scholarly journals Effects of Project-based Learning Strategy on Self-directed Learning Skills of Educational Technology Students

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Wan Zah Wan Ali ◽  
Mohsen Bagheri ◽  
Maria Chong Binti Abdullah ◽  
Shaffe Mohd Daud
Keyword(s):  
Educational Technology ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Technology Students ◽  
Directed Learning

scholarly journals Effect of self-directed learning process on multimedia competencies of educational technology students

2015 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
Mohsen  Bagheri ◽  
Mohammad Hashemi Gheshlaghi ◽  
Fatemeh Joshaghan Nezhad
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Self Directed Learning ◽  
Paired Samples ◽  
Technology Students ◽  
Multimedia Production ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning ◽  
Multimedia Competencies

The current study aimed to investigate the effectiveness of the Self-directed Learning (SDL) process on multimedia competencies of educational technology students at Arak university in Iran. The sample of the study consisted of all educational technology students studying at Arak university. The sample included students who were selected for project courses in the  second semester of academic year 2014-2015. The quasi-experimental research, pre-test, post-test design was used for the study. Before the treatment, the pretest of multimedia competencies was employed, then students in the project course received education through the SDL process. The period lasted for 13 weeks, then the post-test was conducted. For data collection, the researchers prepared a questionnaire of multimedia competencies with three subscales (multimedia instructional design, multimedia production skills, and multimedia production tools). The validity of the questionnaire was confirmed by experts in the field of Educational Technology, and Cronbach's alpha coefficient was obtained as a reliability of 0.90. The data were analyzed with independent and paired-samples t-test. The results showed that there was a significant difference between students’ scores in pre-test and post-test; and there was no significant difference between male and female students’ scores on multimedia competencies.Keywords: educational technology, self-directed learning process, multimedia competencies

scholarly journals Problem-based Learning: Nursing students’ attitude, self-reported competence, tutorial performance and self-directed learning readiness

2018 ◽  
Vol 8 (10) ◽  
pp. 11
Author(s):  
Judith C. Bruce ◽  
Melanie Lack ◽  
Nthabiseng M. Bomvana ◽  
Nomawethu Qamata-Mtshali
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Personal Growth ◽  
Health Professionals ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Learning Readiness ◽  
Directed Learning

Background and objectives: Problem-based learning (PBL) is widely recognized as progressive pedagogy for the preparation of a range of health professionals. Despite the prominence of PBL in contemporary discussions about the education of future health professionals, its value is increasingly being contested in light of shrinking resources and increasing student enrolments in universities.  The objectives were to ascertain Bachelor of Nursing (BN) students’ attitude towards the value of PBL as a learning strategy; to determine BN students’ degree of certainty about their competence in PBL processes; to determine whether student performance in PBL tutorials improve over four years of study; and to compare the self-directed learning readiness of PBL students to those who are not exposed to PBL.Methods: The study followed a descriptive and comparative survey design to collect the data. Participants were BN students who were invited to participate in the descriptive survey (n = 92), and purposively selected (n = 159) for comparison between PBL (n = 54) and non-PBL (n = 105) groups.Results: The majority of students found PBL a stimulating (59.8%; n = 55), useful (65.2%; n = 60), empowering (70.6%; n = 65) and enlightening (60.8%; n = 56) learning strategy; most students (53.2%; n = 49) expressed certainty about their competence in “accessing relevant literature/evidence” but more (56.3%; n = 52) were less certain about their ability to “integrate information into nursing care”. First year students performed poorly in PBL tutorials but showed a significant improvement in the final year of study in problem-solving (p = .0001), contribution to the group (p = .000), communication (p = .000), critical thinking (p = .001), learning skills (p = .001), personal growth (p = .000) and leadership skills (p = .041). There was no significant difference between PBL and non-PBL students’ overall readiness for self-directed learning (p = .69).Conclusions: The findings suggest that BN students generally have a positive attitude towards PBL, finding it stimulating, useful, empowering and enlightening in a transformative learning environment. However, fewer students feel that they are competent in the majority of the PBL processes. The biggest learning gains for students during PBL tutorials are in problem-solving, contributions to the group, communication, learning skills, critical thinking, personal growth and leadership. PBL and non-PBL students are similar in their self-directed learning readiness regardless of the learning strategy used.

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.

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