An Assessment of a Self-Directed Learning Approach in a Graduate Web Application Design and Development Course

2007 ◽  
Vol 50 (1) ◽  
pp. 55-60 ◽  
Author(s):  
Heidi J. C. Ellis
Keyword(s):  
Web Application ◽  
Learning Approach ◽  
Design And Development ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Development Course ◽  
Application Design

scholarly journals Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

2016 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Nesreen AbuAssi ◽  
Hanan Alkorashy
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
The Self ◽  
Learning Approach ◽  
Self Directed Learning ◽  
King Saud University ◽  
Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

scholarly journals The importance of Metacognitive Strategies to Enhance Reading Comprehension Skills of Learners: A Self-directed Learning Approach

2014 ◽  
Vol 2 (3) ◽  
pp. 191-195
Author(s):  
Shabnum Iftikhar
Keyword(s):  
Reading Comprehension ◽  
Literature Review ◽  
Metacognitive Strategies ◽  
Learning Approach ◽  
Self Directed Learning ◽  
Comprehension Skills ◽  
Depth Study ◽  
Directed Learning ◽  
And Performance ◽  
Reading Comprehension Skills

This article “The importance of Metacognitive Strategies to Enhance Reading Comprehension Skills of Learners: A Self-directed Learning Approach” deals with an in-depth study and implementation of Metacognitive strategies. This study investigates as to what extent the teaching of metacognition is feasible in the classroom and how students could get the maximum from applying metacognitive strategies and styles. This research aims at emphasizing the use of metacognitive strategies as a useful resource to enhance reading comprehension of students. The purpose of the literature review in this study is to more elaborate this topic to get the profound insights into the actual framework of metacognition so that implementations could be made as much as possible. Furthermore, to explore literature review is an authentic source to know as how much research has been conducted so far. It will be identified also that what is missing that needs to be addressed. The themes that would be explored in the review of literature are as following: Theoretical Framework, Motivation and Performance, Metacognitive strategies, Metacognitive instruction; and Empirical evidence of teaching metacognition.

scholarly journals Renegotiating the TOEIC: A self-directed learning approach

2014 ◽  
Vol 38 (1) ◽  
pp. 11
Author(s):  
Tanya McCarthy
Keyword(s):  
International Communication ◽  
Learning Goals ◽  
Learning Approach ◽  
Self Directed Learning ◽  
Proficiency Level ◽  
Directed Learning ◽  
Specific Practice ◽  
Target Set ◽  
Main Component ◽  
Level Student

The TOEIC (Test of English for International Communication) is currently the main examination used in Japan as an employment requirement and in several institutions, to streamline students. For non-English majors, it can be especially difficult to reach the required target set by each organization. A self-directed learning model for TOEIC study was thus designed to encourage students to renegotiate their learning goals and try a new style of learning in order to achieve their TOEIC target in a more focused manner. The acronym FITE (Focus – Input – Training – Evaluation) was used to help students focus on specific areas of their learning, find a good balance for their self-directed activities and self-monitor their development each month as they prepared for the test. This study follows the progress of a lower-proficiency level student who was struggling to achieve his target. After eight weeks of self-directed learning, he showed gains in both reading and listening scores. The research concluded that whereas a program of daily study of TOEIC-specific practice exercises from textbooks was the main component in learner success, it was also essential for students to be cognizant of strengths and weaknesses; to focus on a particular area of improvement; to expose themselves to other forms of learning for enjoyment; and to self-evaluate their learning progress in order to increase their overall abilities. TOEIC (Test of English for International Communication)は現在、日本で雇用に必要な条件として、また教育機関における学生の効率的なランク付けのために、使用されている主要な試験である。英語専攻でない学生にとって、企業や学校の定める必要スコアに到達することは大変である。そこで本論ではTOEICのための自主学習モデルを考案した。それは学生に学習到達目標を再設定させ、より集中的に学びTOEICの目標スコアに到達できるように、新しい学習スタイルを取り入れさせるものである。ここでは、「Focus(重点の絞り込み) – Input(インプット) – Training(演習) – Evaluation(評価)」の頭文字を取ったFITEというモデルを使用した。これは学生がTOEICの勉強をする際、ある特定の学習分野に重点を置き、自主学習行動の適切なバランスを発見し、毎月自らの進歩を自己観察することを促すものである。本論では、目標達成に努力していた習熟度の低い1人の学生の進歩を追った。8週間の自主学習の後、この学生はリーディングとリスニング両方のスコアを伸ばした。結論として、TOEICに特化した練習問題テキストの日々の学習が学習者の成功の主な要因である一方、学生が自分の得意不得意を認識し、特定分野を重点的に改善し、他の学習形態への挑戦を楽しみ、学習進度を自己診断することも、総合力強化のために非常に重要であった。

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