in cultivating the learning competency for growth of knowledge, technology and professionalism by increasing personal concentration and organization ability of the nursing students so that they can react to the rapidly changing environment.
Continuing education for general practice. 2. Systematic learning from experience.

PubMed Central

al-Shehri, A; Stanley, I; Thomas, P

1993-01-01

Prompted by evidence that the recently-adopted arrangements for ongoing education among established general practitioners are unsatisfactory, the first of a pair of papers examined the theoretical basis of continuing education for general practice and proposed a model of self-directed learning in which the experience of established practitioners is connected, through the media of reading, reflection and audit, with competence for the role. In this paper a practical, systematic approach to self-directed learning by general practitioners is described based on the model. The contribution which appropriate participation in continuing medical education can make to enhancing learning from experience is outlined. PMID:8373649
Child Predictors of Learning to Control Variables via Instruction or Self-Discovery

ERIC Educational Resources Information Center

Wagensveld, Barbara; Segers, Eliane; Kleemans, Tijs; Verhoeven, Ludo

2015-01-01

We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving direct CVS instruction or a discovery learning group. Prior to the intervention, cognitive, scientific,…
Toward a Model for the Conceptual Understanding of Personal Learning Environments: A Case Study

ERIC Educational Resources Information Center

Ivanova, Malinka; Chatti, Mohamed Amine

2011-01-01

The development of Personal Learning Environments (PLEs) is in the scope of research groups and educators aiming to propose suitable mechanisms for the organization of self-controlled and self-directed learning, providing students with tools and services for access to content and human intelligence inside and outside the educational institutions.…
Self-Directed Learning Readiness, Internet Self-Efficacy and Preferences towards Constructivist Internet-Based Learning Environments among Higher-Aged Adults

ERIC Educational Resources Information Center

Chu, R. J-C.; Tsai, C-C.

2009-01-01

This article examines several research questions to establish a theory model for explaining factors that influence adult learners' preferences for constructivist Internet-based learning environments (CILE). Data were gathered from 541 individual participants enrolled in adult education institutes in Taiwan for structural equation modelling (SEM)…
Information Literacy in the Tension between School's Discursive Practice and Students' Self-Directed Learning

ERIC Educational Resources Information Center

Gärdén, Cecilia

2016-01-01

Introduction: Self-guided learning has had a major impact on adult education, where information seeking and use are key aspects of learning. With their lack of experience in study contexts, the students are nevertheless assumed to develop information literacy. Method: The paper aims to create an understanding of how information literacy can be…
Problem-Based Learning Revisited, Introduction of Active and Self-Directed Learning to Reduce Fatigue among Students

ERIC Educational Resources Information Center

Czabanowska, Katarzyna; Moust, Jos H. C.; Meijer, Andre W. M.; Schroder-Back, Peter; Roebertsen, Herma

2012-01-01

Despite several years of successfully applying problem-based learning at Maastricht University, the Faculty of Medicine observed a slow erosion of problem-based practices and "PBL fatigue" among themselves and students. In response to this fatigue and new research into the development of the young adult brain, Active Self-Directed…
The Challenge of Self-Directed and Self-Regulated Learning in Vocational Education: A Theoretical Analysis and Synthesis of Requirements

ERIC Educational Resources Information Center

Jossberger, Helen; Brand-Gruwel, Saskia; Boshuizen, Henny; van de Wiel, Margje

2010-01-01

Workplace simulations (WPS), authentic learning environments at school, are increasingly used in vocational education. This article provides a theoretical analysis and synthesis of requirements considering learner skills, characteristics of the learning environment and the role of the teacher that influence good functioning in WPS and foster…
Effects of hole self-trapping by polarons on transport and negative bias illumination stress in amorphous-IGZO

NASA Astrophysics Data System (ADS)

de Jamblinne de Meux, A.; Pourtois, G.; Genoe, J.; Heremans, P.

2018-04-01

The effects of hole injection in amorphous indium-gallium-zinc-oxide (a-IGZO) are analyzed by means of first-principles calculations. The injection of holes in the valence band tail states leads to their capture as a polaron, with high self-trapping energies (from 0.44 to 1.15 eV). Once formed, they mediate the formation of peroxides and remain localized close to the hole injection source due to the presence of a large diffusion energy barrier (of at least 0.6 eV). Their diffusion mechanism can be mediated by the presence of hydrogen. The capture of these holes is correlated with the low off-current observed for a-IGZO transistors, as well as with the difficulty to obtain a p-type conductivity. The results further support the formation of peroxides as being the root cause of Negative Bias Illumination Stress (NBIS). The strong self-trapping substantially reduces the injection of holes from the contact and limits the creation of peroxides from a direct hole injection. In the presence of light, the concentration of holes substantially rises and mediates the creation of peroxides, responsible for NBIS.

Motivation, Self-Regulated Learning Efficacy, and Academic Achievement among International and Domestic Students at an Urban Community College: A Comparison

ERIC Educational Resources Information Center

Liao, Hsiang-Ann; Ferdenzi, Anita Cuttita; Edlin, Margot

2012-01-01

This study is designed to examine how intrinsic motivation, extrinsic motivation, and self-regulated learning efficacy influence academic achievement of international and domestic community college students. Results show that for both international and domestic students, motivation did not directly affect academic achievement. Self-regulated…
Does medical training promote or deter self-directed learning? A longitudinal mixed-methods study.

PubMed

Premkumar, Kalyani; Pahwa, Punam; Banerjee, Ankona; Baptiste, Kellen; Bhatt, Hitesh; Lim, Hyun J

2013-11-01

The School of Medicine, University of Saskatchewan curriculum promotes self-direction as one of its learning philosophies. The authors sought to identify changes in self-directed learning (SDL) readiness during training. Guglielmino's SDL Readiness Scale (SDLRS) was administered to five student cohorts (N = 375) at admission and the end of every year of training, 2006 to 2010. Scores were analyzed using repeated-measurement analysis. A focus group and interviews captured students' and instructors' perceptions of self-direction. Overall, the mean SDLRS score was 230.6; men (n = 168) 229.5; women (n = 197) 232.3, higher than in the average adult population. However, the authors were able to follow only 275 students through later years of medical education. There were no significant effects of gender, years of premedical training, and Medical College Admission Test scores on SDLRS scores. Older students were more self-directed. There was a significant drop in scores at the end of year one for each of the cohorts (P < .001), and no significant change to these SDLRS scores as students progressed through medical school. Students and faculty defined SDL narrowly and had similar perceptions of curricular factors affecting SDL. The initial scores indicate high self-direction. The drop in scores one year after admission, and the lack of change with increased training, show that the current educational interventions may require reexamination and alteration to ones that promote SDL. Comparison with schools using a different curricular approach may bring to light the impact of curriculum on SDL.
Urban Studies: A Learning Model.

ERIC Educational Resources Information Center

Cooper, Terry L.; Sundeen, Richard

1979-01-01

The urban studies learning model described in this article was found to increase students' self-esteem, imbue a more flexible and open perspective, contribute to the capacity for self-direction, produce increases on the feeling reactivity, spontaneity, and acceptance of aggression scales, and expand interpersonal competence. (Author/WI)
Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

NASA Astrophysics Data System (ADS)

Sletten, Sarah Rae

2017-06-01

In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students' perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students' perceptions of the flipped model positively predict students' use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them.
Assisting undergraduate nursing students to learn evidence-based practice through self-directed learning and workshop strategies during clinical practicum.

PubMed

Zhang, Qi; Zeng, Tieying; Chen, Ying; Li, Xiaopan

2012-07-01

To equip undergraduate nursing students with basic knowledge and skills and foster positive attitudes toward evidence-based practice (EBP), a pilot learning program during their clinical practicum was developed in a teaching hospital in China. This article describes the specific learning process through which self-directed learning and workshop strategies were used, and a pre- and post-intervention survey were conducted to evaluate the effectiveness of the learning strategies. The findings show a significant improvement in their perceptions of EBP knowledge, attitudes and beliefs, and behavior levels. Beginning competencies in EBP were achieved. Participants reported great satisfaction and have found this program helpful in promoting their analytical and problem-solving abilities, independent learning ability, and cooperative and communication abilities as well. Copyright © 2011 Elsevier Ltd. All rights reserved.
Effective Self-Regulatory Processes in Higher Education: Research Findings and Future Directions. A Systematic Review

ERIC Educational Resources Information Center

de Bruijn-Smolders, Monique; Timmers, Caroline F.; Gawke, Jason C. L.; Schoonman, Wouter; Born, Marise Ph.

2016-01-01

Although self-regulated learning (SRL) is assumed to benefit learning outcomes, gaps in the literature make it difficult to describe what constitutes effective SRL in higher education. That is, SRL that relates positively to learning outcomes. In accordance, at present it is unclear how to train effective SRL in higher education. The current…
Discovering Learning, Discovering Self: The Effects of an Interdisciplinary, Standards-Based School Garden Curriculum on Elementary Students in Hawai'i

ERIC Educational Resources Information Center

Koh, Ming Wei

2012-01-01

This study evaluates the effects of an interdisciplinary standards-based school garden-based education program on student learning. The objective of the program is to help students learn to be self-directed learners, community contributors, complex thinkers, quality producers, effective communicators, and effective/ethical users of technology. For…
Learning collaborative teamwork: an argument for incorporating the humanities.

PubMed

Hall, Pippa; Brajtman, Susan; Weaver, Lynda; Grassau, Pamela Anne; Varpio, Lara

2014-11-01

A holistic, collaborative interprofessional team approach, which includes patients and families as significant decision-making members, has been proposed to address the increasing burden being placed on the health-care system. This project hypothesized that learning activities related to the humanities during clinical placements could enhance interprofessional teamwork. Through an interprofessional team of faculty, clinical staff, students, and patient representatives, we developed and piloted the self-learning module, "interprofessional education for collaborative person-centred practice through the humanities". The module was designed to provide learners from different professions and educational levels with a clinical placement/residency experience that would enable them, through a lens of the humanities, to better understand interprofessional collaborative person-centred care without structured interprofessional placement activities. Learners reported the self-paced and self-directed module to be a satisfactory learning experience in all four areas of care at our institution, and certain attitudes and knowledge were significantly and positively affected. The module's evaluation resulted in a revised edition providing improved structure and instruction for students with no experience in self-directed learning. The module was recently adapted into an interactive bilingual (French and English) online e-learning module to facilitate its integration into the pre-licensure curriculum at colleges and universities.
A World of Information at Their Fingertips: College Students' Motivations and Practices in Their Self-Determined Information Seeking

ERIC Educational Resources Information Center

Nadelson, Louis S.; Sias, Christina M.; Matyi, Joshua; Morris, Sterling R.; Cain, Ryan; Cromwell, Matthew; Lund, Emily M.; Furse, Joseph; Hofmannova, Adela; Johnson, McKenzie; Seegmiller, Janiece; Xie, Tianyi

2016-01-01

People frequently engage in the process of "heutagogy" (i.e., self-determined learning). Unlike pedagogy and andragogy, heutagogy occurs without a structure or leader setting the context and directing the learning toward a specific goal. The lack of structure and the possible self-determination of topic, value, source, and trust in…
Technology, Learning, and Individual Differences

ERIC Educational Resources Information Center

Bear, Anne A. Ghost

2012-01-01

The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies. This study described the learning strategies that adults use in learning to engage in an online…
Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects.

PubMed

Page, Janelle; Meehan-Andrews, Terri; Weerakkody, Nivan; Hughes, Diane L; Rathner, Joseph A

2017-03-01

Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students' perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject. Copyright © 2017 the American Physiological Society.
Estimating the implicit component of visuomotor rotation learning by constraining movement preparation time.

PubMed

Leow, Li-Ann; Gunn, Reece; Marinovic, Welber; Carroll, Timothy J

2017-08-01

When sensory feedback is perturbed, accurate movement is restored by a combination of implicit processes and deliberate reaiming to strategically compensate for errors. Here, we directly compare two methods used previously to dissociate implicit from explicit learning on a trial-by-trial basis: 1 ) asking participants to report the direction that they aim their movements, and contrasting this with the directions of the target and the movement that they actually produce, and 2 ) manipulating movement preparation time. By instructing participants to reaim without a sensory perturbation, we show that reaiming is possible even with the shortest possible preparation times, particularly when targets are narrowly distributed. Nonetheless, reaiming is effortful and comes at the cost of increased variability, so we tested whether constraining preparation time is sufficient to suppress strategic reaiming during adaptation to visuomotor rotation with a broad target distribution. The rate and extent of error reduction under preparation time constraints were similar to estimates of implicit learning obtained from self-report without time pressure, suggesting that participants chose not to apply a reaiming strategy to correct visual errors under time pressure. Surprisingly, participants who reported aiming directions showed less implicit learning according to an alternative measure, obtained during trials performed without visual feedback. This suggests that the process of reporting can affect the extent or persistence of implicit learning. The data extend existing evidence that restricting preparation time can suppress explicit reaiming and provide an estimate of implicit visuomotor rotation learning that does not require participants to report their aiming directions. NEW & NOTEWORTHY During sensorimotor adaptation, implicit error-driven learning can be isolated from explicit strategy-driven reaiming by subtracting self-reported aiming directions from movement directions, or by restricting movement preparation time. Here, we compared the two methods. Restricting preparation times did not eliminate reaiming but was sufficient to suppress reaiming during adaptation with widely distributed targets. The self-report method produced a discrepancy in implicit learning estimated by subtracting aiming directions and implicit learning measured in no-feedback trials. Copyright © 2017 the American Physiological Society.
Performing Particle Image Velocimetry in a Supersonic Wind Tunnel Using Carbon Dioxide as the Seed Material

DTIC Science & Technology

2007-06-01

generated by injecting liquid carbon dioxide (CO2) directly into an open-circuit blowdown Mach 2.9 supersonic wind tunnel. Rapid atomization and...Generic liquid injection atomization plume. .................................................. 51 Figure 13: Structures present during supersonic ...seed material in a supersonic wind tunnel for PIV primarily because of its self- cleaning attribute. Carbon dioxide is non-corrosive, non-flammable
Anodal transcranial direct current stimulation over the primary motor cortex does not enhance the learning benefits of self-controlled feedback schedules.

PubMed

Carter, Michael J; Smith, Victoria; Carlsen, Anthony N; Ste-Marie, Diane M

2018-05-01

A distinct learning advantage has been shown when participants control their knowledge of results (KR) scheduling during practice compared to when the same KR schedule is imposed on the learner without choice (i.e., yoked schedules). Although the learning advantages of self-controlled KR schedules are well-documented, the brain regions contributing to these advantages remain unknown. Identifying key brain regions would not only advance our theoretical understanding of the mechanisms underlying self-controlled learning advantages, but would also highlight regions that could be targeted in more applied settings to boost the already beneficial effects of self-controlled KR schedules. Here, we investigated whether applying anodal transcranial direct current stimulation (tDCS) to the primary motor cortex (M1) would enhance the typically found benefits of learning a novel motor skill with a self-controlled KR schedule. Participants practiced a spatiotemporal task in one of four groups using a factorial combination of KR schedule (self-controlled vs. yoked) and tDCS (anodal vs. sham). Testing occurred on two consecutive days with spatial and temporal accuracy measured on both days and learning was assessed using 24-h retention and transfer tests without KR. All groups improved their performance in practice and a significant effect for practicing with a self-controlled KR schedule compared to a yoked schedule was found for temporal accuracy in transfer, but a similar advantage was not evident in retention. There were no significant differences as a function of KR schedule or tDCS for spatial accuracy in retention or transfer. The lack of a significant tDCS effect suggests that M1 may not strongly contribute to self-controlled KR learning advantages; however, caution is advised with this interpretation as typical self-controlled learning benefits were not strongly replicated in the present experiment.
A Multidisciplinary Self-Directed Learning Module Improves Knowledge of a Quality Improvement Instrument: The HEART Pathway.

PubMed

Hartman, Nicholas D; Harper, Erin N; Leppert, Lauren M; Browning, Brittany M; Askew, Kim; Manthey, David E; Mahler, Simon A

We created and tested an educational intervention to support implementation of an institution wide QI project (the HEART Pathway) designed to improve care for patients with acute chest pain. Although online learning modules have been shown effective in imparting knowledge regarding QI projects, it is unknown whether these modules are effective across specialties and healthcare professions. Participants, including nurses, advanced practice clinicians, house staff and attending physicians (N = 486), were enrolled into an online, self-directed learning course exploring the key concepts of the HEART Pathway. The module was completed by 97% of enrollees (469/486) and 90% passed on the first attempt (422/469). Out of 469 learners, 323 completed the pretest, learning module and posttest in the correct order. Mean test scores across learners improved significantly from 74% to 89% from the pretest to the posttest. Following the intervention, the HEART Pathway was used for 88% of patients presenting to our institution with acute chest pain. Our data demonstrate that this online, self-directed learning module can improve knowledge of the HEART Pathway across specialties-paving the way for more efficient and informed care for acute chest pain patients.
Communication Skills for OMRDD Direct Care Workers: Distance Learning Study Guide. Instructor's Manual.

ERIC Educational Resources Information Center

Denny, Verna Haskins

This instructor's manual provides an overview, directions, and answer keys for working with the study guide for direct care workers who are enrolled in a self-directed communication skills distance learning program for developmental disabilities workers. It begins with a list of the 12 theme areas and 105 units into which the theme areas are…
Teaching Prevention in Pediatrics.

ERIC Educational Resources Information Center

Cheng, Tina L.; Greenberg, Larrie; Loeser, Helen; Keller, David

2000-01-01

Reviews methods of teaching preventive medicine in pediatrics and highlights innovative programs. Methods of teaching prevention in pediatrics include patient interactions, self-directed learning, case-based learning, small-group learning, standardized patients, computer-assisted instruction, the Internet, student-centered learning, and lectures.…
Self-Perceived and Observable Self-Direction in an Online Asynchronous Programming Course Using Peer Learning Forums

ERIC Educational Resources Information Center

Gaspar, Alessio; Langevin, Sarah; Boyer, Naomi; Armitage, William

2009-01-01

This study broadens the objectives of previous work (Boyer, N., Langevin, S., Gaspar, A. (2008). "Self direction and constructivism in programming education." "Proceedings of the ACM Special Interest Group in IT Education Conference," 16-18 October 2008, Cincinnati, OH) in which we used a survey-based instrument, the Personal…
Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students.

PubMed

Gade, Shubhada; Chari, Suresh

2013-12-01

The Medical Council of India, in the recent Vision 2015 document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A paper-based case scenario of multinodular goiter was given to phase I Bachelor of Medicine, Bachelor of Surgery students in two sessions. An attitude survey of the students and teachers was done using a Likert scale ranging from strongly disagrees to strongly agree. A pretest and posttest were conducted. The students opined that CBL helped them to better their understanding of a particular topic, gave them better retention of knowledge, helped them to relate clinical conditions to basic sciences, improved soft skills such as communication skills and group dynamics, and promoted a better teacher-student relationship. There was significant improvement in student's performance when pre- and posttest scores were compared (P = 0.018). Furthermore, faculty members opined that CBL promoted self-study and problem-solving abilities of the students. In conclusion, CBL motivates students toward self-directed learning and to develop analytic and problem-solving skills; thus, CBL could be beneficial for students' entry into clinical departments and, finally, in managing patients.
Investigating Students' Acceptance and Self-Efficacy of E-Learning at Al-Aqsa University Based on TAM Model

ERIC Educational Resources Information Center

Mahdi, Hasan Rebhi

2014-01-01

The study aimed at investigating the influence of E-learning Self-Efficacy (ELSE) on the acceptance of e-learning by using the Technology Acceptance Model (TAM). According to the TAM which used as the theoretical basis, both of the Perceived Usefulness (PU) and the Perceived Ease of Use (PEOU) influence directly the end user's Behavioral Intention…

Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers Perceptions

ERIC Educational Resources Information Center

Papadopoulou, Anthia; Palaigeorgiou, George

2016-01-01

In recent years, a lot of focus has been given to the study of interactive video. However, interactive video has not been examined as a tool for self-directed learning in the classroom and has not been exploited together with tablets. This study tries to assess the value of an e-learning environment which is based primarily on interactive learning…
Self-Control of Haptic Assistance for Motor Learning: Influences of Frequency and Opinion of Utility

PubMed Central

Williams, Camille K.; Tseung, Victrine; Carnahan, Heather

2017-01-01

Studies of self-controlled practice have shown benefits when learners controlled feedback schedule, use of assistive devices and task difficulty, with benefits attributed to information processing and motivational advantages of self-control. Although haptic assistance serves as feedback, aids task performance and modifies task difficulty, researchers have yet to explore whether self-control over haptic assistance could be beneficial for learning. We explored whether self-control of haptic assistance would be beneficial for learning a tracing task. Self-controlled participants selected practice blocks on which they would receive haptic assistance, while participants in a yoked group received haptic assistance on blocks determined by a matched self-controlled participant. We inferred learning from performance on retention tests without haptic assistance. From qualitative analysis of open-ended questions related to rationales for/experiences of the haptic assistance that was chosen/provided, themes emerged regarding participants’ views of the utility of haptic assistance for performance and learning. Results showed that learning was directly impacted by the frequency of haptic assistance for self-controlled participants only and view of haptic assistance. Furthermore, self-controlled participants’ views were significantly associated with their requested haptic assistance frequency. We discuss these findings as further support for the beneficial role of self-controlled practice for motor learning. PMID:29255438
Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning

NASA Astrophysics Data System (ADS)

Kim, Nam Ju

This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students' perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students' self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students' difficulties in improving problem-solving skills and adjusting to PBL.
The strategic use of lecture recordings to facilitate an active and self-directed learning approach.

