Self-directed learning needs, patterns, and outcomes among general surgeons

2009 ◽  
Vol 29 (4) ◽  
pp. 269-275 ◽  
Author(s):  
Anna R. Gagliardi ◽  
Frances C. Wright ◽  
Charles J. Victor ◽  
Melissa C. Brouwers ◽  
Ivan L Silver
Keyword(s):  
Learning Needs ◽  
Self Directed Learning ◽  
Directed Learning ◽  
General Surgeons

Facilitating the Self-Directed Learning Efforts of Professional Meteorologists

2018 ◽  
Vol 99 (12) ◽  
pp. 2519-2527 ◽  
Author(s):  
Daphne S. LaDue ◽  
Ariel E. Cohen
Keyword(s):  
Professional Practice ◽  
Formal Education ◽  
The Self ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Climate Forecasting ◽  
Weather And Climate ◽  
Two Factors ◽  
Directed Learning ◽  
Over Time

AbstractProfessional meteorologists gain a great deal of knowledge through formal education, but two factors require ongoing learning throughout a career: professionals must apply their learning to the specific subdiscipline they practice, and the knowledge and technology they rely on becomes outdated over time. It is thus inherent in professional practice that much of the learning is more or less self-directed. While these principles apply to any aspect of meteorology, this paper applies concepts to weather and climate forecasting, for which a range of resources, from many to few, for learning exist. No matter what the subdiscipline, the responsibility for identifying and pursuing opportunities for professional, lifelong learning falls to the members of the subdiscipline. Thus, it is critical that meteorologists periodically assess their ongoing learning needs and develop the ability to reflectively practice. The construct of self-directed learning and how it has been implemented in similar professions provide visions for how individual meteorologists can pursue—and how the profession can facilitate—the ongoing, self-directed learning efforts of meteorologists.

scholarly journals e-Den: a new way of learning for a new world

2009 ◽  
Vol 91 (7) ◽  
pp. 239-239
Author(s):  
Paul Brunton
Keyword(s):  
New World ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Way

The way in which colleagues, new and old, learn has changed so much in recent years. Formal teaching has become a little passé and we are now in an exciting era of self-directed learning, the pace and direction of which is determined according to an individual's learning needs at that particular stage in his or her development. Many connect this with the death of formal lectures, the demise of more traditional libraries and the fact that newer graduates have almost stopped purchasing textbooks.

Personal Learning Environments

2017 ◽  
pp. 236-248 ◽  
Author(s):  
Mary Hricko
Keyword(s):  
Learning Environment ◽  
Transformative Learning ◽  
Learning Environments ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments ◽  
Directed Learning ◽  
Future Of Education

A personal learning environment (PLE) is a construct designed to facilitate the process of learning and knowledge management. As a multidimensional system, a personal learning environment enables users to control the content and process of learning through the selection of resources, applications, and activities that best serve the learning needs. Personal learning environments exist as transformative learning spaces that differentiate to the users' ongoing personal interests and needs. Personal learning environments will continue to transform the educational landscape as technology continues to impact our culture. New modalities of learning will be needed to meet the needs of individuals who wish to pursue education in a manner that best serves their needs. Self-directed learning will require flexible landscapes that can coexist with traditional educational platforms; personal learning environments, if implemented effectively, can meet the emerging challenges in the future of education.

scholarly journals Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Jamie Loizzo ◽  
Peggy A. Ertmer ◽  
William R. Watson ◽  
Sunnie Lee Watson
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
Adult Learners ◽  
Human Trafficking ◽  
Adult Learner ◽  
Ethnographic Study ◽  
Self Determination ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Directed Learning

Despite the increased attention given to MOOCs over the last four years, learners’ voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors’ and masters’ degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed learning and self-determination theories, we were interested in investigating learners’ motivations for enrolling in the MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the MOOC. Reasons for enrollment varied from personal enjoyment to professional development, and differing definitions emerged regarding completion or success in a MOOC. Implications of this study include a proposed conceptual framework of adult learner MOOC motivations and goals, which may inform the intentional instructional design of MOOCs to better meet adults’ self-directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change.

scholarly journals Self-directed Learning in Secondary Education During Remote Study Process. Case Study in Latvia

2021 ◽  
Author(s):  
Gatis Lāma ◽  
Keyword(s):  
Learning Environment ◽  
Learning Needs ◽  
Digital Learning ◽  
Digital Environment ◽  
Spatial Presence ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Study Materials ◽  
Digital Skills ◽  
Directed Learning

