scholarly journals Penggunaan Template Study Planner untuk Menunjang Proses Self-Directed Learning - Sebuah Studi Literatur

2016 ◽  
Vol 5 (3) ◽  
pp. 125
Author(s):  
Halimah Thania Nasution ◽  
Gandes Retno Rahayu ◽  
Tridjoko Hadianto
Keyword(s):  
Learning Process ◽  
Independent Learning ◽  
Literature Study ◽  
National Library ◽  
Self Directed Learning ◽  
Exclusion Criteria ◽  
Learning Skills ◽  
Literature Searches ◽  
Directed Learning ◽  
Research Questions

Background: Self-directed learning is a form of independent learning where in the process it is advisable that students create a study planner so that the learning process is more focus and effective.  A study planner can be used as a reference that will assist students in evaluating and reflecting the learning process. This study aimed to find out how the application of study planner can support the process of self-directed learning, this will be based on a literature study.Method:  This research was in the form of a literature study which covered the application of study planner and its relation to self-directed learning.  The literature searches were conducted with two databases (e-sources national library and ERIC), by using 11 keywords, in order to obtain more amounts of readings available, that were in relation to the utilization of study planner in order to support self-directed learning. Based on five inclusion and exclusion criteria were used to select 22 journals that obtained from the results of database searches, two journals that can be used to answer research questions were found. Data were extracted systematically by segmenting and coding. Followed by determining patterns to find broader category.  Results:  Based on segmenting and coding process and determining important patterns, two broad categories were found, that are (1) The benefit of study planner in self-directed learning; and (2) Factors that affect study planner and self-directed learning.Conclusion: Study planner can assist students in developing their self-directed learning skills, that will be handy to support their lifelong learning skills. Study planner can also give motivations to students in performing self-directed learning 

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

scholarly journals Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students

2021 ◽  
Vol 10 (2) ◽  
pp. 553
Author(s):  
Ng Wen Lee ◽  
Wan Noor Farah Wan Shamsuddin ◽  
Lim Chia Wei ◽  
Muhammad Nur Adilin Mohd Anuardi ◽  
Chan Swee Heng ◽  
...  
Keyword(s):  
Online Survey ◽  
Multiple Choice ◽  
Independent Learning ◽  
Learning Performance ◽  
Learning Goals ◽  
Multiple Choice Questions ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Taking Charge ◽  
Directed Learning

<span lang="EN-GB">Criticisms on multiple choice questions (MCQs) include the possibility of students answering MCQs correctly by guessing, and MCQs generally are said to fall short in cultivating independent learning skills, such as taking charge of their learning goals. Countering these common concerns, this research used online MCQ exercises with multiple attempts to investigate the experiences that drove students to become self-directed learners. In this research, 60 students completed two sets of online MCQ exercises with multiple attempts outside of classroom time for six weeks consecutively. Both focus group interviews and an online survey were conducted to investigate the experiences of using online MCQ exercise with multiple attempts in relation to the development of self-directed learning (SDL). The findings of the study showed that the criticisms may be unfounded. Data leads to the conclusion that the majority of the students do not just try to guess at the correct answers. Rather, many of them attempted the online MCQ exercises more than once to improve themselves indicating that they were interested in self-learning. Students also reported that they utilised search and inquiry skills that clearly showed motivated initiatives to plan how to overcome their weaknesses by independently looking for relevant resources, determine their own learning goals, and evaluate their own learning performance as a firm indicator of SDL development. Based on the findings, this study is able to refute the claim that MCQs are unable to cultivate independent learning skills.</span>

scholarly journals THE VALIDITY AND EFFECTIVENESS OF PHYSICS INDEPENDENT LEARNING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING AND SELF-DIRECTED LEARNING SKILLS OF STUDENTS IN OPEN AND DISTANCE EDUCATION SYSTEMS

2017 ◽  
Vol 16 (5) ◽  
pp. 651-665
Author(s):  
Paken Pandiangan ◽  
I Gusti Made Sanjaya ◽  
Budi Jatmiko
Keyword(s):  
Distance Education ◽  
Problem Solving ◽  
Independent Learning ◽  
Validity And Reliability ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Post Test ◽  
Trial Test ◽  
Directed Learning

The Physics Independent Learning (PIL) model is an authentic problem-based model designed teaching guide for improving self-directed learning and problem-solving skills in open and distance education. This research is aimed to analyze the validity and effectiveness of PIL model. This research was conducted using focus group discussions of experts that consisted of three science education experts and applies quasi-experiment of one group pre-test and post-test design to 144 students in East Java, Indonesia. Before applying the lesson using the PIL model, the students are given pre-test and after accomplishing the learning, the students are given post-test. The data collected from pre-test and post-test then is further analyzed by means of validity coefficient (rα), Cronbach’s alpha (α), pair t-test, n-gain and ANOVA. The result of research shows that rα = .75 and α = .92 is for content validity; rα = .79 and α = .99 is for construct validity, so that PIL model is validity and reliability qualified. In addition, there are increasing scores of physics problem solving skills and self-directed learning skills of α = 5% with moderate category of n-gain consistent in a limited trial test and of high category in a broader trial test for all groups. Keywords: PIL model, model validity, model effectiveness, physics problem-solving skills, self-directed learning skills, electricity, magnetism.

scholarly journals Commencing Self Directed Learning to Heutagogy Skill in Lieu of Spiritual Entrepreneurship

2018 ◽  
Vol 11 (3) ◽  
pp. 1650-1655
Author(s):  
Ahmad Kultur Hia ◽  
Aan Komariah ◽  
Dedy Achmad Kurniady ◽  
Sumarto Sumarto
Keyword(s):  
Learning Process ◽  
Transition Period ◽  
Independent Learning ◽  
Survey Method ◽  
Training Institution ◽  
Retirement Age ◽  
Age Group ◽  
Self Directed Learning ◽  
Optimal Learning ◽  
Directed Learning

The problems faced by the retirement age group are increasingly complex. Declining productivity, income and welfare. The transition period from the productive workforce to the gray entrepreneurship has not been followed by an optimal learning process. The research objective is to obtain an overview and analyze the entrepreneurial orientation of retirees who have the ability to learn independently. The explanatory survey method on the entrepreneurship training participants in the preretirement program at an educational and training institution is at PT Meta Bright Vision (MBV) in Bekasi. Questionnaires were distributed to 155 respondents. Path analysis was used to analyze the data. The research then revealed that respondents who successfully applied Self Directed Learning had the ability to create value as basic skills to face a productive period of retirement. The ability to identify the knowledge, skills and processes needed for meaningful learning about entrepreneurship leads to an understanding of value creation. Independent learning to understand the learning process determines how entrepreneurial behavior in the retirement age group. Encouraging heutagogy skills in the retirement age group is a need to remain productive in the golden age.

scholarly journals Developing information literacy through independent learning projects in a UK setting

2021 ◽  
Author(s):  
Rebecca Jones
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Independent Learning ◽  
Pilot Projects ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Practical Project ◽  
Information Literacy Skills ◽  
Directed Learning ◽  
Learning Projects

Two information literacy skills pilot projects are being undertaken at Malvern St James School (MSJ) with Year 6 and Year 9 pupils during 2009-10. The projects encourage the development of independent learning skills, with pupils planning, managing and executing both the research and practical elements of their project. Each pupil sets their own aims and objectives and it is the process skills as well as the project that is assessed. The projects examine pupil motivation levels, if pupils can use research to inform their practical project and how pupils respond to opportunities to undertake self-directed learning.

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