PubMed

Topale, Luminica

2016-08-12

New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. Survey research was undertaken using a convenience sample. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. The survey was designed to explore students' perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. Findings revealed that recorded lectures had little influence on students' choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. This study was a useful investigation into how the availability of lecture capture technology influenced medical students' study behaviors and how students were making valuable use of the technology as an active learning tool.
Incorporating Problem-Based Learning in Physical Education Teacher Education

ERIC Educational Resources Information Center

Hushman, Glenn; Napper-Owen, Gloria

2011-01-01

Problem-based learning (PBL) is an educational method that identifies a problem as a context for student learning. Critical-thinking skills, deductive reasoning, knowledge, and behaviors are developed as students learn how theory can be applied to practical settings. Problem-based learning encourages self-direction, lifelong learning, and sharing…
What Veterans Bring to Civilian Workplaces: A Prototype Toolkit for Helping Veterans Communicate to Private-Sector Employers About the Nontechnical Skills Taught in the Military

DTIC Science & Technology

2014-01-01

healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest. RAND’s publications do not necessarily reflect ...Toolkit 5 Continuous learning (related terms: adaptive learning, willingness to learn, active learning, metacognition ): Takes the necessary...when not under direct supervision; displays self -discipline and self -control; diligently checks work to ensure that all essential details have been
What Veterans Bring to Civilian Workplaces: A Prototype Toolkit for Helping Veterans Communicate to Private-Sector Employers About the Nontechnical Skills Taught in the Military

DTIC Science & Technology

2015-01-01

reflect the opinions of its research clients and sponsors. Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving...This Toolkit 5 Continuous learning (related terms: adaptive learning, willingness to learn, active learning, metacognition ): Takes the necessary...even when not under direct supervision; displays self -discipline and self -control; diligently checks work to ensure that all essential details have
Learning portfolio models in health regulatory colleges of Ontario, Canada.

PubMed

Tompkins, Marianne; Paquette-Frenette, Denise

2010-01-01

Health regulatory colleges promote continued competence by requiring members to submit yearly portfolios that document learning. Previous studies conclude that portfolios can be valuable tools to promote continuous learning in health college members, but portfolios are time-consuming to complete and difficult to evaluate. This exploratory study compares the features of portfolio models in regulatory colleges, as a basis for future studies. Data were collected through a document review of the portfolio models described on the Web sites of 14 Canadian health regulatory colleges. All models contain 3 common components of self-directed learning: (1) self-diagnosis, (2) learning plan and activities, and (3) self-evaluation. Several include member profiles and peer feedback. A broad range of formal, nonformal, and informal activities are accepted as evidence of learning; a few colleges restrict learners' freedom in selecting these activities. There is a dual philosophy of learning in portfolio models that includes both humanist and technical paradigms. Low numbers of members are selected for audit of completed portfolios. The possibility of last-minute preparation and the lack of support to members who struggle with self-directed learning methods are issues to be resolved. Although portfolios are designed to enhance learning and reflection, quality cannot be ensured unless compliance is enforced, and learning outcomes are measured. Professionals should be guided regarding how to complete portfolios. More health regulatory colleges should announce the number of portfolios they audit. In general, the number of portfolios audited by each profession may need to be increased.
The Effects of Program Embedded Learning Strategies, Using an Imagery Cue Strategy and an Attention Directing Strategy, to Improve Learning from Micro Computer Based Instruction (MCBI).

ERIC Educational Resources Information Center

Taylor, William; And Others

The effects of the Attention Directing Strategy and Imagery Cue Strategy as program embedded learning strategies for microcomputer-based instruction (MCBI) were examined in this study. Eight learning conditions with identical instructional content on the parts and operation of the human heart were designed: either self-paced or externally-paced,…
Simulation-Based Mastery Learning Improves Central Line Maintenance Skills of ICU Nurses.

PubMed

Barsuk, Jeffrey H; Cohen, Elaine R; Mikolajczak, Anessa; Seburn, Stephanie; Slade, Maureen; Wayne, Diane B

2015-10-01

This study evaluated the impact of a simulation-based mastery learning (SBML) curriculum on central line maintenance and care among a group of ICU nurses. The intervention included 5 tasks: (a) medication administration, (b) injection cap (needleless connector) changes, (c) tubing changes, (d) blood drawing, and (e) dressing changes. All participants underwent a pretest, engaged in deliberate practice with directed feedback, and completed a posttest. We compared pretest and posttest scores and assessed correlations between demographics, self-confidence, and pretest performance. The number of nurses passing each task at pretest varied from 24 of 49 (49%) for dressing changes to 44 of 49 (90%) for tubing changes. At pretest, scores ranged from a median of 0.0% to 73.1%. At posttest, all scores rose to a median of 100.0%. Total years in nursing and ICU nursing had significant, negative correlations with medication administration pretest performance (r = -0.42, P = .003; r = -0.42, P = .003, respectively). ICU nurses displayed large variability in their ability to perform central line maintenance tasks. After SBML, there was significant improvement, and all nurses reached a predetermined level of competency.
Learning Bridge: Curricular Integration of Didactic and Experiential Education

PubMed Central

Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

2010-01-01

Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741
[Narrative Pedagogy in Nursing Education: The Essence of Clinical Nursing Process Recording].

PubMed

Chao, Yu-Mei Y; Chiang, Hsien-Hsien

2017-02-01

Clinical nursing process recording (CNPR) has been shown to be an effective tool for facilitating student-centered teaching and learning in nursing education. Yet, the essence and process of this tool have yet to be sufficiently explored and clarified. To explore the essence of CNPR in the contexts of clinical teaching and learning. Reflective analysis was used as the phenomenological approach to analyze the qualitative data, which were transcribed from the oral responses of the six participants who were attending the Clinical Nursing Education Forum. A total of five sessions of the Clinical Nursing Education Forums were conducted. The content of the Clinical Nursing Education Forums consisted of a series of 12 narrative writings of CNPR that were written by a senior student and read and commented on by the student's clinical instructor. Three groups of the essence and process of clinical teaching and learning were inductively identified as: (a) mobilizing autonomous, self-directed learning behavior from self-writing and re-storying; (b) establishing the student-instructor dialogical relationship from mutual localization; and (c) co-creating a learning environment in education and in clinical practice. When used as an interactive teaching and learning tool, CNPR promotes mutual understanding by re-locating the self in the coexisting roles of student nurse, instructor, and patient in a series of nursing care situations. This re-location facilitates students' self-directed learning, enhances the abilities of asking question, waiting for and accompany with the instructor; and promotes the self-care capabilities of patients.
Effects of cerebellar nuclear inactivation on the learning of a complex forelimb movement in cats.

PubMed

Wang, J J; Shimansky, Y; Bracha, V; Bloedel, J R

1998-05-01

The purpose of this study was to determine the effects of inactivating concurrently the cerebellar interposed and dentate nuclei on the capacity of cats to acquire and retain a complex, goal-directed forelimb movement. To assess the effects on acquisition, cats were required to learn to move a vertical manipulandum bar through a two-segment template with a shape approximating an inverted "L" after the injection of muscimol (saline for the control group) in the interposed and dentate cerebellar nuclei. During training periods, they were exposed progressively to more difficult templates, which were created by decreasing the angle between the two segments of the template. After determining the most difficult template the injected animals could learn within the specified time and performance constraints, the retraining phase of the experiment was initiated in which the cats were required to execute the same sequence of templates in the absence of any injection. This stage of the experiment assessed retention and determined the extent of any relearning required to execute the task at criterion levels. Next, the animals were overtrained without any injection on the most difficult template they could perform. Finally, to determine the effects of nuclear inactivation on retention after extensive retraining, their capacity to perform the same template was determined after muscimol injection in the interposed and dentate nuclei. The findings show that during the inactivation of the dentate and interposed nuclei the animals could learn to execute the more difficult templates. However, when required to execute the most difficult template learned under muscimol on the day after injections were discontinued, the cats had to "relearn" (reacquire) the movement. Finally, when the cerebellar nuclei were inactivated after the animals learned the task in the absence of any injections during the retraining phase, retention was not blocked. The data indicate that the intermediate and lateral cerebellum are not required either for learning this type of complex voluntary movement or for retaining the capacity to perform the task once it is learned. Nevertheless, when the cerebellum becomes available for executing a task learned in the absence of this structure, reacquisition of the behavior usually is necessary. It is hypothesized that the relearning observed after acquisition during muscimol inactivation reflects the tendency of the system to incorporate the cerebellum into the interactions responsible for the learning and performance of a motor sequence that is optimal for executing the task.
The Relationship among Self-Determination, Self-Concept, and Academic Achievement for Students with Learning Disabilities

ERIC Educational Resources Information Center

Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M.; Noonan, Patricia M.

2014-01-01

Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept…
The Application of Self-Directed Learning in a Marketing Strategy Capstone Course

ERIC Educational Resources Information Center

Gray, David M.

2011-01-01

Capstone courses can create a space for students and educators to act as co-producers of desired learning outcomes which are directly relevant to the world of work. This study uses an auto-ethnographic case study approach to demonstrate how a mixed model learning approach evolved in a capstone marketing strategy unit in a marketing major at an…
Self-assessed learning style correlates to use of supplemental learning materials in an online course management system.

PubMed

Halbert, Caitlin; Kriebel, Richard; Cuzzolino, Robert; Coughlin, Patrick; Fresa-Dillon, Kerin

2011-01-01

The benefit of online learning materials in medical education is not well defined. The study correlated certain self-identified learning styles with the use of self-selected online learning materials. First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.
Empirical Validation of the Importance of Employees' Learning Motivation for Workplace E-Learning in Taiwanese Organisations

ERIC Educational Resources Information Center

Chen, Hsiu-Ju; Kao, Chia-Hung

2012-01-01

E-learning systems, adopted by organisations for employee training to enhance employees' performance, are characterised by self-directed, autonomous learning. Learning motivation is then of importance in the design of e-learning practices in workplace. However, empirical study of the alignment of e-learning with individual learning needs and…
Guided Instruction Improves Elementary Student Learning and Self-Efficacy in Science

ERIC Educational Resources Information Center

Hushman, Carolyn J.; Marley, Scott C.

2015-01-01

The authors investigated whether the amount of instructional guidance affects science learning and self-efficacy. Sixty 9- and 10-year-old children were randomly assigned to one of the following three instructional conditions: (a) guided instruction consisting of examples and student-generated explanations, (b) direct instruction consisting of a…
Of Slumdogs and Schoolmasters: Jacotot, Ranciere and Mitra on Self-Organized Learning

ERIC Educational Resources Information Center

Stamp, Richard

2013-01-01

This article argues that the concept and practice of "self-organized learning", as pioneered by Sugata Mitra (and his team) in the "Hole-in-the-Wall" experiments (1999-2005) that inspired the novel "Q & A" (2006) and the resulting movie, "Slumdog millionaire" (2008) bear direct, but not uncritical…
Graduate Faculty Perceptions of Experiential Learning Activities in Multicultural Classrooms

ERIC Educational Resources Information Center

Su, Yu-Han

2012-01-01

Current graduate programs employ many effective teaching methods. One of these methods, using experiential learning activities (Lee & Caffarella, 1994) in class, includes the subcomponents of cooperative learning, self-directed learning, and active learning. While these methods are commonly used, not much scholarly literature has examined the…

Goal orientation and self-efficacy in relation to memory in adulthood

PubMed Central

Hastings, Erin C.; West, Robin L.

2011-01-01

The achievement goal framework (Dweck, 1986) has been well-established in children and college-students, but has rarely been examined empirically with older adults. The current study, including younger and older adults, examined the effects of memory self-efficacy, learning goals (focusing on skill mastery over time) and performance goals (focusing on performance outcome evaluations) on memory performance. Questionnaires measured memory self-efficacy and general orientation toward learning and performance goals; free and cued recall was assessed in a subsequent telephone interview. As expected, age was negatively related and education was positively related to memory self-efficacy, and memory self-efficacy was positively related to memory, in a structural equation model. Age was also negatively related to memory performance. Results supported the positive impact of learning goals and the negative impact of performance goals on memory self-efficacy. There was no significant direct effect of learning or performance goals on memory performance; their impact occurred via their effect on memory self-efficacy. The present study supports past research suggesting that learning goals are beneficial, and performance goals are maladaptive, for self-efficacy and learning, and validates the achievement goal framework in a sample including older adults. PMID:21728891
Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups

ERIC Educational Resources Information Center

Kawka, Marta; Larkin, Kevin; Danaher, P. A.

2011-01-01

Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, & Mackness, 2011). These notions of learning arise from the topologies of social networks and can be applied to…
Concept Cartoons Supported Problem Based Learning Method in Middle School Science Classrooms

ERIC Educational Resources Information Center

Balim, Ali Günay; Inel-Ekici, Didem; Özcan, Erkan

2016-01-01

Problem based learning, in which events from daily life are presented as interesting scenarios, is one of the active learning approaches that encourages students to self-direct learning. Problem based learning, generally used in higher education, requires students to use high end thinking skills in learning environments. In order to use…
On the teaching model of website-based collaborated self-directed study

NASA Astrophysics Data System (ADS)

Jing, Zhihua; Zeng, Yingxiong; Wen, Chunyu

2011-12-01

Based on the theory of collaborated self-directed study and the strengths of modern education technology, the study explores application of websites for collaborated self-directed college English learning. It introduces the characteristics and functions of the website developed to assist college English teaching in China. It also points out the problems currently existing among teachers and students, and puts forward some suggestions and strategies for the improvement of the application of the website.
Inspiring Climate Education Excellence (ICEE): Developing self-directed professional development modules for secondary science teachers

NASA Astrophysics Data System (ADS)

Buhr, S. M.; Lynds, S. E.; McCaffrey, M. S.; Morton, E.

2010-12-01

Inspiring Climate Education Excellence (ICEE) is a NASA-funded project to develop online course modules and self-directed learning resources aligned with the Essential Principles of Climate Science. Following a national needs assessment survey and a face to face workshop to pilot test topics, a suite of online modules is being developed suitable for self-directed learning by secondary science teachers. Modules are designed around concepts and topics in which teachers express the most interest and need for instruction. Module design also includes attention to effective teaching strategies, such as awareness of student misconceptions, strategies for forestalling controversy and advice from master teachers on implementation and curriculum development. The resources are being developed in partnership with GLOBE, and the National Science Digital Library (NSDL) and is informed by the work of the Climate Literacy and Energy Awareness Network (CLEAN) project. ICEE will help to meet the professional development needs of teachers, including those participating in the GLOBE Student Climate Research Campaign. Modules and self-directed learning resources will be developed and disseminated in partnership with the National Science Digital Library (NSDL). This presentation introduces the needs assessment and pilot workshop data upon which the modules are based, and describes the modules that are available and in development.
[Contract learning: effects of professionalization on the student nurse].

PubMed

Jubin, Patricia

2013-03-01

The reengineering of nurse training implies the implementation of self-development, empowering tools and a reshaping of the function of accompaniment during training which becomes a shared function. This work is part of a psycho-socio-educational approach of the accompaniment to self-directed learning and also in the field of practices of health and social work. This study contributes to the identification of the conditions of efficiency of contracting between student nurses, tutors and instructors. It aims to explore the interest of a triangular steering of the learning contract centered on the student's individual project and also the interest of meetings during training as triggers to a process of self-construction of competences. Moreover, the study aims to identify the effects of contract on professionalization. Our study reverts to the basic question of learning by contract as a pillar for the self-directed learning in an alternating training context. The empirical approach takes into account a qualitative study carried out with 15 people (tutors, managers, student nurses and instructors) in 3 health care structures and a quantitative study based on 78 first year students, 106 second year students, and 47 third year students at the same nursing education institute. The study shows that learning by contract is empowering and professionalizing, if the student is placed in favorable conditions of learning and contractual relationship.
Injection-modulated polarity conversion by charge carrier density control via a self-assembled monolayer for all-solution-processed organic field-effect transistors

NASA Astrophysics Data System (ADS)

Roh, Jeongkyun; Lee, Taesoo; Kang, Chan-Mo; Kwak, Jeonghun; Lang, Philippe; Horowitz, Gilles; Kim, Hyeok; Lee, Changhee

2017-04-01

We demonstrated modulation of charge carrier densities in all-solution-processed organic field-effect transistors (OFETs) by modifying the injection properties with self-assembled monolayers (SAMs). The all-solution-processed OFETs based on an n-type polymer with inkjet-printed Ag electrodes were fabricated as a test platform, and the injection properties were modified by the SAMs. Two types of SAMs with different dipole direction, thiophenol (TP) and pentafluorobenzene thiol (PFBT) were employed, modifying the work function of the inkjet-printed Ag (4.9 eV) to 4.66 eV and 5.24 eV with TP and PFBT treatments, respectively. The charge carrier densities were controlled by the SAM treatment in both dominant and non-dominant carrier-channel regimes. This work demonstrates that control of the charge carrier densities can be efficiently achieved by modifying the injection property with SAM treatment; thus, this approach can achieve polarity conversion of the OFETs.
Types of Informal Learning in Cross-Organizational Collegial Conversations

ERIC Educational Resources Information Center

Wilson, Daniel Gray; Hartung, Kyle

2015-01-01

Purpose: This paper aims to gather empirical evidence for what colleagues from different organizations reported they learned from informal professional learning conversations. Informal learning conversations with colleagues is a powerful yet understudied source of self-directed, professional development. Design/methodology/approach: This study of…
Individualized Instruction in Science, Earth-Space Project, Self-Directed Activities.

ERIC Educational Resources Information Center

Kuczma, R. M.

As a supplement to Learning Activity Packages (LAP) of the earth-space project, this manual presents self-directed activities especially designed for individualized instruction. Besides an introduction to LAP characteristics, sets of instructions are given in connection with the metric system, the earth's dimensions, indirect evidence for atomic…
Individualized Instruction in Science, Time-Space-Matter, Self-Directed Activities.

ERIC Educational Resources Information Center

Kuczma, R. M.

As a supplement to Learning Activity Packages (LAP) on the time-space-matter subject, details are presented for self-directed activities. Major descriptions are given on the background of LAP characteristics, metric system, profile graph construction, spectroscope operation, radiant energy measurement, sunspot effects, density determination,…
Real-time ultrasound image classification for spine anesthesia using local directional Hadamard features.

PubMed

Pesteie, Mehran; Abolmaesumi, Purang; Ashab, Hussam Al-Deen; Lessoway, Victoria A; Massey, Simon; Gunka, Vit; Rohling, Robert N

2015-06-01

Injection therapy is a commonly used solution for back pain management. This procedure typically involves percutaneous insertion of a needle between or around the vertebrae, to deliver anesthetics near nerve bundles. Most frequently, spinal injections are performed either blindly using palpation or under the guidance of fluoroscopy or computed tomography. Recently, due to the drawbacks of the ionizing radiation of such imaging modalities, there has been a growing interest in using ultrasound imaging as an alternative. However, the complex spinal anatomy with different wave-like structures, affected by speckle noise, makes the accurate identification of the appropriate injection plane difficult. The aim of this study was to propose an automated system that can identify the optimal plane for epidural steroid injections and facet joint injections. A multi-scale and multi-directional feature extraction system to provide automated identification of the appropriate plane is proposed. Local Hadamard coefficients are obtained using the sequency-ordered Hadamard transform at multiple scales. Directional features are extracted from local coefficients which correspond to different regions in the ultrasound images. An artificial neural network is trained based on the local directional Hadamard features for classification. The proposed method yields distinctive features for classification which successfully classified 1032 images out of 1090 for epidural steroid injection and 990 images out of 1052 for facet joint injection. In order to validate the proposed method, a leave-one-out cross-validation was performed. The average classification accuracy for leave-one-out validation was 94 % for epidural and 90 % for facet joint targets. Also, the feature extraction time for the proposed method was 20 ms for a native 2D ultrasound image. A real-time machine learning system based on the local directional Hadamard features extracted by the sequency-ordered Hadamard transform for detecting the laminae and facet joints in ultrasound images has been proposed. The system has the potential to assist the anesthesiologists in quickly finding the target plane for epidural steroid injections and facet joint injections.
Development and preliminary testing of a self-rating instrument to measure self-directed learning ability of nursing students.