Due to rapid technological changes and innovations, by graduation students have to be equipped with skills necessary for lifelong learning. There is an increasing potential for students’ further development in the digital environment. In high school, it is necessary to build and improve the students’ skills of self-assessing their own learning needs, as well as setting educational objectives and measuring their success. The importance of self-directed learning has increased particularly in the context of COVID-19. In many countries, educational institutions are closed and studying process is remote, reducing the level of teacher involvement and increasing pupils’ own responsibility for their learning outcomes. Changing the classroom from direct spatial presence to the digital environment also changes learning opportunities and increases the importance of digital skills. It is therefore necessary to identify whether pupils possess the necessary self-directed learning skills for the purpose of learning, selecting activities and study materials, managing time, structuring the learning environment, skills to communicate and collaborate and assess their performance, as well as the digital skills needed to organise the digital learning environment and identify the major challenges in remote learning. The results of the study show that pupils have assessed their self-driving learning skills as sufficient, however, as well as that the learning process has been challenging and has created motivational, self-discipline and socializing problems.

scholarly journals Implementation of a self-directed learning module for undergraduate medical students in biochemistry: sharing of an experience

2020 ◽  
Vol 7 (2) ◽  
pp. 361
Author(s):  
Poonam Agrawal ◽  
Niket Verma
Keyword(s):  
Medical Students ◽  
Learning Outcome ◽  
Learning Objectives ◽  
Learning Needs ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Learning Module ◽  
Directed Learning

Self-directed learning SDL is a process where learners take the initiative for their own learning, become sensitive to personal learning needs, formulate the learning objectives, search for the resources and use them judiciously and finally evaluate the learning outcome.

Self-Directed Learning in Family Medicine

2014 ◽  
pp. 141-163
Author(s):  
Theresa J. Barrett
Keyword(s):  
Adult Learners ◽  
Learning Strategies ◽  
Family Physicians ◽  
Learning Goals ◽  
Learning Needs ◽  
Human History ◽  
Learning Models ◽  
Self Directed Learning ◽  
Biomedical Knowledge ◽  
Directed Learning

Self-directed learners are able to recognize their learning needs, set their learning goals, identify the resources necessary to accomplish those goals, implement learning strategies, and evaluate the results of their efforts (Brockett & Hiemstra, 1991). Self-directedness is a skill that many adult learners possess. In an age when biomedical knowledge is increasing at a pace never before seen in human history, being a self-directed learner is not just a necessary skill, it is a critical one for family physicians. This chapter provides a brief overview of several self-directed learning models and the characteristics of self-directed learners, discusses self-directed learning in the context of continuing medical education, and provides an assessment of family physicians as self-directed learners.

The self-directed learning of adult music students: A comparison of teacher approaches and student needs

2021 ◽  
pp. 025576142199159
Author(s):  
Kaitlyn S Leahy ◽  
Tawnya D Smith
Keyword(s):  
Adult Students ◽  
Technical Difficulty ◽  
The Self ◽  
Individual Student ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Teacher Student ◽  
Directed Learning ◽  
Theoretical Application ◽  
Student Relationship

Adult music learners may expect to be more independent and therefore more inclined to engage in self-directed learning than younger learners; however, adults may not feel encouraged or supported to self-direct. In this qualitative study, the relationships between six adult instrumentalists and their teachers were examined using Grow’s Staged Self-Directed Learning (SSDL) Model to determine if there was congruence or a mismatch between individual student learning needs and their teachers’ strategies. Teachers reported a willingness to accommodate the self-direction needs of their students. Even in cases of teacher–student mismatch, more direction from the teacher was welcomed when they encountered technical difficulty or an unfamiliar style. Students who reported that they had little experience playing were more inclined to have low to moderate levels of self-direction, whereas more advanced players reported intermediate to high levels of self-direction. Cultural expectations were found to play an important role in determining if students desire to be self-directed learners. The quality of the teacher–student relationship and communication were both found to be an important determinant of successful collaboration. These findings suggest that the theoretical application of the SSDL model could provide teachers a means to assess and discern their adult students’ learning needs.

The Use of Self-Directed Learning during Fieldwork Education: The Students' Perspective

1996 ◽  
Vol 59 (11) ◽  
pp. 515-519 ◽  
Author(s):  
Lesley Anne Heath
Keyword(s):  
Occupational Therapy ◽  
Learning Needs ◽  
Use Of Self ◽  
Educational Strategies ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Occupational Therapy Education ◽  
Directed Learning ◽  
The University ◽  
Learning Contract

The University of Derby is committed to educational strategies that develop reflective practice and lifelong learning in occupational therapy education. Self-directed learning is implemented during fieldwork placements, enabling students to become active in the learning process and integrating the individual's previous experiences, application of knowledge and present learning needs. The principles of self-directed learning adopted by the university also involve students in setting and evaluating their own aims and objectives, writing a learning contract and negotiating reports with fieldwork educators. The aims of the study were to consider whether students used the principles of self-directed learning during fieldwork placements and what influenced their use. The method was a two-stage process, involving a questionnaire and semi-structured interviews. The subjects were in their final year of education. The results showed an overall increase in the use of the principles of self-directed learning at the end of 3 years' education. From the six interviews conducted, the occupational therapy department, the style of supervision and the university procedure were identified as the main influences on the use of self-directed learning during placements.

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