PubMed

Cheng, Su-Fen; Kuo, Chien-Lin; Lin, Kuan-Chia; Lee-Hsieh, Jane

2010-09-01

With the growing trend of preparing students for lifelong learning, the theory of self-directed learning (SDL) has been increasingly applied in the context of higher education. In order to foster lifelong learning, abilities among nursing students, faculties need to have an appropriate instrument to measure the SDL abilities of nursing students. The objectives of this study were to develop an instrument to measure the SDL abilities of nursing students and to test the validity and reliability of this instrument. This study was conducted in 4 phases. In Phase 1, based on a review of the literature, the researchers developed an instrument to measure SDL. In Phase 2, two rounds of the Delphi study were conducted, to determine the content validity of the instrument. In Phase 3, a convenience sample of 1072 nursing students from two representative schools across three different types of nursing programs were recruited to test the construct validity of the Self-Directed Learning Instrument (SDLI). Finally, in Phase 4, the internal consistency and reliability of the instrument were tested. The resulting SDLI consists of 20 items across the following four domains: learning motivation, planning and implementing, self-monitoring, and interpersonal, communication. The final model in confirmatory factor analysis revealed that this 20-item SDLI indicated a good fit of the model. The value of Cronbach's alpha for the total scale was .916 and for the four domains were .801, .861, .785, and .765, respectively. The SDLI is a valid and reliable instrument for identifying student SDL abilities. It is available to students in nursing and similar medical programs to evaluate their own SDL. This scale may also enable nursing faculty to assess students' SDL status, design better lesson plans and curricula, and, implement appropriate teaching strategies for nursing students in order to foster the growth of lifelong learning abilities. Copyright (c) 2010 Elsevier Ltd. All rights reserved.
Problem based learning with scaffolding technique on geometry

NASA Astrophysics Data System (ADS)

Bayuningsih, A. S.; Usodo, B.; Subanti, S.

2018-05-01

Geometry as one of the branches of mathematics has an important role in the study of mathematics. This research aims to explore the effectiveness of Problem Based Learning (PBL) with scaffolding technique viewed from self-regulation learning toward students’ achievement learning in mathematics. The research data obtained through mathematics learning achievement test and self-regulated learning (SRL) questionnaire. This research employed quasi-experimental research. The subjects of this research are students of the junior high school in Banyumas Central Java. The result of the research showed that problem-based learning model with scaffolding technique is more effective to generate students’ mathematics learning achievement than direct learning (DL). This is because in PBL model students are more able to think actively and creatively. The high SRL category student has better mathematic learning achievement than middle and low SRL categories, and then the middle SRL category has better than low SRL category. So, there are interactions between learning model with self-regulated learning in increasing mathematic learning achievement.
Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation - a pilot project.

PubMed

Ramar, Kannan; De Moraes, Alice Gallo; Selim, Bernardo; Holets, Steven; Oeckler, Richard

2016-01-01

Physicians require extensive training to achieve proficiency in mechanical ventilator (MV) management of the critically ill patients. Guided self-directed learning (GSDL) is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. First-year Pulmonary and Critical Care Medicine (PCCM) fellows ( n =6) and Critical Care Internal Medicine (CCIM) ( n =8) fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows) completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p =0.13). Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p =0.39). The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p =0.07). Improved satisfaction scores were noted with hands-on tutoring. Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.
An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

PubMed

Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

2012-03-01

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.
English Teachers' Self-Efficacy Beliefs and Students Learning Approaches: The Role of Classroom Structure Perception

ERIC Educational Resources Information Center

Mazlum, Farhad; Cheraghi, Fereshteh; Dasta, Mahdi

2015-01-01

This study aimed at investigating the direct and indirect effects that teachers' self-efficacy beliefs exert on students' learning approaches via affecting their perceptions of classroom structure. The sample included 40 English teachers and 240 first-grade female students from high schools in Iran. To collect data, three questionnaires were…
Transforming Interaction and Social Presence through Course Design: Authentic Implementation of Threaded Discussion Tools

ERIC Educational Resources Information Center

Pierce, Richard

2013-01-01

This study investigated course design factors influencing social presence and the development of ICT self-efficacy. Instructional design factors that promoted authentic uses of threaded discussions as a vehicle to establish social presence, self-directed learning and cooperative learning resulted in 900 posts in a semester, when no posts were…
Integrated method of teaching in Web Quest activity and its impact on undergraduate students' cognition and learning behaviors: a future trend in medical education.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili

2015-01-14

Web Quest is one of the new ways of teaching and learning that is based on research, and includes the principles of learning and cognitive activities, such as collaborative learning, social and cognitive learning, and active learning, and increases motivation. The aim of this study is to evaluate the Web Quest influence on students' learning behaviors. In this quasi-experimental study, which was performed on undergraduates taking a psychiatric course at Jahrom University of Medical Sciences, simple sampling was used to select the cases to be studied; the students entered the study through census and were trained according to Web Quest methodology. The procedure was to present the course as a case study and team work. Each topic included discussing concepts and then patient's treatment and the communicative principles for two weeks. Active participation of the students in response to the scenario and introduced problem was equal to preparing scientific videos about the disease and collecting the latest medical treatment for the disease from the Internet.Three questionnaires, including the self-directed learning Questionnaire, teamwork evaluation Questionnaire (value of team), and Buffard self-regulated Questionnaire, were the data gathering tools. The results showed that the average of self-regulated learning and self-directed learning (SDL) increased after the educational intervention. However, the increase was not significant. On the other hand, problem solving (P=0.001) and the value of teamwork (P=0.002), apart from increasing the average, had significant statistical values. In view of Web Quest's positive impacts on students' learning behaviors, problem solving and teamwork, the effective use of active learning and teaching practices and use of technology in medical education are recommended.
Integrated Method of Teaching in Web Quest Activity and Its Impact on Undergraduate Students’ Cognition and Learning Behaviors: A Future Trend in Medical Education

PubMed Central

Jahromi, Zohreh Badiyepeymaie; Mosalanejad, Leili

2015-01-01

Introduction: Web Quest is one of the new ways of teaching and learning that is based on research, and includes the principles of learning and cognitive activities, such as collaborative learning, social and cognitive learning, and active learning, and increases motivation. The aim of this study is to evaluate the Web Quest influence on students’ learning behaviors. Materials and Methods: In this quasi-experimental study, which was performed on undergraduates taking a psychiatric course at Jahrom University of Medical Sciences, simple sampling was used to select the cases to be studied; the students entered the study through census and were trained according toWeb Quest methodology. The procedure was to present the course as a case study and team work. Each topic included discussing concepts and then patient’s treatment and the communicative principles for two weeks. Active participation of the students in response to the scenario and introduced problem was equal to preparing scientific videos about the disease and collecting the latest medical treatment for the disease from the Internet. Three questionnaires, including the self-directed learning Questionnaire, teamwork evaluation Questionnaire (value of team), and Buffard self-regulated Questionnaire, were the data gathering tools. Results: The results showed that the average of self-regulated learning and self-directed learning (SDL) increased after the educational intervention. However, the increase was not significant. On the other hand, problem solving (P=0.001) and the value of teamwork (P=0.002), apart from increasing the average, had significant statistical values. Conclusions: In view of Web Quest’s positive impacts on students’ learning behaviors, problem solving and teamwork, the effective use of active learning and teaching practices and use of technology in medical education are recommended. PMID:25946931
Self-organizing path integration using a linked continuous attractor and competitive network: path integration of head direction.

PubMed

Stringer, Simon M; Rolls, Edmund T

2006-12-01

A key issue is how networks in the brain learn to perform path integration, that is update a represented position using a velocity signal. Using head direction cells as an example, we show that a competitive network could self-organize to learn to respond to combinations of head direction and angular head rotation velocity. These combination cells can then be used to drive a continuous attractor network to the next head direction based on the incoming rotation signal. An associative synaptic modification rule with a short term memory trace enables preceding combination cell activity during training to be associated with the next position in the continuous attractor network. The network accounts for the presence of neurons found in the brain that respond to combinations of head direction and angular head rotation velocity. Analogous networks in the hippocampal system could self-organize to perform path integration of place and spatial view representations.

Modifying the Learning Environment of Students To Enhance Personal Learning.

ERIC Educational Resources Information Center

Dart, Barry C.; Clarke, John A.

The aim of this project is to increase teacher education students' understanding of the learning process by focusing on their own learning experiences. In 1990, 67 preservice teacher education students in 4 classes completed measures of academic locus of control, perceived competencies in self-directed learning, and study processes before and…
Risks and Opportunities in the Age of Information Technology: E-Learning, Commercialization, and Measures of Success.

ERIC Educational Resources Information Center

Rhodes, Elizabeth Moore

This position paper describes a theoretical framework for learning that encompasses new conceptions of learning, namely learning as social practice, new views of the learner as self-directed, and paradigm shifts in learning as it is mandated in new social contexts. Social learning theory, especially that of situated learning, provides a new…
Study guides: effective tools to improve self-directed learning skills of medical students.

PubMed

Khabaz Mafinejad, Mahboobeh; Aghili, Rokhsareh; Emami, Zahra; Malek, Mojtaba; Baradaran, Hamidreza; Taghavinia, Mansoureh; Khamseh, Mohammad E

2014-01-01

In medicine, there is a rapid development of a knowledge base. Medical professionals need to sustain and advance their competence to practice in response to these varieties. So, there is increased interest in self-directed learning methods. Study guides can make a major contribution to self-directed learning. This study was carried out to evaluate the effect of study guides on improving self-learning skills of medical students in the Iran University of Medical Sciences (IUMS). In this quasi-experimental study, 46 medical students were randomly assigned into two groups; the intervention group and the control group. Both groups participated in a diagnostic test at the beginning of the course (pre-test). The same test was taken at the end of the course (post-test). The intervention group was provided with study guides on thyroid disorders and diabetes. Meanwhile, they continued their routine clinical training. The control group was only involved in the conventional training program. Students in the intervention group were also asked to complete a designed questionnaire in regard to their attitude toward the study guides. At enrollment, there was no statistically significant difference between the two groups. The mean scores of the pre-test for the control group and the intervention group were 6.18 and 6.13 respectively (P=0.9). In the post-test, the mean score of the students in the intervention group was considerably higher: 9.25 vs. 12 (P=0.002). The students in the intervention group found the study guides useful. The study guides were potentially effective in motivating self-learning in this group of medical students and had a remarkable effect on their final score.
Description of Self-efficacy and Initial Cognitive Abilities on the Students’ Physics Learning of the Direct Current Electrical Circuits

NASA Astrophysics Data System (ADS)

Zaenudin; Maknun, J.; Muslim

2017-03-01

This study aims to determine description of self -efficacy and initial cognitive abilities on the students of MAN 1 Bandung (senior high school) in learning physics on the subject of electrical circuits Direct Current (DC) before they get academy ask assigned in the classroom. From the results of this research can be used as a reference to provide appropriate measures for the advancement of student learning. The theory used in this research is the theory of Bandura. The design in this study using case study and data collection is done by tests and questionnaires, sampling techniques used by random sampling, the study was conducted on 10th grade students of MAN 1 Bandung by the amount of students 35 participants. The results of data analysis showed that the percentage of students who have moderate self-efficacy amounted to 67.05 %, and cognitive ability 50 %, this shows that the process of learning that takes place in school before that junior high school is not much scientific implement processes that provide students the opportunity to discover new things, then learning approaches of right is Problem Based Learning (PBL).
On the nature of directed behavior to drug-associated light cues in rhesus monkeys (Macaca mulatta).

PubMed

Reilly, Mark P; Berndt, Sonja I; Woods, James H

2016-11-01

The present study investigated the role of drug-paired stimuli in controlling the behavior of rhesus monkeys. Systematic observations were made with nine monkeys who had a history of drug self-administration; they had been lever pressing to produce intravenous infusions of various drugs. These observations revealed that the stimulus light co-occurring with drug infusion produced robust and cue-directed behavior such as orienting, touching and biting. Experiment 1 showed that this light-directed behavior would occur in naïve monkeys exposed to a Pavlovian pairing procedure. Four monkeys were given response-independent injections of cocaine. In two monkeys, a red light preceded cocaine injections by 5 s, and a green light co-occurred with the 5-s cocaine injections. In the other two monkeys, the light presentations and cocaine injections occurred independently. Light-directed behavior occurred in all four monkeys within the first couple of trials and at high levels but decreased across sessions. The cocaine-paired stimulus maintained behavior longer and at higher levels than the uncorrelated stimuli. Furthermore, light-directed behavior was not maintained when cocaine was replaced with saline. Light-directed behavior did not occur in the absence of the lights. When these monkeys were subsequently trained to lever press for cocaine, light-directed behavior increased to levels higher than previously observed. Behavior directed towards drug-paired stimuli is robust, reliable and multiply determined; the mechanisms underlying this activity likely include Pavlovian conditioning, stimulus novelty, habituation and operant conditioning.
Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning.

PubMed

Frame, Tracy R; Gryka, Rebecca; Kiersma, Mary E; Todt, Abby L; Cailor, Stephanie M; Chen, Aleda M H

2016-04-25

Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura's Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students' skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.
Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning

PubMed Central

Gryka, Rebecca; Kiersma, Mary E.; Todt, Abby L.; Cailor, Stephanie M.; Chen, Aleda M. H.

2016-01-01

Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura’s Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students’ skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations. PMID:27170817
Sustaining Teacher Control in a Blog-Based Personal Learning Environment

ERIC Educational Resources Information Center

Tomberg, Vladimir; Laanpere, Mart; Ley, Tobias; Normak, Peeter

2013-01-01

Various tools and services based on Web 2.0 (mainly blogs, wikis, social networking tools) are increasingly used in formal education to create personal learning environments, providing self-directed learners with more freedom, choice, and control over their learning. In such distributed and personalized learning environments, the traditional role…
Small Steps towards Student-Centred Learning

ERIC Educational Resources Information Center

Jacobs, George M.; Toh-Heng, Hwee Leng

2013-01-01

Student centred learning classroom practices are contrasted with those in teacher centred learning classrooms. The discussion focuses on the theoretical underpinnings of the former, and provides nine steps and tips on how to implement student centred learning strategies, with the aim of developing the 21st century skills of self-directed and…
Spaces of Hope

ERIC Educational Resources Information Center

Crowther, Jim; Hemmi, Akiko; Martin, Ian; Scandrett, Eurig

2008-01-01

The UK Government's consultation on informal adult learning recognises the importance of self-directed learning, learning in social movements, and learning that involves the use of information and communication technologies (ICTs). There is a much clearer picture of how computers and the Internet are used by people in their everyday lives and for…
E-Learning--Engineering, On-Job Training and Interactive Teaching

ERIC Educational Resources Information Center

Silva, Anderson, Ed.; Pontes, Elvis, Ed.; Guelfi, Adilson, Ed.; Kofuji, Sergio Takeo, Ed.

2012-01-01

Chapters in this book include: (1) Courseware Adaptation to Learning Styles and Knowledge Level (Boyan Bontchev and Dessislava Vassileva); (2) Assisted On-Job Training (Claudio Teixeira and Joaquim Sousa Pinto); (3) Self-Directed Learning Readiness Factors in Physicians for Implementing E-Learning in the Continuing Medical Education Programs…
Reclaiming Power and Identity: Marginalized Students' Experiences of Service-Learning

ERIC Educational Resources Information Center

Winans-Solis, Jaime

2014-01-01

This qualitative case study investigates how service-learning may enable self-direction and the development of a critical consciousness for marginalized high school students by exploring the dynamics of service-learning through a theoretical framework of critical theory. Service-learning is theorized to counter the oppressive nature of schooling…
Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities

NASA Astrophysics Data System (ADS)

Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

2013-11-01

Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in personal self-efficacy and outcome expectancy among teachers engaged in PLCs that featured Demonstration Laboratories, Lesson Study, and annual Summer Institutes. Significant changes favoring the experimental group were found on all quantitative measures of self-efficacy. Structured clinical interviews revealed that observed changes were largely attributable to a wide range of direct (mastery) and vicarious experiences, as well as emotional reinforcement and social persuasion.
Improving workplace safety training using a self-directed CPR-AED learning program.

PubMed

Mancini, Mary E; Cazzell, Mary; Kardong-Edgren, Suzan; Cason, Carolyn L

2009-04-01

Adequate training in cardiopulmonary resuscitation (CPR) and use of an automated external defibrillator (AED) is an important component of a workplace safety training program. Barriers to traditional in-classroom CPR-AED training programs include time away from work to complete training, logistics, learner discomfort over being in a classroom setting, and instructors who include information irrelevant to CPR. This study evaluated differences in CPR skills performance between employees who learned CPR using a self-directed learning (SDL) kit and employees who attended a traditional instructor-led course. The results suggest that the SDL kit yields learning outcomes comparable to those obtained with traditional instructor-led courses and is a more time-efficient tool for CPR-AED training. Furthermore, the SDL kit overcomes many of the barriers that keep individuals from learning CPR and appears to contribute to bystanders' confidently attempting resuscitation.
Creating a stem cell niche in the inner ear using self-assembling peptide amphiphiles

PubMed Central

Sayed, Zafar A.; Stephanopoulos, Nicholas; Berns, Eric J.; Wadhwani, Anil R.; Morrissey, Zachery D.; Chadly, Duncan M.; Kobayashi, Shun; Edelbrock, Alexandra N.; Mashimo, Tomoji; Miller, Charles A.; McGuire, Tammy L.; Stupp, Samuel I.; Kessler, John A.

2017-01-01

The use of human embryonic stem cells (hESCs) for regeneration of the spiral ganglion will require techniques for promoting otic neuronal progenitor (ONP) differentiation, anchoring of cells to anatomically appropriate and specific niches, and long-term cell survival after transplantation. In this study, we used self-assembling peptide amphiphile (PA) molecules that display an IKVAV epitope (IKVAV-PA) to create a niche for hESC-derived ONPs that supported neuronal differentiation and survival both in vitro and in vivo after transplantation into rodent inner ears. A feature of the IKVAV-PA gel is its ability to form organized nanofibers that promote directed neurite growth. Culture of hESC-derived ONPs in IKVAV-PA gels did not alter cell proliferation or viability. However, the presence of IKVAV-PA gels increased the number of cells expressing the neuronal marker beta-III tubulin and improved neurite extension. The self-assembly properties of the IKVAV-PA gel allowed it to be injected as a liquid into the inner ear to create a biophysical niche for transplanted cells after gelation in vivo. Injection of ONPs combined with IKVAV-PA into the modiolus of X-SCID rats increased survival and localization of the cells around the injection site compared to controls. Human cadaveric temporal bone studies demonstrated the technical feasibility of a transmastoid surgical approach for clinical intracochlear injection of the IKVAV-PA/ONP combination. Combining stem cell transplantation with injection of self-assembling PA gels to create a supportive niche may improve clinical approaches to spiral ganglion regeneration. PMID:29284013
Communication Skills for OMRDD Direct Care Workers: Distance Learning Study Guide.

ERIC Educational Resources Information Center

Denny, Verna Haskins

This self-directed, self-paced adult distance education program provides developmental aides and transitional employees with practice in job-related reading, writing, math, and problem solving. Participants use e-mail, print materials, and videotapes to do assignments. An introductory brochure precedes materials for 12 theme areas and 105 units…
Promoting Students' Self-Directed Learning Ability through Teaching Mathematics for Social Justice

ERIC Educational Resources Information Center

Voss, Richard; Rickards, Tony

2016-01-01

Mathematics is a subject which is often taught using abstract methods and processes. These methods by their very nature may for students alienate the relationship between Mathematics and real life situations. Further, these abstract methods and processes may disenfranchise students from becoming self-directed learners of Mathematics. A solution to…
Building confidence for work as house officers: student experience in the final year of a new problem-based curriculum.

PubMed

Whitehouse, Carl R; O'Neill, Paul; Dornan, Tim

2002-08-01

Newly qualified doctors require an appropriate level of confidence for their new roles. Development of this confidence was a key objective in the final year of a new integrated course with an emphasis on student self-direction. There are 5 placements in the final year course. Students use a Learning Planner to help them choose suitable placements and objectives to serve their learning needs. Educational supervision focuses on helping students determine their objectives and assessing them against these. Course evaluation was by means of a questionnaire during final assessments. Cohorts of 310 and 316 students in successive years completed the evaluation. The interrelationship between variables was explored using logistic regression. 220/310 students in the 2000 cohort and 214/316 in the 2001 cohort agreed they felt confident with their prospective role as a pre-registration house officer (PRHO). Confidence was significantly associated with confidence in their clinical skills, belief in their ability to cope with uncertainty and feeling able to work as a team member. The experience of the 2 hospital placements and (in 2000 only) the elective was associated with increased confidence. In all placements helpful educational supervision and the achievement of the self-directed learning plan was associated with increased confidence as a potential doctor. Students perceive a relationship between learning experiences in the final year of a self-directed course and development of confidence for their future role. Whilst further elucidation of the nature of this relationship is required, this provides encouragement to curriculum planners to promote self-direction.
The collective gyration of a heavy ion cloud in a magnetized plasma

NASA Technical Reports Server (NTRS)

Brenning, N.; Swenson, C.; Kelley, M. C.; Providakes, J.; Torbert, R.

1990-01-01

In both the ionospheric barium injection experiments CRIT 1 and CRIT 2, a long duration oscillation was seen with a frequency close to the gyro frequency of barium and a time duration of about one second. A model for the phenomena which was proposed for the CRIT 1 experiment is compared to the results from CRIT 2 which made a much more complete set of measurements. The model follows the motion of a low Beta ion cloud through a larger ambient plasma. The internal field of the model is close to antiparallel to the injection direction v sub i but slightly tilted towards the self polarization direction E sub p = -V sub i by B. As the ions move across the magnetic field, the space charge is continuously neutralized by magnetic field aligned electron currents from the ambient ionosphere, drawn by the divergence in the perpendicular electric field. These currents give a perturbation of the magnetic field related to the electric field perturbation by Delta E/Delta B approximately equal to V sub A. The model predictions agree quite well with the observed vector directions, field strengths, and decay times of the electric and magnetic fields in CRIT 2. The possibility to extend the model to the active region, where the ions are produces in this type of self-ionizing injection experiments, is discussed.
Midwest Research-to-Practice. Proceedings of the Conference in Adult and Continuing Education (7th, Madison, Wisconsin, October 21-22, 1988).

ERIC Educational Resources Information Center

Coggins, Chere Campbell, Ed.

The following 26 papers are presented in this document: "The Relationship between the Adult's Cognitive Style and Achieving Style to Preference for Self-Directed Learning" (Bitterman); "Developing a Mentoring Program for Persons in Independent Work Sites" (De Vries); "Reflection and the Problem of Self-Deception in Adult Learning" (Dirkx); "A…

The Development of Computational Thinking in the Context of Science and Engineering Practices: A Self-Regulated Learning Approach

ERIC Educational Resources Information Center

Peters-Burton, Erin E.; Cleary, Timothy J.; Kitsantas, Anastasia

2015-01-01

A quality educational experience for secondary students involves more than an acquisition of content knowledge; it entails providing students opportunities to develop a variety of thinking skills that enable integration of knowledge and the promotion of student self-directed learning outside of the classroom. One critical skill that is often…
An Investigation of the Stability and Variability in Young Children's Self-Regulated Learning Behaviors in Kindergarten

ERIC Educational Resources Information Center

Neitzel, Carin; Connor, Lisa

2018-01-01

The authors examined the relative stability and variability of self-regulated learning (SRL) in kindergartners across various contexts (teacher-directed activities, small-group work, and independent work). They assessed the role of temperament and context on children's use of SRL while seeking to identify if there are optimal contexts for…
Learning styles and teaching/learning strategy preferences: implications for educating nurses in critical care, the operating room, and infection control.

PubMed

Goldrick, B; Gruendemann, B; Larson, E

1993-01-01

To assess the learning styles and educational strategy preferences among critical care nurses, operating room nurses, and infection control practitioners. Descriptive multicenter survey using a self-report questionnaire. 108 hospitals from nine geographic regions of the United States. A random sample of 303 (93%) nurses in the three specialties responded to the survey questionnaires. The majority of participants (64%) had an abstract learning style and preferred the self-directed, discovery approach to learning. Nurses may be more abstract in their learning styles than previously reported. Experiential learning theory is an effective means of identifying nurses' learning styles and teaching/learning preferences, which can then be used to plan basic and continuing educational programs.
Memory modulation across neural systems: intra-amygdala glucose reverses deficits caused by intraseptal morphine on a spatial task but not on an aversive task.

PubMed

McNay, E C; Gold, P E

1998-05-15

Based largely on dissociations of the effects of different lesions on learning and memory, memories for different attributes appear to be organized in independent neural systems. Results obtained with direct injections of drugs into one brain region at a time support a similar conclusion. The present experiments investigated the effects of simultaneous pharmacological manipulation of two neural systems, the amygdala and the septohippocampal system, to examine possible interactions of memory modulation across systems. Morphine injected into the medial septum impaired memory both for avoidance training and during spontaneous alternation. When glucose was concomitantly administered to the amygdala, glucose reversed the morphine-induced deficits in memory during alternation but not for avoidance training. These results suggest that the amygdala is involved in modulation of spatial memory processes and that direct injections of memory-modulating drugs into the amygdala do not always modulate memory for aversive events. These findings are contrary to predictions from the findings of lesion studies and of studies using direct injections of drugs into single brain areas. Thus, the independence of neural systems responsible for processing different classes of memory is less clear than implied by studies using lesions or injections of drugs into single brain areas.
A common neural network differentially mediates direct and social fear learning.

PubMed

Lindström, Björn; Haaker, Jan; Olsson, Andreas

2018-02-15

Across species, fears often spread between individuals through social learning. Yet, little is known about the neural and computational mechanisms underlying social learning. Addressing this question, we compared social and direct (Pavlovian) fear learning showing that they showed indistinguishable behavioral effects, and involved the same cross-modal (self/other) aversive learning network, centered on the amygdala, the anterior insula (AI), and the anterior cingulate cortex (ACC). Crucially, the information flow within this network differed between social and direct fear learning. Dynamic causal modeling combined with reinforcement learning modeling revealed that the amygdala and AI provided input to this network during direct and social learning, respectively. Furthermore, the AI gated learning signals based on surprise (associability), which were conveyed to the ACC, in both learning modalities. Our findings provide insights into the mechanisms underlying social fear learning, with implications for understanding common psychological dysfunctions, such as phobias and other anxiety disorders. Copyright © 2017 Elsevier Inc. All rights reserved.
Has Web 2.0 Revitalized Informal Learning? The Relationship between Web 2.0 and Informal Learning

ERIC Educational Resources Information Center

Song, D.; Lee, J.

2014-01-01

Learning is becoming increasingly self-directed and often occurs away from schools and other formal educational settings. The development of a myriad of new technologies for learning has enabled people to learn anywhere and anytime. Web 2.0 technology allows researchers to shed a new light on the importance and prevalence of informal learning.…
Culture Learning from a Constructivist Perspective: An Investigation of Spanish Foreign Language Teachers' Views

ERIC Educational Resources Information Center

Sercu, Lies; Garcia, Maria del Carmen Mendez; Prieto, Paloma Castro

2005-01-01

Today, teaching and learning tend to be viewed from a constructivist perspective. Learning is regarded as a self-directed process of constructing meaning, which takes place in interaction. The teacher supports the learning process by selecting input and approaches that can scaffold the learning process and guide learners towards independent…
Self and Peer Assessment of Pediatricians, Psychiatrists and Medicine Specialists: Implications for Self-Directed Learning

ERIC Educational Resources Information Center

Violato, Claudio; Lockyer, Jocelyn

2006-01-01

Self-regulation in medicine depends on accurate self-assessment. The purpose of the present study was to examine the discrepancy between self and peer assessments for a group of specialist physicians from internal medicine (IM), pediatrics, and psychiatry clinical domains (i.e., patient management, clinical assessment, professional development,…
Codman Award Paper: self-efficacy of staff nurses for health promotion counselling of patients at risk for stroke.

PubMed

Mayer, Cheryl; Andrusyszyn, Mary-Anne; Iwasiw, Carroll

2005-06-01

The effect of nurses' confidence to counsel patients at risk of stroke in selected health promotion areas: smoking cessation, exercise and nutrition was examined. Bandura's (1986) self-efficacy and Knowles' adult learning theories provided the theoretical underpinnings for the study. This was a quasi-experimental design in which neuroscience nurses (N = 23) from a quaternary hospital completed questionnaires prior to, immediately after, and 2 months post completion of a self-directed learning manual (SDL). The researcher-designed manual was designed to enhance learning about the risk factors for stroke and the importance of stroke prevention. Along with reflective activities and pre-post test, strategies for counseling high-risk, stroke-prone individuals in the areas of smoking cessation, exercise, and nutrition were also integrated. The Health Promotion Counseling Self-Efficacy Scale (Tresolini, Saluja, and Stritter, 1995), consisting of 10 self-efficacy subscales relating to self-confidence in knowledge and ability to counsel in health promotion areas, was used to capture the nurses' self-report of self-efficacy. Using a 5-point Likert Scale, nurses also rated their amount of agreement or disagreement about health promotion counseling in practice. Overall, self-efficacy levels for both knowledge and counseling increased significantly (p < .01) from pre-to immediately post completion of the manual, and decreased slightly at two-month follow-up. This pattern was evident in all health promotion areas measured except for knowledge in exercise (p = .015). Nurses' attitudes about aspects of health promotion practices correlated significantly (p < 05) at two-month follow-up with all health promotion areas. Results of this study support the usefulness of a self-directed learning manual as a teaching strategy for health promotion counseling of individuals at risk of stroke.
The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

NASA Astrophysics Data System (ADS)

Cheung, Derek

2015-02-01

For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191-215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students' chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students' chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students' chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students' use of deep learning strategies, which in turn affected students' chemistry self-efficacy. The implications of these findings for developing secondary school students' chemistry self-efficacy are discussed.
Dental Students' Study Habits in Flipped/Blended Classrooms and Their Association with Active Learning Practices.

PubMed

Gadbury-Amyot, Cynthia C; Redford, Gloria J; Bohaty, Brenda S

2017-12-01

In recognition of the importance for dental education programs to take a student-centered approach in which students are encouraged to take responsibility for their learning, a pediatric dentistry course redesign aimed at promoting greater active and self-directed learning was implemented at one U.S. dental school. The aim of this study was to examine the association between the students' self-reported study habits and active learning practices necessary for meaningful learning in the flipped/blended classroom. A convenience sample of two classes of second-year dental students in spring 2014 (SP14, n=106) and spring 2015 (SP15, n=106) was invited to participate in the study. Of the SP14 students, 84 participated, for a response rate of 79%; of the SP15 students, 94 participated, for a response rate of 87%. Students' self-reported responses to questions about study strategies with the prerecorded lecture materials and assigned reading materials were examined. Non-parametric analyses resulted in a cohort effect, so data are reported by class. In the SP15 class, 72% reported watching all/more than half of the prerecorded lectures versus 62% of the SP14 class, with a majority watching more than one lecture per week. In the SP15 cohort, 68% used active learning strategies when watching the lectures versus 58.3% of the SP14 cohort. The time of day preferred by the majority of both cohorts for interacting with course materials was 7-11 pm. Both SP14 and SP15 students reported being unlikely to read assigned materials prior to coming to class. Overall, the course redesign appeared to engage students in self-directed active learning. However, the degree to which active learning practices were taking place to achieve meaningful learning was questionable given students' self-reported study strategies. More work is needed to examine strategies for promoting study practices that will lead to meaningful learning.
Building an Online Learning Community

ERIC Educational Resources Information Center

Chen, Yu-Chein

2004-01-01

The Internet was not invented for education at beginning (Pett Grabinger, 1995), but it has influenced educational systems considerably, especially by providing another way for distance learning. This powerful communication function is superior to any other educational media. Students can conduct their own self-directed learning without…
Circles and Communities, Sharing Practices and Learning: Looking at New Extension Education Approaches

ERIC Educational Resources Information Center

Cristovao, A.; Ferrao, P.; Madeira, R.; Tiberio, M. L.; Rainho, M. J.; Teixeira, M. S.

2009-01-01

We live today in a "knowledge society", but "knowledge transfer" is no longer the dominant extension education paradigm. The principle of "learning to learn" and the concepts of self-directed, collaborative and action learning are more crucial today then ever. The key principles are to stimulate knowledge discovery…
The Application of a Communication Model to the Problems of Learning Disabled Children.

ERIC Educational Resources Information Center

Florio-Forslund, Evelyn

This paper examines the problems of learning disabled children and discusses possibilities for improving their self-concept and attitude toward school. It first notes the suspected link between juvenile delinquency and learning disabilities and suggests that initial efforts to help learning disabled children be directed at the lower-class urban…
Online Independent Vocabulary Learning Experience of Hong Kong University Students

ERIC Educational Resources Information Center

Tang, Eunice; Chung, Edsoulla; Li, Eddy; Yeung, Steven

2016-01-01

In response to the limited vocabulary size of its undergraduates, an independent vocabulary learning platform, VLearn was designed and launched in a university in Hong Kong. As an e-learning environment that supports self-directed vocabulary learning of Chinese learners, the primary aim of VLearn is to equip users with appropriate knowledge and…
Making Distance Learning E.R.O.T.I.C.: Applying Interpretation Principles to Distance Learning

ERIC Educational Resources Information Center

Ross, Anne; Siepen, Greg; O'Connor, Sue

2003-01-01

Distance learners are self-directed learners traditionally taught via study books, collections of readings, and exercises to test understanding of learning packages. Despite advances in e-Learning environments and computer-based teaching interfaces, distance learners still lack opportunities to participate in exercises and debates available to…
Innovation in Postgraduate Teaching: Mixed Methods to Enhance Learning and Learning about Learning

ERIC Educational Resources Information Center

Dickie, Carolyn; Jay, Leighton

2010-01-01

Growing pressure to restructure and reform tertiary education is encouraging university academics to use innovative practices that assist students to develop "employable" skills. The hybrid approach described in this paper stimulated students to be self-directed adult learners who maximized their learning of content and skills by means…
Bioactivation of calcium deficient hydroxyapatite with foamed gelatin gel. A new injectable self-setting bone analogue.

PubMed

Dessì, M; Alvarez-Perez, M A; De Santis, R; Ginebra, M P; Planell, J A; Ambrosio, L

2014-02-01

An alternative approach to bone repair for less invasive surgical techniques, involves the development of biomaterials directly injectable into the injury sites and able to replicate a spatially organized platform with features of bone tissue. Here, the preparation and characterization of an innovative injectable bone analogue made of calcium deficient hydroxyapatite and foamed gelatin is presented. The biopolymer features and the cement self-setting reaction were investigated by rheological analysis. The porous architecture, the evolution of surface morphology and the grains dimension were analyzed with electron microscopy (SEM/ESEM/TEM). The physico-chemical properties were characterized by X-ray diffraction and FTIR analysis. Moreover, an injection test was carried out to prove the positive effect of gelatin on the flow ensuing that cement is fully injectable. The cement mechanical properties are adequate to function as temporary substrate for bone tissue regeneration. Furthermore, MG63 cells and bone marrow-derived human mesenchymal stem cells (hMSCs) were able to migrate and proliferate inside the pores, and hMSCs differentiated to the osteoblastic phenotype. The results are paving the way for an injectable bone substitute with properties that mimic natural bone tissue allowing the successful use as bone filler for craniofacial and orthopedic reconstructions in regenerative medicine.
Automatic vetting of planet candidates from ground based surveys: Machine learning with NGTS

NASA Astrophysics Data System (ADS)

Armstrong, David J.; Günther, Maximilian N.; McCormac, James; Smith, Alexis M. S.; Bayliss, Daniel; Bouchy, François; Burleigh, Matthew R.; Casewell, Sarah; Eigmüller, Philipp; Gillen, Edward; Goad, Michael R.; Hodgkin, Simon T.; Jenkins, James S.; Louden, Tom; Metrailler, Lionel; Pollacco, Don; Poppenhaeger, Katja; Queloz, Didier; Raynard, Liam; Rauer, Heike; Udry, Stéphane; Walker, Simon R.; Watson, Christopher A.; West, Richard G.; Wheatley, Peter J.

2018-05-01

State of the art exoplanet transit surveys are producing ever increasing quantities of data. To make the best use of this resource, in detecting interesting planetary systems or in determining accurate planetary population statistics, requires new automated methods. Here we describe a machine learning algorithm that forms an integral part of the pipeline for the NGTS transit survey, demonstrating the efficacy of machine learning in selecting planetary candidates from multi-night ground based survey data. Our method uses a combination of random forests and self-organising-maps to rank planetary candidates, achieving an AUC score of 97.6% in ranking 12368 injected planets against 27496 false positives in the NGTS data. We build on past examples by using injected transit signals to form a training set, a necessary development for applying similar methods to upcoming surveys. We also make the autovet code used to implement the algorithm publicly accessible. autovet is designed to perform machine learned vetting of planetary candidates, and can utilise a variety of methods. The apparent robustness of machine learning techniques, whether on space-based or the qualitatively different ground-based data, highlights their importance to future surveys such as TESS and PLATO and the need to better understand their advantages and pitfalls in an exoplanetary context.
Injection-controlled laser resonator

DOEpatents

Chang, J.J.

1995-07-18

A new injection-controlled laser resonator incorporates self-filtering and self-imaging characteristics with an efficient injection scheme. A low-divergence laser signal is injected into the resonator, which enables the injection signal to be converted to the desired resonator modes before the main laser pulse starts. This injection technique and resonator design enable the laser cavity to improve the quality of the injection signal through self-filtering before the main laser pulse starts. The self-imaging property of the present resonator reduces the cavity induced diffraction effects and, in turn, improves the laser beam quality. 5 figs.

Injection-controlled laser resonator

DOEpatents

Chang, Jim J.

1995-07-18

A new injection-controlled laser resonator incorporates self-filtering and self-imaging characteristics with an efficient injection scheme. A low-divergence laser signal is injected into the resonator, which enables the injection signal to be converted to the desired resonator modes before the main laser pulse starts. This injection technique and resonator design enable the laser cavity to improve the quality of the injection signal through self-filtering before the main laser pulse starts. The self-imaging property of the present resonator reduces the cavity induced diffraction effects and, in turn, improves the laser beam quality.
Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

PubMed

Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

2015-08-26

Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.
Self-Directed Learning in Preparatory-Year University Students: Comparing Successful and Less-Successful English Language Learners

ERIC Educational Resources Information Center

Alghamdi, Fatimah M. A.

2016-01-01

There is consensus among those involved in teaching English as a foreign language (EFL) in the Saudi educational context that students' achievement in language learning is below expectations. Much research has been directed towards finding the reasons for low achievement amongst learners. However, very few studies have looked at parameters of…
The Relationship between Iranian EFL Learners' Self-Regulatory Vocabulary Strategy Use and Their Vocabulary Size

ERIC Educational Resources Information Center

Amirian, Seyed Mohammad Reza; Mallahi, Omid; Zaghi, Damoon

2015-01-01

Self-regulation is referred to as learners' self-generated ideas and actions which are systematically directed towards achieving educational goals and require learners' active participation in the learning process (Zimmerman & Bandura, 1994). The present study investigated the relationship between Iranian EFL students' self-regulation capacity…
Upward Feedback and Its Contribution to Employees' Feeling of Self-Determination

ERIC Educational Resources Information Center

Bauer, Johannes; Mulder, Regina H.

2006-01-01

Purpose--The paper seeks to show that self-determination is a widely regarded motivational variable in educational research that relates to intrinsically motivated, self-directed learning at work. This study aimed to find out whether the possibility to provide upward feedback to supervisors contributes to employees' feelings of self-determination.…
Accuracy in Student Self-Assessment: Directions and Cautions for Research

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Andrade, Heidi L.; Chen, Fei

2015-01-01

Student self-assessment is a central component of current conceptions of formative and classroom assessment. The research on self-assessment has focused on its efficacy in promoting both academic achievement and self-regulated learning, with little concern for issues of validity. Because reliability of testing is considered a sine qua non for the…
Self-Directed Learning: College Students' Technology Preparedness Change in the Last 10 Years

ERIC Educational Resources Information Center

Caravello, Michael J.; Jiménez, Joel R.; Kahl, Lois J.; Brachio, Brian; Morote, Elsa-Sofia

2015-01-01

This study compares a sample of approximately 44 first year college students in 2005 and 2015 on Long Island, New York, in their technology preparedness and self-directed instruction. The researchers used a survey instrument including demographic information focused upon students' preparation for classroom technology in high school and college.…
Self-Directed Learning: To Be Aware or Not To Be Aware.

ERIC Educational Resources Information Center

Rhee, Kenneth S.

2003-01-01

Critical incident interviews and questionnaire were used to measure behavior change in 25 business students who engaged in repeated reflections on self-directed change and 20 controls. Both groups improved managerial skills. Those in the reflection group were more aware of their own change but overestimated the extent of it. (Contains 45…
Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs

ERIC Educational Resources Information Center

Bonk, Curtis J.; Lee, Mimi Miyoung

2017-01-01

This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey, of which 159 MOOC…
The impact of instructional design in a case-based, computer-assisted instruction module on learning liver pathology in a medical school pathology course

NASA Astrophysics Data System (ADS)

Latham, Patricia S.

The purpose of this quantitative experimental study was to test the impact of three learning interventions on student learning and satisfaction when the interventions were embedded in the instructional design of case-based, Computer-Assisted Instruction (CAI) modules for learning liver pathology in an in-class, self-study, laboratory exercise during a Year-2 medical school Pathology course. The hypothesis was that inclusion of the learning interventions would enhance student satisfaction in using the CAI and improve subsequent CAI-directed exam performance. Three learning interventions were studied, including the use of microscopic virtual slides instead of only static images, the use of interactive image annotations instead of only still annotations, and the use of guiding questions before presenting new information. Students were randomly assigned to with one of eight CAI learning modules configured to control for each of the three learning interventions. Effectiveness of the CAI for student learning was assessed by student performance on questions included in subsequent CAI-directed exams in a pretest and on posttests immediately after the lab exercise, at two weeks and two months. Student satisfaction and perceived learning was assessed by a student survey. Results showed that the learning interventions did not improve subsequent student exam performance, although satisfaction and perceived learning with use of the CAI learning modules was enhanced. Student class rank was evaluated to determine if the learning interventions might have a differential effect based on class rank, but there were no significant differences. Class rank at the time of the lab exercise was itself the strongest predictor of exam performance. The findings suggest that the addition of virtual slides, interactive annotations and guiding questions as learning interventions in self-study, case-based CAI for learning liver pathology in a medical class room setting are not likely to increase performance on subsequent MCQ-based exams, but student satisfaction with use of the CAI can be enhanced, which could provide to be an incentive for students to use similar CAI learning modules for future self-directed learning.
Contextual Learning Issues.

ERIC Educational Resources Information Center

1996

This document consists of four papers presented at a symposium on contextual learning issues moderated by John Henschke at the 1996 conference of the Academy of Human Resource Development (AHRD). "Self-Directed Learning in Organizations: An Analysis of Policies and Practices of Seven Resource Companies in Western Canada" (H. K. Morris…
Student Motivation in Response to Problem-Based Learning

ERIC Educational Resources Information Center

Fukuzawa, Sherry; Boyd, Cleo; Cahn, Joel

2017-01-01

Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving, and critical thinking. Despite extensive research on…
Experiential Learning and the Liberal Arts.

ERIC Educational Resources Information Center

Smith, John Kares

True "liberal learning" often occurs far from our campuses and direct influence. The Ladakhi, a non-western culture located between Tibet, China, and Pakistan, passed on "liberal learning" as part of its communal experience. The Ladakhis were wealthy, self-sufficient, lived in roomy houses, had zero "gross national…
Shopping for Knowledge: An Alternative Environment for Learning.

ERIC Educational Resources Information Center

Joseph, Gillian

1996-01-01

Shopping malls are environments in which many adults find community. They are potentially ideal for adult learning, especially via the Internet, because they can offer pacing, flexible hours, and self-direction and interaction. (SK)
Test results for rotordynamic coefficients of anti-swirl self-injection seals

NASA Technical Reports Server (NTRS)

Kim, C. H.; Lee, Y. B.

1994-01-01

Test results are presented for rotordynamic coefficients and leakage for three annular seals which use anti-swirl self-injection concept to yield significant improvement in whirl frequency ratios as compared to smooth and damper seals. A new anti-swirl self-inection mechanism is achieved by deliberately machining self-injection holes inside the seal stator mechanism which is used to achieve effective reduction of the tangential flow which is considered as a prime cause of rotor instability in high performance turbomachinery. Test results show that the self-injection mechanism significantly improves whirl frequency ratios; however, the leakage performance degrades due to the introduction of the self-injection mechanism. Through a series of the test program, an optimum anti-swirl self-injection seal which uses a labyrinth stator surface with anti-axial flow injections is selected to obtain a significant improvement in the whirl frequency ratio as compared to a damper seal, while showing moderate leakage performance. Best whirl frequency ratio is achieved by an anti-swirl self-injection seal of 12 holes anti-swirl and 6 degree anti-leakage injection with a labyrinth surface configuration. When compared to a damper seal, the optimum configuration outperforms the whirl frequency ratio by a factor of 2.
Structural Relationships among Self-Regulated Learning, Learning Flow, Satisfaction, and Learning Persistence in Cyber Universities

ERIC Educational Resources Information Center

Joo, Young Ju; Joung, Sunyoung; Kim, Jiyeon

2014-01-01

Learning persistence in a cyber-learning environment is not only an index determining the success or failure of individual learners but also a source of important information to establish the management direction of educational programs in an organization. Accordingly, learners need to be motivated to continue to grow in order to ensure both…
Self-directed learning in gross human anatomy: assessment outcomes and student perceptions.

PubMed

Smythe, Gayle; Hughes, Diane

2008-01-01

Speech pathology students enrolled in a lecture-based gross human anatomy program completed two out of nine topics in self-directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self-directed mode of delivery. Students performed as well in the first self-directed topic as they did in lecture-based material, but performance declined significantly on the second self-directed topic. Correlations showed that students who performed well in lecture-based topics also performed well on self-directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content in the topics and the length of time required for completion. We conclude that there is a strong need for appropriate design of distance education materials to reflect student perceptions of length, content, and time investment, and more importantly that there is a need to ensure extensive communication and support of students studying in distance education/self-directed modes for the first time.
Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

NASA Astrophysics Data System (ADS)

Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

2013-11-01

Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing their lessons. For the creation of such a learning environment, teachers can design open-ended inquiry activities in which students have opportunities to take responsibility, reflect on their views, and accomplish challenging tasks.
Decreased Odds of Injection Risk Behavior Associated With Direct Versus Indirect Use of Syringe Exchange: Evidence From Two California Cities.

PubMed

Behrends, Czarina N; Li, Chin-Shang; Gibson, David R

2017-07-29

While there is substantial evidence that syringe exchange programs (SEPs) are effective in preventing HIV among people who inject drugs (PWID), nearly all the evidence comes from PWID who obtain syringes from an SEP directly. Much less is known about the benefits of secondary exchange to PWID who get syringes indirectly from friends or acquaintances who visit an SEP for them. We evaluated the effectiveness of direct versus indirect syringe exchange in reducing HIV-related high-risk injecting behavior among PWID in two separate studies conducted in Sacramento and San Jose, California, cities with quite different syringe exchange models. In both studies associations between direct and indirect syringe exchange and self-reported risk behavior were examined with multivariable logistic regression models. Study 1 assessed effects of a "satellite" home-delivery syringe exchange in Sacramento, while Study 2 evaluated a conventional fixed-site exchange in San Jose. Multivariable analyses revealed 95% and 69% reductions, respectively, in high-risk injection associated with direct use of the SEPs in Sacramento and San Jose, and a 46% reduction associated with indirect use of the SEP in Sacramento. Conclusions/Importance: The very large effect of direct SEP use in Sacramento was likely due in part to home delivery of sterile syringes. While more modest effects were associated with indirect use, such use nevertheless is valuable in reducing the risk of HIV transmission of PWID who are unable or unwilling to visit a syringe exchange.
From the Learning Diary to the ELP: An E-Portfolio for Autonomous Language Learning

ERIC Educational Resources Information Center

Bertolotti, Greta; Beseghi, Micol

2016-01-01

In 2011 the Language Centre of the University of Parma introduced a self-study programme aimed at creating an autonomy-inspired language learning environment. Students are actively engaged in the management of their own learning and co-directed by advisors and teachers in the phases of planning, monitoring and assessment. Reflective diary writing…

Practice of Adult Education--Older Adults, Tourism, and Learning in Yellowstone

ERIC Educational Resources Information Center

Roberson, Donald N., Jr.

2005-01-01

The purpose of this article is to present a program of learning for older adults in a national park. Because of the growing trend of tourism among retirees this learning during leisure is gaining prominence. The paper brings together the concepts of aging, self-directed learning, and tourism and leisure. In addition this paper presents a…
Predicting Social Presence in the Mobile Digital Learning Venue When Using Blogs, Facebook, and Wikis

ERIC Educational Resources Information Center

Bannin, B. Pidgeon

2016-01-01

The adult learner has experienced a massive change in learning options. From a traditional face-to-face classroom with the professor imparting knowledge to a mobile digital learning venue that encourages self-direction and transformative learning, the student is the focus and the professor becomes the facilitator. Adult learners seek out learning…
Learning Skills Workshops Supporting First-Year Courses

ERIC Educational Resources Information Center

Grills, Sheilagh

2017-01-01

Student Services support, including learning skills assistance, can be integral in empowering learners. First-year students are expected to be self-directed in their learning, yet may have neither been challenged nor experienced negative consequences for a lack of perseverance. Academic skills professionals can be partners with teaching faculty in…
ELT Documents: 103-Individualisation in Language Learning.

ERIC Educational Resources Information Center

British Council, London (England). English-Teaching Information Centre.

Articles on individualization in English language learning, a bibliography and list of selected additions to the English Teaching Information Centre archives (October 1977 - April 1978), and a list of recent publications are presented. An introduction by Elizabeth Smyth and the following articles are included: "Autonomy, Self-Directed Learning and…
Exploring Nascent Entrepreneurial Learning: A Mixed Method Study

ERIC Educational Resources Information Center

Post, Ernie

2014-01-01

One purpose of this study was to add insight to help Small Business Development Center (SBDC) entrepreneurial educators understand why over 40% of their adult learners discontinue their learning program prematurely. In addition, this study explored how the comprehensive Self-Directed Learning (SDL) model might inform our understanding of attrition…
Understanding Teacher Professional Learning through Cyber Research

ERIC Educational Resources Information Center

Bates, Meg S.; Phalen, Lena; Moran, Cheryl

2018-01-01

Online professional learning websites provide a unique window into how teachers make self-directed choices about their own professional development. This study extends previous research on how teachers use online resource repositories to examine how teachers make choices about resource use on a professional learning website. The website, the…
The Occupational Versatility Program: Student-Directed Learning in Industrial Arts.

ERIC Educational Resources Information Center

Lavender, John

1978-01-01

Describes the Occupational Versatility program in industrial arts, involving a self-instructional school shop in which the learning system is student-managed, nongraded, upgraded, and team taught. This federally funded learning method has also been successfully applied to home economics and art education. Information sources for the teacher are…
Learner Outcomes as Articulated in Adult Education Literature: An Annotated Bibliography.

ERIC Educational Resources Information Center

Brewer, Patricia

This annotated bibliography contains 14 citations of books, papers, and videotapes that pertain to learner outcomes in adult education. The following are cited: "Understanding and Facilitating Adult Learning" (S. Brookfield); "Self-Direction for Lifelong Learning" (P. Candy); "Helping Adults Learn Workshop" (A. Chickering); "Adults as Learners"…
Autonomous Learning from a Social Cognitive Perspective

ERIC Educational Resources Information Center

Ponton, Michael K.; Rhea, Nancy E.

2006-01-01

The current perspective of autonomous learning defines it as the agentive exhibition of resourcefulness, initiative, and persistence in self-directed learning. As a form of human agency, it has been argued in the literature that this perspective should be consistent with Bandura's (1986) Social Cognitive Theory (SCT). The purpose of this article…
Engaging Students Online with the Smithsonian: A Case Study

ERIC Educational Resources Information Center

Engelke, Lynn-Steven

2015-01-01

In 2012, the Smithsonian Center for Learning and Digital Access (SCLDA) launched Smithsonian Quests, an online program for student self-directed learning that is recognized and rewarded with digital badges. This article examines the rationale, development, implementation, and outcomes of the Smithsonian Quests program, lessons learned along the…
Changes in Student Motivation during Online Learning

ERIC Educational Resources Information Center

Kim, Kyong-Jee; Frick, Theodore W.

2011-01-01

Self-directed e-learning (SDEL) refers to electronic learning environments where there are often no peer learners or instructors regularly available. Past studies suggest that lack of time and lack of motivation are primary causes of learner attrition "in online settings." However, little is known about what influences motivational change during…
Self-Control as Predictor of School Grades, Life Balance, and Flow in Adolescents

ERIC Educational Resources Information Center

Kuhnle, Claudia; Hofer, Manfred; Kilian, Britta

2012-01-01

Background: Recently, several studies have shown that strength of self-control is a crucial factor in determining positive outcomes in individuals' lives. Most attention has been directed to the relationships that self-control has with learning and academic achievement. Aims: This article analyses the effects of self-control not only on school…
Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning

ERIC Educational Resources Information Center

Harrison, Kathy; O'Hara, Joe; McNamara, Gerry

2015-01-01

Problem Statement: This paper focuses on assessment in Irish education, which, despite best intentions, shepherds students through the process to an extent that the individual is prone to undervalue her/his ability to trust in the self as a rational, self-thinking individual. In Ireland's assessment system lies the paradox whereby from childhood…
The Self-Help Group Model: A Review

ERIC Educational Resources Information Center

Jaques, Marceline E.; Patterson, Kathleen M.

1974-01-01

Self-help mutual aid groups are organized by peers who share a common problem. Through group identification, mutual support, and modeling, behavior is directed toward learning a new coping life style. The self-help group model is considered here as a viable and necessary part of a total rehabilitation service system. (Author)
A Novel Application of Machine Learning Methods to Model Microcontroller Upset Due to Intentional Electromagnetic Interference

NASA Astrophysics Data System (ADS)

Bilalic, Rusmir

A novel application of support vector machines (SVMs), artificial neural networks (ANNs), and Gaussian processes (GPs) for machine learning (GPML) to model microcontroller unit (MCU) upset due to intentional electromagnetic interference (IEMI) is presented. In this approach, an MCU performs a counting operation (0-7) while electromagnetic interference in the form of a radio frequency (RF) pulse is direct-injected into the MCU clock line. Injection times with respect to the clock signal are the clock low, clock rising edge, clock high, and the clock falling edge periods in the clock window during which the MCU is performing initialization and executing the counting procedure. The intent is to cause disruption in the counting operation and model the probability of effect (PoE) using machine learning tools. Five experiments were executed as part of this research, each of which contained a set of 38,300 training points and 38,300 test points, for a total of 383,000 total points with the following experiment variables: injection times with respect to the clock signal, injected RF power, injected RF pulse width, and injected RF frequency. For the 191,500 training points, the average training error was 12.47%, while for the 191,500 test points the average test error was 14.85%, meaning that on average, the machine was able to predict MCU upset with an 85.15% accuracy. Leaving out the results for the worst-performing model (SVM with a linear kernel), the test prediction accuracy for the remaining machines is almost 89%. All three machine learning methods (ANNs, SVMs, and GPML) showed excellent and consistent results in their ability to model and predict the PoE on an MCU due to IEMI. The GP approach performed best during training with a 7.43% average training error, while the ANN technique was most accurate during the test with a 10.80% error.
Implementation of a flipped classroom approach to promote active learning in the third-year surgery clerkship.

PubMed

Lewis, Catherine E; Chen, David C; Relan, Anju

2018-02-01

Constructivist student-centered instructional models such as the flipped classroom (FC) have been shown to improve learning. A FC approach was implemented for the surgery clerkship. Data was collected in phase 1 to evaluate student learning and attitudes. Based on these results, questions for the phase 2 open-ended survey were developed to improve understanding of learner attitudes, and ascertain how well the FC aligns with constructivist principles. There was no significant difference in shelf exam performance between the control and intervention groups. A majority of students agreed that they preferred the FC over lectures, and that their learning improved. Open-ended survey analysis demonstrated that the FC fostered self-directed, active learning, and that the in-class sessions facilitated application of concepts and deeper learning. Areas identified for improvement included better alignment with learning preferences through greater variety of pre-class learning options, improvement of podcast technical quality, and utilization of smaller in-class discussion groups. Students had a positive perception of the FC. The FC supports self-directed and more active and deeper in-class learning. Copyright © 2017 Elsevier Inc. All rights reserved.
Policing behaviors, safe injection self-efficacy, and intervening on injection risks: Moderated mediation results from a randomized trial.

PubMed

Pitpitan, Eileen V; Patterson, Thomas L; Abramovitz, Daniela; Vera, Alicia; Martinez, Gustavo; Staines, Hugo; Strathdee, Steffanie A

2016-01-01

We aim to use conditional or moderated mediation to simultaneously test how and for whom an injection risk intervention was efficacious at reducing receptive needle sharing among female sex workers who inject drugs (FSWs-IDUs) in Mexico. Secondary analysis of data from a randomized trial. A total of 300 FSW-IDUs participated in Mujer Mas Segura in Ciudad Juarez, Mexico, and were randomized to an interactive injection risk intervention or a didactic injection risk intervention. We measured safe injection self-efficacy as the hypothesized mediator and policing behaviors (being arrested and syringe confiscation) as hypothesized moderators. In total, 213 women provided complete data for the current analyses. Conditional (moderated) mediation showed that the intervention affected receptive needle sharing through safe injection self-efficacy among women who experienced syringe confiscation. On average, police syringe confiscation was associated with lower safe injection self-efficacy (p = .04). Among those who experienced syringe confiscation, those who received the interactive (vs. didactic) intervention reported higher self-efficacy, which in turn predicted lower receptive needle sharing (p = .04). Whereas syringe confiscation by the police negatively affected safe injection self-efficacy and ultimately injection risk behavior, our interactive intervention helped to "buffer" this negative impact of police behavior on risky injection practices. The theory-based, active skills building elements included in the interactive condition, which were absent from the didactic condition, helped participants' self-efficacy for safer injection in the face of syringe confiscation. (c) 2015 APA, all rights reserved).
Policing Behaviors, Safe Injection Self-Efficacy, and Intervening on Injection Risks: Moderated Mediation Results from a Randomized Trial

PubMed Central

Pitpitan, Eileen V.; Patterson, Thomas L.; Abramovitz, Daniela; Vera, Alicia; Martinez, Gustavo; Staines, Hugo; Strathdee, Steffanie A.

2015-01-01

Objective We aim to use conditional, or moderated mediation to simultaneously test how and for whom an injection risk intervention was efficacious at reducing receptive needle sharing among female sex workers who inject drugs (FSWs-IDUs) in Mexico. Methods Secondary analysis of data from a randomized trial. A total of 300 FSW-IDUs participated in Mujer Mas Segura in Ciudad Juarez, Mexico and were randomized to an interactive injection risk intervention or a didactic injection risk intervention. We measured safe injection self-efficacy as the hypothesized mediator, and policing behaviors (being arrested and syringe confiscation) as hypothesized moderators. 213 women provided complete data for the current analyses. Results Conditional (moderated) mediation showed that the intervention affected receptive needle sharing through safe injection self-efficacy among women who experienced syringe confiscation. On average, police syringe confiscation was associated with lower safe injection self-efficacy (p = 0.04). Among those who experienced syringe confiscation, those who received the interactive (vs. didactic) intervention reported higher self-efficacy, which in turn predicted lower receptive needle sharing (p = 0.04). Conclusions Whereas syringe confiscation by the police negatively impacted safe injection self-efficacy and ultimately injection risk behavior, our interactive intervention helped to “buffer” this negative impact of police behavior on risky injection practices. The theory-based, active skills building elements included in the interactive condition, which were absent from the didactic condition, helped participants’ self-efficacy for safer injection in the face of syringe confiscation. PMID:26120851
A reflective analysis of medical education research on self-regulation in learning and practice.

PubMed

Brydges, Ryan; Butler, Deborah

2012-01-01

In the health professions we expect practitioners and trainees to engage in self-regulation of their learning and practice. For example, doctors are responsible for diagnosing their own learning needs and pursuing professional development opportunities; medical residents are expected to identify what they do not know when caring for patients and to seek help from supervisors when they need it, and medical school curricula are increasingly called upon to support self-regulation as a central learning outcome. Given the importance of self-regulation in both health professions education and ongoing professional practice, our aim was to generate a snapshot of the state of the science in medical education research in this area. To achieve this goal, we gathered literature focused on self-regulation or self-directed learning undertaken from multiple perspectives. Then, with support from a multi-component theoretical framework, we created an overarching map of the themes addressed thus far and emerging findings. We built from that integrative overview to consider contributions, connections and gaps in research on self-regulation to date. Based on this reflective analysis, we conclude that the medical education community's understanding about self-regulation will continue to advance as we: (i) consider how learning is undertaken within the complex social contexts of clinical training and practice; (ii) think of self-regulation within an integrative perspective that allows us to combine disparate strands of research and to consider self-regulation across the training continuum in medicine, from learning to practice; (iii) attend to the grain size of analysis both thoughtfully and intentionally, and (iv) most essentially, extend our efforts to understand the need for and best practices in support of self-regulation. © Blackwell Publishing Ltd 2012.
Nursing students' self-evaluation using a video recording of foley catheterization: effects on students' competence, communication skills, and learning motivation.

PubMed

Yoo, Moon Sook; Yoo, Il Young; Lee, Hyejung

2010-07-01

An opportunity for a student to evaluate his or her own performance enhances self-awareness and promotes self-directed learning. Using three outcome measures of competency of procedure, communication skills, and learning motivation, the effects of self-evaluation using a video recording of the student's Foley catheterization was investigated in this study. The students in the experimental group (n = 20) evaluated their Foley catheterization performance by reviewing the video recordings of their own performance, whereas students in the control group (n = 20) received written evaluation guidelines only. The results showed that the students in the experimental group had better scores on competency (p < 0.001), communication skills (p < 0.001), and learning motivation (p = 0.018) than the control group at the post-test, which was conducted 8 weeks after the pretest. Self-awareness of one's own performance developed by reviewing a videotape appears to increase the competency of clinical skills in nursing students. Copyright 2010, SLACK Incorporated.

The Outcome of Constructive Alignment between Open Educational Services and Learners' Needs, Employability and Capabilities Development: Heutagogy and Transformative Migration among Underprivileged Learners in Rwanda

ERIC Educational Resources Information Center

Nkuyubwatsi, Bernard

2016-01-01

While teachers play an important role in education and supporting learning, many learners in under-resourced settings are not privileged to have access to teachers. Some of these underprivileged learners deal with the issue by engaging in self-determined and self-directed learning. Their efforts sometimes pay off with access to formal higher…
"The first shot": the context of first injection of illicit drugs, ongoing injecting practices, and hepatitis C infection in Rio de Janeiro, Brazil.

PubMed

Oliveira, Maria de Lourdes Aguiar; Hacker, Mariana A; Oliveira, Sabrina Alberti Nóbrega de; Telles, Paulo Roberto; O, Kycia Maria Rodrigues do; Yoshida, Clara Fumiko Tachibana; Bastos, Francisco I

2006-04-01

The context of first drug injection and its association with ongoing injecting practices and HCV (hepatitis C virus) infection were investigated. Injection drug users (IDUs) (N = 606) were recruited in "drug scenes" (public places, bars) in Rio de Janeiro, Brazil, interviewed, and tested for HCV. Sharing of needles/syringes was more prevalent at the first injection (51.3%) than at the baseline interview (36.8%). Those who shared syringes/needles at first injection were more likely to be currently engaged in direct/indirect sharing practices. Among young injectors (< 30 years), those reporting sharing of needles/ syringes at the first injection were about four times more likely to have been infected by HCV. Hepatitis C virus prevalence among active IDUs (n = 272) was 11%. Prison history and longer duration of drug injection were identified as independent predictors of HCV infection. To effectively curb HCV transmission among IDUs and minimize harms associated with risk behaviors, preventive strategies should target individuals initiating drug injection beginning with their very first injection and discourage the transition from non-injecting use to the self-injection of illicit drugs.
Case study: use of problem-based learning to develop students' technical and professional skills

NASA Astrophysics Data System (ADS)

Warnock, James N.; Mohammadi-Aragh, M. Jean

2016-03-01

Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, 'Does PBL enable students to develop desirable professional engineering skills?' The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.
An Exploratory Study of the Relationship between Self-Directed Learning and Senge's Five Disciplines Necessary to Become a Learning Organization: In a High-Tech Company

ERIC Educational Resources Information Center

Masier, Darren Joseph

2013-01-01

The manner by which organizations value their workforce has been shown to impact learning within organizations (Confessore, 1997; Marsick & Watkins, 2010; Weldy & Gillis, 2003). Leadership is faced with a multitude of options to facilitate learning (Cho, 2002; Confessore & Kops, 1998), and employee learning has been linked to…
Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business

ERIC Educational Resources Information Center

Bidarra, Jose; Araujo, Joao

2013-01-01

This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student's perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we…
Verification of accurate technical insight: a prerequisite for self-directed surgical training.

PubMed

Hu, Yinin; Kim, Helen; Mahmutovic, Adela; Choi, Joanna; Le, Ivy; Rasmussen, Sara

2015-03-01

Simulation-based surgical skills training during preclinical education is a persistent challenge due to time constraints of trainees and instructors alike. Self-directed practice is resource-efficient and flexible; however, insight into technical proficiency among trainees is often lacking. The purpose of this study is to prospectively assess the accuracy of self-assessments among medical students learning basic surgical suturing. Over seven weekly practice sessions, preclinical medical students performed serial repetitions of a simulation-based suturing task under one-on-one observation by one of four trainers. Following each task repetition, self- and trainer-assessments (SA-TA) were performed using a 36-point weighted checklist of technical standards developed a priori by expert consensus. Upon study completion, agreement between SA and TA was measured using weighted Cohen's kappa coefficients. Twenty-nine medical students each performed a median of 25 suture task repetitions (IQR 21.5-28). Self-assessments tended to overestimate proficiency during the first tertile of practice attempts. Agreement between SA and TA improved with experience, such that the weighted kappa statistics for the two-handed and instrument ties were >0.81 after 18-21 task attempts. Inexperienced trainees frequently overestimate technical proficiency through self-assessments. However, this bias diminishes with repetitive practice. Only after trainees have attained the capacity to accurately self-assess can effective self-directed learning take place.
Cognitive learning strategies: their effectiveness in acquiring racquetball skill.

PubMed

Tennant, L M

2000-06-01

Racquetball players were compared to assess whether a Self-directed strategy (self-monitoring), a Task-oriented strategy (attentional focusing), or a Combined use of both strategies would be beneficial in acquisition of racquetball skills. According to skill (Beginning, Advanced), players (N=80) were assigned into treatment groups. After treatment, participants executed diagonal lob serves and rallies for Acquisition and Retention phases (Session 1). During Session 2, subjects competed in a modified play setting (Transfer phase). Analysis of variance with repeated measures showed differences by skill during the basic tests favored Advanced players. During modified play, the Task-oriented group won significantly more points and games compared to the Self-directed and Control groups, regardless of skill. Results are discussed relative to skill and the literature on learning strategies.
Constructive, collaborative, contextual, and self-directed learning in surface anatomy education.

PubMed

Bergman, Esther M; Sieben, Judith M; Smailbegovic, Ida; de Bruin, Anique B H; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2013-01-01

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self-directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self-directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect. Copyright © 2012 American Association of Anatomists.
Palatable food avoidance and acceptance learning with different stressors in female rats.

PubMed

Liang, N-C; Smith, M E; Moran, T H

2013-04-03

Stress activates the hypothalamus-pituitary-adrenal (HPA) axis leading to the release of glucocorticoids (GC). Increased activity of the HPA axis and GC exposure has been suggested to facilitate the development of obesity and metabolic syndrome. Nonetheless, different stressors can produce distinct effects on food intake and may support different directions of food learning e.g. avoidance or acceptance. This study examined whether interoceptive (LiCl and exendin-4) and restraint stress (RS) support similar or distinct food learning. Female rats were exposed to different stressors after their consumption of a palatable food (butter icing). After four palatable food-stress pairings, distinct intakes of the butter icing were observed in rats treated with different stressors. Rats that received butter icing followed by intraperitoneal injections of LiCl (42.3mg/kg) and exendin-4 (10μg/kg) completely avoided the palatable food with subsequent presentations. In contrast, rats experiencing RS paired with the palatable food increased their consumption of butter icing across trials and did so to a greater degree than rats receiving saline injections. These data indicate that interoceptive and psychosocial stressors support conditioned food avoidance and acceptance, respectively. Examination of c-Fos immunoreactivity revealed distinct neural activation by interoceptive and psychosocial stressors that could provide the neural basis underlying opposite direction of food acceptance learning. Published by Elsevier Ltd.
Palatable food avoidance and acceptance learning with different stressors in female rats

PubMed Central

Liang, Nu-Chu; Smith, Megan E.; Moran, Timothy H.

2013-01-01

Stress activates the hypothalamus- pituitary-adrenal (HPA) axis leading to the release of glucocorticoids (GC). Increased activity of the HPA axis and GC exposure has been suggested to facilitate the development of obesity and metabolic syndrome. Nonetheless, different stressors can produce distinct effects on food intake and may support different directions of food learning e.g. avoidance or acceptance. This study examined whether interoceptive (LiCl and exendin-4) and restraint stress support similar or distinct food learning. Female rats were exposed to different stressors after their consumption of a palatable food (butter icing). After 4 palatable food-stress pairings, distinct intakes of the butter icing were observed in rats treated with different stressors. Rats that received butter icing followed by intraperitoneal injections of LiCl (42.3 mg/Kg) and exendin-4 (10 μg/Kg) completely avoided the palatable food with subsequent presentations. In contrast, rats experiencing restraint stress paired with the palatable food increased their consumption of butter icing across trials and did so to a greater degree than rats receiving saline injections. These data indicate that interoceptive and psychosocial stressors support conditioned food avoidance and acceptance, respectively. Examination of c-Fos immunoreactivity revealed distinct neural activation by interoceptive and psychosocial stressors that could provide the neural basis underlying opposite direction of food acceptance learning. PMID:23380501
Peer-assisted learning model enhances clinical clerk's procedural skills.

PubMed

Huang, Chia-Chang; Hsu, Hui-Chi; Yang, Ling-Yu; Chen, Chen-Huan; Yang, Ying-Ying; Chang, Ching-Chih; Chuang, Chiao-Lin; Lee, Wei-Shin; Lee, Fa-Yauh; Hwang, Shinn-Jang

2018-05-17

Failure to transfer procedural skills learned in a laboratory to the bedside is commonly due to a lack of peer support/stimulation. A digital platform (Facebook) allows new clinical clerks to share experiences and tips that help augment their procedural skills in a peer-assisted learning/teaching method. This study aims to investigate the effectiveness of the innovation of using the digital platform to support the transfer of laboratory-trained procedural skills in the clinical units. Volunteer clinical clerks (n = 44) were enrolled into the peer-assisted learning (PAL) group, which was characterized by the peer-assisted learning of procedural skills during their final 3-month clinical clerkship block. Other clerks (n = 51) did not join the procedural skills-specific Facebook group and served as the self-directed learning regular group. The participants in both the PAL and regular groups completed pre- and post-intervention self-assessments for general self-assessed efficiency ratings (GSER) and skills specific self-assessed efficiency ratings (SSSER) for performing vein puncture, intravenous (IV) catheter and nasogastric (NG) tube insertion. Finally, all clerks received the post-intervention 3-station Objective Structured Clinical Skills Examination (OSCE) to test their proficiency for the abovementioned three procedural skills. Higher cumulative numbers of vein punctures, IV catheter insertions and NG tube insertions at the bedside were carried out by the PAL group than the regular group. A greater improvement in GSERs and SSSERs for medical procedures was found in the PAL group than in the regular group. The PAL group obtained higher procedural skills scores in the post-intervention OSCEs than the regular group. Our study suggested that the implementation of a procedural skill-specific digital platform effectively helps clerks to transfer laboratory-trained procedural skills into the clinical units. In comparison with the regular self-directed learning group, the peer-assisted learning characteristics of Facebook give additional benefits to the PAL group by enhancing their procedural skills. Copyright © 2018. Published by Elsevier Taiwan LLC.
Effect of di-amphetamine injected into N. Accumbens on ethanol self-administration in the rat

DOE Office of Scientific and Technical Information (OSTI.GOV)

Samson, H.H.; Tolliver, G.A.; Haraguchi, M.

1991-03-11

Adult, male Long-Evans rats were initiated to lever press with 10% (v/v) ethanol reinforcement using the sucrose-fading technique. Following initiation and the development of stable ethanol self-administration behavior, bilateral cannula guides directed at the N.Accumbens were surgically implanted. Following recovery, the animals received microinjections once a week of either saline, 4, 10 or 20 ug/brain of dl-amphetamine sulfate dissolved in saline. Injections were 10 minutes prior to the daily 30min ethanol self-administration session.; At all doses tested, amphetamine had no significant effect upon the number of responses or ethanol. Reinforcements received during the session. However, a clear alteration in themore » pattern of responding was found at the 10 and 20 ug dose, with some animals showing effects at 4 ug. This alteration in response pattern with no effect upon total responding is different from prior work using systemic amphetamine injections, where both pattern and number of responses were affected. The data suggest that some but not all of the systemic effects could be related to amphetamine's actions on the N. Accumbens.« less
Adults' Self-Directed Learning of an Artificial Lexicon: The Dynamics of Neighborhood Reorganization

ERIC Educational Resources Information Center

Bardhan, Neil Prodeep

2010-01-01

Artificial lexicons have previously been used to examine the time course of the learning and recognition of spoken words, the role of segment type in word learning, and the integration of context during spoken word recognition. However, in all of these studies the experimenter determined the frequency and order of the words to be learned. In three…
Assessment for Learning: Why Assessment Does Not Always Support Student Teachers' Learning

ERIC Educational Resources Information Center

Mumm, Kristi; Karm, Mari; Remmik, Marvi

2016-01-01

Numerous studies have dealt with the importance of assessment for learning (AfL) in higher education, arguing that AfL helps to promote students' learning and supports them in becoming self-directed learners. The majority of the recent literature focuses mainly on the role of individual aspects of AfL. Less attention has been paid to the…
Perspectives of Students on Acceptance of Tablets and Self-Directed Learning with Technology

ERIC Educational Resources Information Center

Gokcearslan, Sahin

2017-01-01

Recent mobile learning technologies offer the opportunity for students to take charge of the learning process both inside and outside the classroom. One of these tools is the tablet PC (hereafter "tablet"). In parallel with increased access to e-content, the role of tablets in learning has recently begun to be examined. This study aims…
Teaching Style Preferences of Trainees at Police In-Service Training Sessions and Differences among Demographic Groups

ERIC Educational Resources Information Center

Ozturk, Mesut

2011-01-01

Studies in adult learning have increased and better developed in the past century. From them adult learning theory emerged, comprised of andragogy, self-directed learning, and transformational learning. The main purpose of this study is to measure the teaching style preferences of trainees at a mid-size police department. The second purpose is to…
Teacher and learner: Supervised and unsupervised learning in communities.

PubMed

Shafto, Michael G; Seifert, Colleen M

2015-01-01

How far can teaching methods go to enhance learning? Optimal methods of teaching have been considered in research on supervised and unsupervised learning. Locally optimal methods are usually hybrids of teaching and self-directed approaches. The costs and benefits of specific methods have been shown to depend on the structure of the learning task, the learners, the teachers, and the environment.
Patient's Compliance on the Use of Extended Low Molecular Weight Heparin Post Major Pelvic Surgeries in Cancer Patients at King Hussein Cancer Center.

PubMed

Baba, M; Al-Masri, M; Salhab, M; El-Ghanem, M

2015-01-01

Effective Venous Thrombo-Embolism (VTE) prophylaxis is used in less than 50% of oncology patients despite its wide availability. Low molecular weight heparin (LMWH) as a daily injection is an essential tool for effective prophylaxis against deep vein thrombosis (DVT). Daily outpatient self-injection by the patients or their family members is common practice. The effectiveness of this measure depends on patient compliance. The purpose of this study is to determine the degree of compliance and the factors that affect compliance to the extended out-patient use of prophylactic LMWH for 1 month after major abdominal/pelvic surgeries in cancer patients at King Hussein Cancer Center (KHCC). Following major abdominal/pelvic surgeries, data on 160 cancer patients at KHCC from January 2007 until July 2012 were collected concerning knowledge of DVT and compliance with prophylactic self-injections by answering a questionnaire. We have achieved a high compliance rate, this was explained by the medical team's role in educating the patients about the risk of VTE and the importance of thromboprophylaxis. The compliance with self-injections was directly associated with younger age, employment and higher degree of education. The high compliance rate outside clinical trials can be achieved through comprehensive patient education by a well-qualified medical team, clarification of the importance of DVT prophylaxis and patients' support.
Harm-reduction activism: a case study of an unsanctioned user-run safe injection site.

PubMed

Kerr, Thomas; Oleson, Megan; Wood, Evan

2004-08-01

Due to the ongoing health crisis among injection drug users in Vancouver, Canada, there have been repeated calls for the establishment of safe injection sites (SISs) since the early 1990s. In April 2003, in response to a large-scale police crackdown and government inaction, a group of activists opened an unsanctioned SIS in Vancouver's Downtown Eastside (DTES). The 327 Carrall Street SIS operated for 181 days despite considerable police harassment and limited financial support. During the operation of the SIS, volunteers supervised over 3000 injections and demonstrated the feasibility of a user-run low-threshold SIS. The experience of the SIS provides valuable lessons for those seeking to advance the interests of injection drug users through community mobilization and direct action approaches. In this article, Thomas Kerr, Megan Oleson, and Evan Wood describe the events surrounding the establishment, operation, and closing of the unsanctioned SIS, and outline the lessons learned.
Self-regulated learning and self-directed study in a pre-college sample

PubMed Central

Abar, Beau; Loken, Eric

2009-01-01

Self-regulated learning (SRL) is a multi-dimensional construct that has been difficult to operationalize using traditional, variable-centered methodologies. The current paper takes a person-centered approach to the study of SRL in a sample of 205 high-school students. Using latent profile analysis on self-reports of seven aspects of SRL, three groups were identified: high SRL, low SRL, and average SRL. Student self-reports of goal orientation were used as validation for the profile solution, with the high academic self- regulation group reporting the highest levels of mastery orientation while the low self-regulation group reported highest levels of avoidant orientation. Profiles were also compared on independently collected, behavioral measures of study behaviors, with the highly self-regulated group tending to study more material and for a longer time than less self-regulated individuals. PMID:20161484

Collaborative Inquiry and the Shared Workspace of Professional Learning Communities

ERIC Educational Resources Information Center

Carpenter, Daniel

2017-01-01

Purpose: The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this investigation was part of an ongoing investigation of well-established PLC collaborative interactions and self-directed learning of educators as part of the shared workspace as a…
Towards Designing Cognitively-Enriched Project-Oriented Courses within a Blended Problem-Based Learning Context

ERIC Educational Resources Information Center

Tambouris, Efthimios; Zotou, Maria; Tarabanis, Konstantinos

2014-01-01

Traditional education seems to gradually and moderately make way for self-directed and student-centred learning strategies that will efficiently enable students to reach their full potentials and will sufficiently prepare them for their upcoming professional careers. Problem-Based Learning (PBL) is such a strategy, since it enables active…
Revising a Design Course from a Lecture Approach to a Project-Based Learning Approach

ERIC Educational Resources Information Center

Kunberger, Tanya

2013-01-01

In order to develop the evaluative skills necessary for successful performance of design, a senior, Geotechnical Engineering course was revised to immerse students in the complexity of the design process utilising a project-based learning (PBL) approach to instruction. The student-centred approach stresses self-directed group learning, which…
Real Stakeholder Education? Lifelong Learning in the Buffyverse

ERIC Educational Resources Information Center

Jarvis, Christine

2005-01-01

This article examines the representation of lifelong learning in "Buffy the Vampire Slayer (BtVS)." Critics acknowledge the series' representation of school life, but pay less attention to its emphasis on self-directed adult learning. The article draws on the extensive range of academic "BtVS" writing and on relevant educational theory concerned…
Evaluating the Effectiveness of Computer Applications in Developing English Learning

ERIC Educational Resources Information Center

Whitaker, James Todd

2016-01-01

I examined the effectiveness of self-directed learning and English learning with computer applications on college students in Bangkok, Thailand, in a control-group experimental-group pretest-posttest design. The hypothesis was tested using a t test: two-sample assuming unequal variances to establish the significance of mean scores between the two…
Written Identification of Errors to Learn Professional Procedures in VET

ERIC Educational Resources Information Center

Boldrini, Elena; Cattaneo, Alberto

2013-01-01

Research has demonstrated that the use of worked-out examples to present errors has great potential for procedural knowledge acquirement. Nevertheless, the identification of errors alone does not directly enhance a deep learning process if it is not adequately scaffolded by written self-explanations. We hypothesised that in learning a professional…
Learner Perspectives on Task Design for Oral-Visual eTandem Language Learning

ERIC Educational Resources Information Center

El-Hariri, Yasmin

2016-01-01

Constituting a more specific form of online collaboration, eTandem Language Learning (eTLL) shows great potential for non-formal, self-directed language learning. Research in this field, particularly regarding task design, is still scarce. Focusing on their beliefs and attitudes, this article examines what learners think about how…
Inquiry-Based Science Education: Scaffolding Pupils' Self-Directed Learning in Open Inquiry

ERIC Educational Resources Information Center

van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

2017-01-01

This paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils' own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of…
An Implementation Plan Affecting Student Learning and Development.

ERIC Educational Resources Information Center

Harr, Gary L.

During summer 1986, the Department of Student Affairs at Florida Community College at Jacksonville adopted a model of student learning and development focused on the theoretical elements that contribute to a holistic view of the ways people grow, learn, and change as they mature. The outcomes-based model focuses on self-direction, including the…
The Influence of Hierarchy and Layout Geometry in the Design of Learning Spaces

ERIC Educational Resources Information Center

Smith, Charlie

2017-01-01

For a number of years, higher education has moved away from didactic teaching toward collaborative and self-directed learning. This paper discusses how the configuration and spatial geometry of learning spaces influences engagement and interaction, with a particular focus on hierarchies between people within the space. Layouts, presented as…
Self-Directed Learning and the Millennial Athletic Training Student

ERIC Educational Resources Information Center

Hughes, Brian J.; Berry, David C.

2011-01-01

Athletic training educators (ATEs) have a responsibility to remain aware of the current student population, particularly how they learn and give meaning to what they have learned. Just as clinical athletic trainers (ATs) must adapt to ever changing work schedules and demands, so too must athletic training educators. In addition to adapting to…
Exploring Self-Regulated Learning Choices in a Customisable Learning Pathway MOOC

ERIC Educational Resources Information Center

Crosslin, Matt

2018-01-01

Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods study sought to examine the pathways that learners will create for themselves when given the choice between an instructor-directed modality and learner-directed…
Once Upon an HRD Book Club.

ERIC Educational Resources Information Center

Bonner, Dede; Tarner, Liz

1999-01-01

Shares experiences of a human resource development (HRD) book group. Offers practical startup tips, descriptions of different types of book groups, and lessons learned about such groups. Suggests that membership on an HRD book group is an opportunity for self-directed learning in a social context, and it fosters a mindset for lifelong learning.…
Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design

ERIC Educational Resources Information Center

Doering, Aaron; Henrickson, Jeni

2015-01-01

Self-directed, inquiry-based learning opportunities focused on transdisciplinary real-world problem solving have been shown to foster creativity in learners. What tools might we provide classroom teachers to scaffold them and their students through this creative process? This study examines an online informal learning environment and the role the…
Promoting Teachers' Learning and Knowledge Building in a Socio-Technical System

ERIC Educational Resources Information Center

Tammets, Kairit; Pata, Kai; Laanpere, Mart

2013-01-01

The study proposes a way in which the learning and knowledge building (LKB) framework, which is consistent with the knowledge conversion phases proposed by Nonaka and Takeuchi, supports teachers' informal and self-directed workplace learning. An LKB framework in a socio-technical system was developed to support professional development in an…
Appraising the Qualities of Social Work Students' Theoretical Knowledge: A Qualitative Exploration

ERIC Educational Resources Information Center

van Bommel, Marijke; Boshuizen, Henny P. A.; Kwakman, Kitty

2012-01-01

Higher professional education aims to prepare students for entering practice with an adequate theoretical body of knowledge. In constructivist programmes, authentic learning contexts and self-directed learning are assumed to support knowledge learning and the transition from education to practice. Through an in-depth exploration, this case study…
Self-directed Learning Favors Local, Rather than Global, Uncertainty

ERIC Educational Resources Information Center

Markant, Douglas B.; Settles, Burr; Gureckis, Todd M.

2016-01-01

Collecting (or "sampling") information that one expects to be useful is a powerful way to facilitate learning. However, relatively little is known about how people decide which information is worth sampling over the course of learning. We describe several alternative models of how people might decide to collect a piece of information…
The use of computer assisted technology to enhance student psychiatric nurses learning during a practice placement.

PubMed

Denny, Margaret; Higgins, Agnes

2003-06-01

Despite the available literature that identifies the value of integrating computer-assisted learning into the curriculum, psychiatric nurse education lags behind in this area of curriculum development. The purpose of this paper is to report on a pilot project involving the use of a computer assisted learning (CAL) interactive multimedia (IMM) package called 'Admissions,' as a self-directed learning tool with two-second year psychiatric nursing students. The students were on a practice placement in an Irish mental health service. The aim of using the multimedia resource was to augment the students' learning during their practice placement and enable them to re-examine the issue of psychosis from a multiplicity of perspectives. This paper provides a brief description of the interactive multimedia package, together with a discussion on the support offered to the students during its use. experiential taxonomy is used as a framework to guide the discussion on the learning and evaluation process used. Feedback from the students suggests that the CAL package is easy to use, informative and promoted independence and self-directed study.
A Developmental Decline in the Learning-Promoting Effects of Infant-Directed Speech for Infants of Mothers with Chronically Elevated Symptoms of Depression

PubMed Central

Kaplan, Peter S.; Danko, Christina M.; Kalinka, Christina J.; Cejka, Anna M.

2014-01-01

Infants of mothers who varied in symptoms of depression were tested at 4 and 12 months of age for their ability to associate a segment of an unfamiliar non-depressed mother’s infant-directed speech (IDS) with a face. At 4 months, all infants learned the voice-face association. At 12 months, despite the fact that none of the mothers were still clinically depressed, infants of mothers with chronically elevated self-reported depressive symptoms, and infants of mothers with elevated self-reported depressive symptoms at 4 months but not 12 months, on average did not learn the association. For infants of mothers diagnosed with depression in remission, learning at 12 months was negatively correlated with the postpartum duration of the mother’s depressive episode. At neither age did extent of pitch modulation in the IDS segments correlate with infant learning. However, learning scores at 12 months correlated significantly with concurrent maternal reports of infant receptive language development. The roles of the duration and timing of maternal depressive symptoms are discussed. PMID:22721737
The Influence of Direct Instruction on Student Self-appraisals: A Hierarchical Analysis of Treatment and Aptitude-Treatment Interaction Effects.

ERIC Educational Resources Information Center

Corno, Lyn; And Others

1981-01-01

Treatment and aptitude-treatment interaction (ATI) effects were assessed on grade 3 student self-appraisal data relating to self-esteem, attitude, anxiety, and locus of control. In particular, parent instruction in learning skills resulted in significantly higher average scores on student self-esteem and attitude and lower scores on anxiety.…

Andragogical Modeling and the Success of the "EMPACTS" project-based learning model in the STEM disciplines: A decade of growth and learner success in the 2Y College Learning Environment.

NASA Astrophysics Data System (ADS)

Phillips, C. D.; Thomason, R.; Galloway, M.; Sorey, N.; Stidham, L.; Torgerson, M.

2014-12-01

EMPACTS (Educationally Managed Projects Advancing Curriculum, Technology/Teamwork and Service) is a project-based, adult learning modelthat is designed to enhance learning of course content through real-world application and problem solving self directed and collaborative learning use of technology service to the community EMPACTS students are self-directed in their learning, often working in teams to develop, implement, report and present final project results. EMPACTS faculty use community based projects to increase deeper learning of course content through "real-world" service experiences. Learners develop personal and interpersonal work and communication skills as they plan, execute and complete project goals together. Technology is used as a tool to solve problems and to publish the products of their learning experiences. Courses across a broad STEM curriculum integrate the EMPACTS project experience into the overall learning outcomes as part of the learning college mission of preparing 2Y graduates for future academic and/or workforce success. Since the program began in 2005, there have been over 200 completed projects/year. Student driven successes have led to the establishment of an EMPACTS Technology Corp, which is funded through scholarship and allows EMPACTS learners the opportunity to serve and learn from one another as "peer instructors." Engineering and 3D graphic design teams have written technology proposals and received funding for 3D printing replication projects, which have benefited the college as a whole through grant opportunities tied to these small scale successes. EMPACTS students engage in a variety of outreachprojects with area schools as they share the successes and joys of self directed, inquiry, project based learning. The EMPACTS Program has successfully trained faculty and students in the implementation of the model and conduct semester to semester and once a year workshops for college and K-12 faculty, who are interested in enhancing the learning experience and retention of course content through meaningful, engaging, character building projects. Learner Project successes are celebrated and archived within the framework of the EMPACTS Student Project website. http://faculty.nwacc.edu/EAST_original/Spring2014/Spring2014index.htm
What Is Instrumented Learning? Part 1

ERIC Educational Resources Information Center

Blake, Robert; Mouton, Jane

1972-01-01

Although article is directed specifically towards improving sales techniques through self evaluation, it discusses various autoinstructional aids that could be applied to other fields. These include self-ranking against an objectives" grid, forced and multiple choice quizzes and the sentence-completion approach. (PD)
The effects of social concern goals on the value of learning and on the intentions of medical students to change their majors

PubMed Central

Park, Soowon; Cho, Seunghee; Lee, Jun-Young

2017-01-01

ABSTRACT Background: In the process of developing a professional medical expertise, goals can become a psychological impetus and act as a source of retaining an individual’s persistency. Therefore, the goals of medical students should be considered when designing a curriculum for health professions. Purpose: The purpose of this study was to examine relative effects of goal categories on the value of learning and intention to change one’s major. Method: Data were obtained from the Korea Education Longitudinal Study, which included 1938 representative Korean college freshmen majoring in medicine, engineering, natural science and humanities. They answered a survey questionnaire about goal categories (i.e., social concern, affiliation, self-growth, leisure, wealth, and fame), the value of learning, and intention to change one's major. Results: For medical students, social concern goals were positively related to the value of learning and negatively related to the intention to change one's major. Social concern goals decreased the intention to change one's major directly, and also indirectly through increased value of learning. Conclusion: Providing context for enhancing medical students’ social concern goals is necessary in a medical training curriculum, not only for the students’ professional development but also for improving society. Abbreviations: GCT: Goal contents theory GPA: Grade point average KELS: Korea education longitudinal study SDLA: Self-directed learning abilities SDT: Self-determination theory PMID:28580860
The effects of social concern goals on the value of learning and on the intentions of medical students to change their majors.

PubMed

Park, Soowon; Cho, Seunghee; Lee, Jun-Young

2017-01-01

In the process of developing a professional medical expertise, goals can become a psychological impetus and act as a source of retaining an individual's persistency. Therefore, the goals of medical students should be considered when designing a curriculum for health professions. The purpose of this study was to examine relative effects of goal categories on the value of learning and intention to change one's major. Data were obtained from the Korea Education Longitudinal Study, which included 1938 representative Korean college freshmen majoring in medicine, engineering, natural science and humanities. They answered a survey questionnaire about goal categories (i.e., social concern, affiliation, self-growth, leisure, wealth, and fame), the value of learning, and intention to change one's major. For medical students, social concern goals were positively related to the value of learning and negatively related to the intention to change one's major. Social concern goals decreased the intention to change one's major directly, and also indirectly through increased value of learning. Providing context for enhancing medical students' social concern goals is necessary in a medical training curriculum, not only for the students' professional development but also for improving society. GCT: Goal contents theory GPA: Grade point average KELS: Korea education longitudinal study SDLA: Self-directed learning abilities SDT: Self-determination theory.
Flipped-learning course design and evaluation through student self-assessment in a predental science class

PubMed Central

2017-01-01

Purpose This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Methods Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. Results The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. Conclusion This study offered insights into how to design a flipped learning course in terms of predental students’ preference and their learning readiness. Although learning success in a flipped classroom depends on the students’ self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context. PMID:28597872
Flipped-learning course design and evaluation through student self-assessment in a predental science class.

PubMed

Ihm, Jungjoon; Choi, Hyoseon; Roh, Sangho

2017-06-01

This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. This study offered insights into how to design a flipped learning course in terms of predental students' preference and their learning readiness. Although learning success in a flipped classroom depends on the students' self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.
Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout.

PubMed

Barbosa, Joselina; Silva, Álvaro; Ferreira, Maria Amélia; Severo, Milton

2016-12-30

The transition from secondary to higher education is a challenging and demanding period for medical students. The ability to manage study time effectively and to be a self-regulated learner is essential to cope with the exponential growth of knowledge in medical education. Thus, the purpose of our study was to measure self-regulated learning skills and self-study across secondary higher education transition and to explore its effect on academic burnout in the first year of medical school. We collected data from 102 (43%) freshman medical students on self-regulated learning, academic achievement, and hours of self-study/week relative to last year of secondary school (at the beginning of academic year) and the first year of medical school (at the end of academic year). Burnout data was collected at the end of academic year. Among the 102 participants, 12% were at risk of burnout. Self-directedness at secondary school and higher education, and strategies for learning and assessment at higher education were protective factors against academic burnout. However, secondary selfdirectedness has an indirect effect on academic burnout mediated by self-directedness in the first year of medical school. In addition, self-study during class period was a risk factor for burnout. Our results support the premise that students experience mental health problems from an early stage at medical school. Empowering medical students to develop strategies for learning assessment and self-direction will help them manage their learning and, consequently, promote their well-being. Finally, we found that it is not academic performance that influences burnout but the time dedicated to study.
[Motivation and self-directed learning among medical students].

PubMed

Fasce H, Eduardo; Ortega B, Javiera; Ibáñez G, Pilar; Márquez U, Carolina; Pérez V, Cristhian; Bustamante D, Carolina; Ortiz M, Liliana; Matus B, Olga; Bastías V, Nancy; Espinoza P, Camila

2016-05-01

Motivation is an essential aspect in the training process of medical students. The association that motivation can have with learning self-regulation is of utmost importance for the design of curriculum, teaching methods and evaluation. To describe the motivational aspects of self-directed learning among medical students from a traditional Chilean University. A qualitative, descriptive study based on grounded theory of Strauss and Corbin. Twenty 4th and 5th year medical students were selected using a maximum variation sampling technique. After obtaining an informed consent, semi-structured interviews and field notes were carried out. Data were analyzed to the level of open coding through Atlas-ti 7.5.2. From the student point of view, personal motivational aspects are linked to the search for information, constant updating, the perception of the physician-patient relationship and interest in subject matters. From the scope of teachers, a main issue is related to their ability to motivate students to develop independent study skills. Personal motivational aspects facilitate the development of independent study skills, specifically in the search of information. The role of teachers is crucial in promoting these skills and the perception of medical students from their learning process.
Elective Self-Care Course Emphasizing Critical Reasoning Principles

PubMed Central

2011-01-01

Objectives. To create, implement, and assess a self-directed online course based on 3 critical reasoning principles to develop pharmacy students’ skills in literature appraisal, content, metacognition, and assessment. Design. Students completed 3 assignments for the course: compile a literature appraisal on a healthcare topic; plan learning objectives and meta-cognitive skills for a learning module; and create a case-based online lesson with multi-structured feedback. Assessment. An online exit survey evaluated students’ perceptions regarding development of ACE (agency, collaboration, expertise) principles and preparation for competency. Students reported acquisition of ACE principles and noted improvements in their learning approaches, sense of responsibility for individual and community learning, skills, and confidence. Conclusions. An online elective course in self-care addressed practice standards for patient safety, maintenance of competency, and interprofessional education by emphasizing critical reasoning skills. PMID:22171110
Paradoxical effects of injection stress and nicotine exposure experienced during adolescence on learning in a serial multiple choice (SMC) task in adult female rats.

PubMed

Renaud, Samantha M; Pickens, Laura R G; Fountain, Stephen B

2015-01-01

Nicotine exposure in adolescent rats has been shown to cause learning impairments that persist into adulthood long after nicotine exposure has ended. This study was designed to assess the extent to which the effects of adolescent nicotine exposure on learning in adulthood can be accounted for by adolescent injection stress experienced concurrently with adolescent nicotine exposure. Female rats received either 0.033 mg/h nicotine (expressed as the weight of the free base) or bacteriostatic water vehicle by osmotic pump infusion on postnatal days 25-53 (P25-53). Half of the nicotine-exposed rats and half of the vehicle rats also received twice-daily injection stress consisting of intraperitoneal saline injections on P26-53. Together these procedures produced 4 groups: No Nicotine/No Stress, Nicotine/No Stress, No Nicotine/Stress, and Nicotine/Stress. On P65-99, rats were trained to perform a structurally complex 24-element serial pattern of responses in the serial multiple choice (SMC) task. Four general results were obtained in the current study. First, learning for within-chunk elements was not affected by either adolescent nicotine exposure, consistent with past work (Pickens, Rowan, Bevins, and Fountain, 2013), or adolescent injection stress. Thus, there were no effects of adolescent nicotine exposure or injection stress on adult within-chunk learning typically attributed to rule learning in the SMC task. Second, adolescent injection stress alone (i.e., without concurrent nicotine exposure) caused transient but significant facilitation of adult learning restricted to a single element of the 24-element pattern, namely, the "violation element," that was the only element of the pattern that was inconsistent with pattern structure. Thus, adolescent injection stress alone facilitated violation element acquisition in adulthood. Third, also consistent with past work (Pickens et al., 2013), adolescent nicotine exposure, in this case both with and without adolescent injection stress, caused a learning impairment in adulthood for the violation element in female rats. Thus, adolescent nicotine impaired adult violation element learning typically attributed to multiple-item learning in the SMC task. Fourth, a paradoxical interaction of injection stress and nicotine exposure in acquisition was observed. In the same female rats in which violation-element learning was impaired by adolescent nicotine exposure, adolescent nicotine experienced without adolescent injection stress produced better learning for chunk-boundary elements in adulthood compared to all other conditions. Thus, adolescent nicotine without concurrent injection stress facilitated adult chunk-boundary element learning typically attributed to concurrent stimulus-response discrimination learning and serial-position learning in the SMC task. To the best of our knowledge, the current study is the first to demonstrate facilitation of adult learning caused by adolescent nicotine exposure. Copyright © 2015 Elsevier Inc. All rights reserved.
Paradoxical Effects of Injection Stress and Nicotine Exposure Experienced During Adolescence on Learning in a Serial Multiple Choice (SMC) Task in Adult Female Rats

PubMed Central

Renaud, Samantha M.; Pickens, Laura R. G.; Fountain, Stephen B.

2015-01-01

Nicotine exposure in adolescent rats has been shown to cause learning impairments that persist into adulthood long after nicotine exposure has ended. This study was designed to assess the extent to which the effects of adolescent nicotine exposure on learning in adulthood can be accounted for by adolescent injection stress experienced concurrently with adolescent nicotine exposure. Female rats received either 0.033 mg/hr nicotine (expressed as the weight of the free base) or bacteriostatic water vehicle by osmotic pump infusion on postnatal days 25-53 (P25-53). Half of the nicotine-exposed rats and half of the vehicle rats also received twice-daily injection stress consisting of intraperitoneal saline injections on P26-53. Together these procedures produced 4 groups: No Nicotine / No Stress, Nicotine / No Stress, No Nicotine / Stress, and Nicotine / Stress. On P65-99, rats were trained to perform a structurally complex 24-element serial pattern of responses in the serial multiple choice (SMC) task. Four general results were obtained in the current study. First, learning for within-chunk elements was not affected by either adolescent nicotine exposure, consistent with past work (Pickens, Rowan, Bevins, & Fountain, 2013), or adolescent injection stress. Thus, there were no effects of adolescent nicotine exposure or injection stress on adult within-chunk learning typically attributed to rule learning in the SMC task. Second, adolescent injection stress alone (i.e., without concurrent nicotine exposure) caused transient but significant facilitation of adult learning restricted to a single element of the 24-element pattern, namely, the “violation element,” that was the only element of the pattern that was inconsistent with pattern structure. Thus, adolescent injection stress alone facilitated violation element acquisition in adulthood. Third, also consistent with past work (Pickens et al., 2013), adolescent nicotine exposure, in this case both with and without adolescent injection stress, caused a learning impairment in adulthood for the violation element in female rats. Thus, adolescent nicotine impaired adult violation element learning typically attributed to multiple-item learning in the SMC task. Fourth, a paradoxical interaction of injection stress and nicotine exposure in acquisition was observed. In the same female rats in which violation-element learning was impaired by adolescent nicotine exposure, adolescent nicotine experienced without adolescent injection stress produced better learning for chunk-boundary elements in adulthood compared to all other conditions. Thus, adolescent nicotine without concurrent injection stress facilitated adult chunk-boundary element learning typically attributed to concurrent stimulus-response discrimination learning and serial-position learning in the SMC task. To the best of our knowledge, the current study is the first to demonstrate facilitation of adult learning caused by adolescent nicotine exposure. PMID:25527003
Strategy Instruction in Mathematics.

ERIC Educational Resources Information Center

Goldman, Susan R.

1989-01-01

Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…
[Teacher Preparation Program.

ERIC Educational Resources Information Center

Immaculate Heart Coll., Los Angeles, CA.

Immaculate Heart College, Los Angeles, California developed a self-initiated and self-directed curriculum in the Teacher Preparation Program. The curriculum was based on a spiral planning model. Emphasis was placed on continuous evaluation, exploration of the learning experience, development of experimental teacher training experiences in the…
Controllable robust laser driven ion acceleration from near-critical density relativistic self-transparent plasma

NASA Astrophysics Data System (ADS)

Liu, Bin; Meyer-Ter-Vehn, Juergen; Ruhl, Hartmut

2017-10-01

We introduce an alternative approach for laser driven self-injected high quality ion acceleration. We call it ion wave breaking acceleration. It operates in relativistic self-transparent plasma for ultra-intense ultra-short laser pulses. Laser propagating in a transparent plasma excites an electron wave as well as an ion wave. When the ion wave breaks, a fraction of ions is self-injected into the positive part of the laser driven wake. This leads to a superior ion pulse with peaked energy spectra; in particular in realistic three-dimensional geometry, the injection occurs localized close to the laser axis producing highly directed bunches. A theory is developed to investigate the ion wave breaking dynamics. Three dimensional Particle-in-Cell simulations with pure-gaussian laser pulses and pre-expanded near-critical density plasma targets have been done to verify the theoretical results. It is shown that hundreds of MeV, easily controllable and manipulable, micron-scale size, highly collimated and quasi-mono-energetic ion beams can be produced by using ultra-intense ultra-short laser pulses with total laser energies less than 10 Joules. Such ion beams may find important applications in tumour therapy. B. Liu acknowledges support from the Alexander von Humboldt Foundation. B. Liu and H. Ruhl acknowledge supports from the Gauss Centre for Supercomputing (GCS), and the Cluster-of-Excellence Munich Centre for Advanced Photonics (MAP).
Using reusable learning objects (rlos) in injection skills teaching: Evaluations from multiple user types.

PubMed

Williams, Julia; O'Connor, Mórna; Windle, Richard; Wharrad, Heather J

2015-12-01

Clinical skills are a critical component of pre-registration nurse education in the United Kingdom, yet there is widespread concern about the clinical skills displayed by newly-qualified nurses. Novel means of supporting clinical skills education are required to address this. A package of Reusable Learning Objects (RLOs) was developed to supplement pre-registration teaching on the clinical skill of administering injection medication. RLOs are electronic resources addressing a single learning objective whose interactivity facilitates learning. This article evaluates a package of five injection RLOs across three studies: (1) questionnaires administered to pre-registration nursing students at University of Nottingham (UoN) (n=46) evaluating the RLO package as a whole; (2) individual RLOs evaluated in online questionnaires by educators and students from UoN; from other national and international institutions; and healthcare professionals (n=265); (3) qualitative evaluation of the RLO package by UoN injection skills tutors (n=6). Data from all studies were assessed for (1) access to, (2) usefulness, (3) impact and (4) integration of the RLOs. Study one found that pre-registration nursing students rate the RLO package highly across all categories, particularly underscoring the value of their self-test elements. Study two found high ratings in online assessments of individual RLOs by multiple users. The global reach is particularly encouraging here. Tutors reported insufficient levels of student-RLO access, which might be explained by the timing of their student exposure. Tutors integrate RLOs into teaching and agree on their use as teaching supplements, not substitutes for face-to-face education. This evaluation encompasses the first years postpackage release. Encouraging data on evaluative categories in this early review suggest that future evaluations are warranted to track progress as the package is adopted and evaluated more widely. Copyright © 2015 Elsevier Ltd. All rights reserved.
[Effects of Self-directed Feedback Practice using Smartphone Videos on Basic Nursing Skills, Confidence in Performance and Learning Satisfaction].

PubMed

Lee, Seul Gi; Shin, Yun Hee

2016-04-01

This study was done to verify effects of a self-directed feedback practice using smartphone videos on nursing students' basic nursing skills, confidence in performance and learning satisfaction. In this study an experimental study with a post-test only control group design was used. Twenty-nine students were assigned to the experimental group and 29 to the control group. Experimental treatment was exchanging feedback on deficiencies through smartphone recorded videos of nursing practice process taken by peers during self-directed practice. Basic nursing skills scores were higher for all items in the experimental group compared to the control group, and differences were statistically significant ["Measuring vital signs" (t=-2.10, p=.039); "Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials" (t=-4.74, p<.001) "Gavage tube feeding" (t=-2.70, p=.009)]. Confidence in performance was higher in the experimental group compared to the control group, but the differences were not statistically significant. However, after the complete practice, there was a statistically significant difference in overall performance confidence (t=-3.07. p=.003). Learning satisfaction was higher in the experimental group compared to the control group, but the difference was not statistically significant (t=-1.67, p=.100). Results of this study indicate that self-directed feedback practice using smartphone videos can improve basic nursing skills. The significance is that it can help nursing students gain confidence in their nursing skills for the future through improvement of basic nursing skills and performance of quality care, thus providing patients with safer care.
The Nations Children Teaching Self-Advocacy: An Exploration of Three Female Foster Youth's Perceptions regarding Their Preparation to Act as Self-Advocates

ERIC Educational Resources Information Center

Jones, Jason Curtis

2010-01-01

Emancipated foster youth must have real world opportunities to learn to become participating citizens through self-advocacy to create educational justice. Emancipation for foster youth occurs between the ages of 18-22 and it is a state's responsibility to provide continuous support through direct instruction in self-advocacy. The aim of states and…
The Effect of Given Homework upon the Instruction of Self-Regulation Strategies That Were Directed to Develop Self-Regulation Strategies

ERIC Educational Resources Information Center

Eker, Cevat

2013-01-01

The aim of this study is to specify the effect of self-regulation strategies upon the instruction of secondary school 5th grade students, whom were given homework to do. In this research, pretest - posttest control group design of experimental method was used. Self-Regulation Learning Strategies Scale (SRLSS), the sub-dimension of the Motivated…
Unexpected Benefits of Pre-University Skills Training for A-Level Students

ERIC Educational Resources Information Center

Jones, H. L.; Gaskell, E. H.; Prendergast, J. R.; Bavage, A. D.

2017-01-01

First-year undergraduates can find the transition from the prescriptive learning environment at school to one of self-directed learning at university, a considerable challenge. A Pre-university Skills Course (PSC) was developed to address this issue by preparing sixth formers for the university learning style. It was piloted with students in the…
"What's so Terrible about Swallowing an Apple Seed?" Problem-Based Learning in Kindergarten

ERIC Educational Resources Information Center

Zhang, Meilan; Parker, Joyce; Eberhardt, Jan; Passalacqua, Susan

2011-01-01

Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have examined how PBL can be adapted for kindergarten. In this study, we examined how a veteran…

How Action-Learning Coaches Foster a Climate Conducive to Learning

ERIC Educational Resources Information Center

Gibson, Sara Henderson

2011-01-01

Today's businesses rely on the effective functioning of self-directed work teams to learn how to solve complex problems and take action. A key factor in a team's ability to perform in this manner is a group climate characterized by psychological safety. Psychological safety must often compete with a climate of evaluative pressure frequently found…
An Authentic Online Community of Learning Framework for Higher Education: Development Process

ERIC Educational Resources Information Center

Parker, Jenni

2017-01-01

A key challenge for higher education practitioners is to identify how to construct more engaging online environments that promote key learning skills and encourage self-directed learning. This paper discusses a study that investigated how online university courses could be designed to be more engaging. The study employed a design-based research…
Effects of Blended Cardiopulmonary Resuscitation and Defibrillation E-learning on Nursing Students' Self-efficacy, Problem Solving, and Psychomotor Skills.

PubMed

Park, Ju Young; Woo, Chung Hee; Yoo, Jae Yong

2016-06-01

This study was conducted to identify the educational effects of a blended e-learning program for graduating nursing students on self-efficacy, problem solving, and psychomotor skills for core basic nursing skills. A one-group pretest/posttest quasi-experimental design was used with 79 nursing students in Korea. The subjects took a conventional 2-week lecture-based practical course, together with spending an average of 60 minutes at least twice a week during 2 weeks on the self-guided e-learning content for basic cardiopulmonary resuscitation and defibrillation using Mosby's Nursing Skills database. Self- and examiner-reported data were collected between September and November 2014 and analyzed using descriptive statistics, paired t test, and Pearson correlation. The results showed that subjects who received blended e-learning education had improved problem-solving abilities (t = 2.654) and self-efficacy for nursing practice related to cardiopulmonary resuscitation and defibrillation (t = 3.426). There was also an 80% to 90% rate of excellent postintervention performance for the majority of psychomotor skills, but the location of chest compressions, compression rate per minute, artificial respiration, and verification of patient outcome still showed low levels of performance. In conclusion, blended E-learning, which allows self-directed repetitive learning, may be more effective in enhancing nursing competencies than conventional practice education.
Use of learning miniprojects in a chemistry laboratory for engineering

NASA Astrophysics Data System (ADS)

Cancela, Angeles; Maceiras, Rocio; Sánchez, Angel; Izquierdo, Milagros; Urréjola, Santiago

2016-01-01

The aim of this paper is to describe the design of chemical engineering laboratory sessions in order to focus them on the learning company approach. This is an activity carried out in the classroom similar to the activities that exist in real companies. This could lead classroom practice to a more cooperative learning and a different style of experimentation. The stated goal is to make a design that seeks to motivate students in a cooperative manner to perform their experiments self-directed and self-organised. The teaching organisation and development of participatory action research are described.
Examining Factors Influencing the Participation and Self-Management of U.S. Collegiate Women's Rowing Coaches in Professional Development Experiences

ERIC Educational Resources Information Center

Lopez, Sara Lynn

2012-01-01

This study examines the factors that influence the participation and self-management of U.S. intercollegiate athletic coaches in professional development experiences. The qualitative study is guided by theoretical considerations about self-directed adult learning as well as emerging concepts regarding the preparation of coaches for an increasingly…
Teaching Students Who Struggle with Learning to Think before, while, and after Reading: Effects of Self-Regulated Strategy Development Instruction

ERIC Educational Resources Information Center

Mason, Linda H.

2013-01-01

Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expository reading comprehension Think before reading,…
Effect of rate of delivery of intravenous cocaine on self-administration in rats.

PubMed

Schindler, Charles W; Panlilio, Leigh V; Thorndike, Eric B

2009-10-01

Many studies of drug self-administration in primates have shown that faster infusions of a drug are more reinforcing than slower infusions. Similar effects have not been shown in rats. We assessed the influence of delivery rate by allowing rats to choose between the same doses of intravenous cocaine delivered over two different infusion speeds. Rats were trained in chambers containing two nose-poke response devices. In Experiment 1, responses in one nose-poke delivered 0.3 mg/kg/injection of cocaine over 10 s, and responses in the other delivered the same dose over 100 s. In Experiment 2, the same procedure was used, but with 1.0 mg/kg/injection dose delivered over 1.7 versus 100 s. During acquisition, most rats preferred the faster infusion. When the delivery rates associated with the nose pokes were reversed, rats trained with 0.3 mg/kg/injection failed to switch nose-poke preference, but half the rats trained with 1.0 mg/kg/injection did switch. In Experiment 3, the choice was between 1 mg/kg cocaine delivered over 1.7 s and no reinforcement. Here, rats quickly learned to respond in the nose-poke associated with cocaine and quickly switched their choice during reversal. In Experiment 4, two groups of rats were allowed to choose between food delivered with a delay of 1 versus 5 s or 1 versus 10 s, respectively. Rats preferred the shorter delay during initial training. In reversal, some rats in the 1 vs 5 s group failed to reverse, while all the rats in the 1 vs 10 s group reversed. These results show that faster infusions of cocaine are clearly more reinforcing during acquisition, but delivery rate may not be as important to the maintenance of self-administration once it has been established. The results with food suggest that these findings represent general principles of behavior and are not unique to drug self-administration.
First injection of ketamine among young injection drug users (IDUs) in three U.S. cities

PubMed Central

Lankenau, Stephen E.; Sanders, Bill; Bloom, Jennifer Jackson; Hathazi, Dodi; Alarcon, Erica; Tortu, Stephanie; Clatts, Michael C.

2007-01-01

Ketamine, a dissociative anesthetic, has emerged as an increasingly common drug among subgroups of young injection drug users (IDUs) in cities across the United States. In-depth qualitative interviews were conducted with 213 young IDUs aged 16–28 years recruited in New York, New Orleans, and Los Angeles between 2004 and 2006. While some initiated injection drug use with ketamine, the drug was more frequently injected by IDUs with extensive polydrug using histories. IDUs initiating with ketamine commonly self-injected via an intramuscular mode of administration. The injection group provided crucial knowledge and material resources that enabled the injection event to occur, including ketamine, syringes, and injection skills. Injection paraphernalia was commonly shared during the first injection of ketamine, particularly vials of pharmaceutically-packaged liquid ketamine. Injection events infrequently occurred in a rave or club and more typically in a private home, which challenges ketamine’s designation as a ‘club’ drug. The first injection of ketamine was a noteworthy event since it introduced a novel drug or new mode of administration to be further explored by some, or exposed others to a drug to be avoided in the future. Risk reduction messages directed towards young IDUs should be expanded to include ketamine. PMID:16979848
Ignite Zeal for STEM Learning

ERIC Educational Resources Information Center

Morales, Hector

2010-01-01

Incorporating business skills such as problem-solving, public presentations, collaboration, and self-direction into STEM (science, technology, engineering and mathematics) subjects is an excellent way to build students' enthusiasm for these disciplines. When educators add workplace internships to the learning experience, they are well on their way…
Developmental Characteristics of Middle Schoolers and Middle School Organization.

ERIC Educational Resources Information Center

Thornburg, Hershel D.

1981-01-01

The social and interpersonal characteristics of early adolescents are described in relation to puberty and the physical and emotional changes that are experienced by the preteen. Learning characteristics for this age group include problem-solving strategies, self-directed learning, and emerging value systems. (JN)
Curiosity and Self-Directed Learning: The Role of Motivation in Education.

ERIC Educational Resources Information Center

Deci, Edward L.; Ryan, Richard M.

Theoretical propositions and research findings concerning children's motivation to learn are discussed and implications for early childhood education are indicated. The discussion begins by defining and illustrating the motivational states of intrinsic motivation, extrinsic motivation, and amotivation. Problems of structuring interaction between…
Many Paths to Learning Software.

ERIC Educational Resources Information Center

Harp, Candice; And Others

1997-01-01

Respondents drawn from a sample of licensed software users rated experimenting and asking coworkers as the most useful ways to learn new software. Clerical workers preferred interaction with trainers; knowledge workers/managers relied on experience and coworkers. Dependent learners (n=49) preferred an instructor-directed approach; self-directed…
An application of adaptive learning to malfunction recovery

NASA Technical Reports Server (NTRS)

Cruz, R. E.

1986-01-01

A self-organizing controller is developed for a simplified two-dimensional aircraft model. The Controller learns how to pilot the aircraft through a navigational mission without exceeding pre-established position and velocity limits. The controller pilots the aircraft by activating one of eight directional actuators at all times. By continually monitoring the aircraft's position and velocity with respect to the mission, the controller progressively modifies its decision rules to improve the aircraft's performance. When the controller has learned how to pilot the aircraft, two actuators fail permanently. Despite this malfunction, the controller regains proficiency at its original task. The experimental results reported show the controller's capabilities for self-organizing control, learning, and malfunction recovery.
Open Education Arrives for Teenage Students

ERIC Educational Resources Information Center

Bauer, Doris M.; Borchardt, Bill

1978-01-01

The philosophy at the Jackie Robinson School in California is rooted in the concept that a child's feelings about self and school precede all other concerns. Students here learn to become self-directed, responsible individuals. Describes the school's organizational plan and how it affects students. (Author/RK)
Virtual reality simulation training of mastoidectomy - studies on novice performance.

PubMed

Andersen, Steven Arild Wuyts

2016-08-01

Virtual reality (VR) simulation-based training is increasingly used in surgical technical skills training including in temporal bone surgery. The potential of VR simulation in enabling high-quality surgical training is great and VR simulation allows high-stakes and complex procedures such as mastoidectomy to be trained repeatedly, independent of patients and surgical tutors, outside traditional learning environments such as the OR or the temporal bone lab, and with fewer of the constraints of traditional training. This thesis aims to increase the evidence-base of VR simulation training of mastoidectomy and, by studying the final-product performances of novices, investigates the transfer of skills to the current gold-standard training modality of cadaveric dissection, the effect of different practice conditions and simulator-integrated tutoring on performance and retention of skills, and the role of directed, self-regulated learning. Technical skills in mastoidectomy were transferable from the VR simulation environment to cadaveric dissection with significant improvement in performance after directed, self-regulated training in the VR temporal bone simulator. Distributed practice led to a better learning outcome and more consolidated skills than massed practice and also resulted in a more consistent performance after three months of non-practice. Simulator-integrated tutoring accelerated the initial learning curve but also caused over-reliance on tutoring, which resulted in a drop in performance when the simulator-integrated tutor-function was discontinued. The learning curves were highly individual but often plateaued early and at an inadequate level, which related to issues concerning both the procedure and the VR simulator, over-reliance on the tutor function and poor self-assessment skills. Future simulator-integrated automated assessment could potentially resolve some of these issues and provide trainees with both feedback during the procedure and immediate assessment following each procedure. Standard setting by establishing a proficiency level that can be used for mastery learning with deliberate practice could also further sophisticate directed, self-regulated learning in VR simulation-based training. VR simulation-based training should be embedded in a systematic and competency-based training curriculum for high-quality surgical skills training, ultimately leading to improved safety and patient care.
A self-triggered picoinjector in microfluidics

NASA Astrophysics Data System (ADS)

Yang, Yiming; Liu, Songsheng; Jia, Chunping; Mao, Hongju; Jin, Qinghui; Zhao, Jianlong; Zhou, Hongbo

2016-12-01

Droplet-based microfluidics has recently emerged as a potential platform for studies of single-cell, directed evolution, and genetic sequencing. In droplet-based microfluidics, adding reagents into drops is one of the most important functions. In this paper, we develop a new self-triggered picoinjector to add controlled volumes of reagent into droplets at kilohertz rates. In the picoinjector, the reagent injecting is triggered by the coming droplet itself, without needing a droplet detection module. Meanwhile, the dosing volume can be precisely controlled. These features make the system more practical and reliable. We expect the new picoinjector will find important applications of droplet-based microfluidics in automated biological assay, directed evolution, enzyme assay, and so on.
Impact of self-assessment by students on their learning.

PubMed

Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

2016-01-01

Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P < 0.001). There was a significantly positive correlation between student and teacher marking (r = 0.79). Both students and faculty perceived it to be helpful for developing self-directed learning skills. Self-assessment can increase the interest and motivation level of students for the subjects leading to enhanced learning and better academic performance, helping them in development of critical skills for analysis of their own work.
Video-recorded simulated patient interactions: can they help develop clinical and communication skills in today's learning environment?

PubMed

Seif, Gretchen A; Brown, Debora

2013-01-01

It is difficult to provide real-world learning experiences for students to master clinical and communication skills. The purpose of this paper is to describe a novel instructional method using self- and peer-assessment, reflection, and technology to help students develop effective interpersonal and clinical skills. The teaching method is described by the constructivist learning theory and incorporates the use of educational technology. The learning activities were incorporated into the pre-clinical didactic curriculum. The students participated in two video-recording assignments and performed self-assessments on each and had a peer-assessment on the second video-recording. The learning activity was evaluated through the self- and peer-assessments and an instructor-designed survey. This evaluation identified several themes related to the assignment, student performance, clinical behaviors and establishing rapport. Overall the students perceived that the learning activities assisted in the development of clinical and communication skills prior to direct patient care. The use of video recordings of a simulated history and examination is a unique learning activity for preclinical PT students in the development of clinical and communication skills.
Intentional learning: A concept analysis.

PubMed

Mollman, Sarah; Candela, Lori

2018-01-01

To use a concept analysis to determine a clear definition of the term "intentional learning" for use in nursing. The term intentional learning has been used for years in educational, business, and even nursing literature. It has been used to denote processes leading to higher order thinking and the ability to use knowledge in new situations; both of which are important skills to develop in nursing students. But the lack of a common, accepted definition of the term makes it difficult for nurse educators to base instruction and learning experiences on or to evaluate its overall effectiveness in educating students for diverse, fast-paced clinical practices. A concept analysis following the eight-step method developed by Walker and Avant (2011). Empirical and descriptive literature. Five defining attributes were identified: (1) self-efficacy for learning, (2) active, effortful, and engaged learning, (3) mastery of goals where learning is the goal, (4) self-directed learning, and (5) self-regulation of learning. Through this concept analysis, nursing will have a clear definition of intentional learning. This will enable nurse educators to generate, evaluate, and test learning experiences that promote further development of intentional learning in nursing students. Nurses in practice will also be able to evaluate if the stated benefits are demonstrated and how this impacts patient care and outcomes. © 2017 Wiley Periodicals, Inc.
The Lifelong Learner.

ERIC Educational Resources Information Center

Gross, Ronald

Designed to provide a general guide and stimuli for lifelong learning, this book examines all the positive factors of independent study. Lifelong learning is defined as self-directed growth free from the traditional schooling procedures. Chapters discuss the following: the lifelong learner; profiles of such learners in action; how to be…

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