Assessments Used in an Open Distance e-Learning Environment to Promote Self-Directed Learning

2019 ◽  
Keyword(s):  
Learning Environment ◽  
Self Directed Learning ◽  
E Learning ◽  
Directed Learning

The Value of Pacing in Promoting Self-Directed Learning

2019 ◽  
pp. 1-22
Author(s):  
Itumeleng I. Setlhodi
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Experience ◽  
Core Values ◽  
Self Directed Learning ◽  
Learning Framework ◽  
E Learning ◽  
Directed Learning

The chapter presents significant considerations for pacing amid directing own learning in an open distance e-learning environment (ODeL), assuming principles to achieve learning outcomes through processes that support learning style/s in leading own learning. Looking at a variety of factors, the prototypes for self-directedness and elements for self-pacing are presented. A case of an ODeL institution was explored and interviews conducted (n=57) to examine self-directed learning contextual factors in relation to the speed at which learners assume leadership in achieving learning outcomes within an (ODeL) context and gaining independence towards enhancing learning experience. The outcomes reveal that learners gain independence through adopting suitable speed, adopting core values, collaborating, support provided, and will to improve their skills. Finally, a self-directed paced learning framework for adult learners is offered.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals Reconsider deschooling: Alternative towards more accessible and inclusive education

2018 ◽  
Vol 31 (3) ◽  
pp. 256
Author(s):  
Agie Nugroho Soegiono ◽  
Aulia Anis ◽  
Saskia Rizqina Maulida
Keyword(s):  
Informal Learning ◽  
Inclusive Education ◽  
School Setting ◽  
Learning Activities ◽  
Education For All ◽  
Formal Learning ◽  
Delivery Method ◽  
Self Directed Learning ◽  
E Learning ◽  
Directed Learning

This essay discusses deschooling concept as an alternative learning delivery method to achieve education for all. We argue that the deschooling idea, first introduced by Illich before the era of the Internet, has become relevant in relation to today’s education challenges. What we mean by deschooling in this paper is not the abolishment of the schooling system. Instead, the recall of deschooling discourse aims to provide more recognition of learning activities outside of the school setting. The learning webs, a key enabler in deschooling discourse, are realistic when implemented with the help of 21st century’s technology. The argument in this paper utilised an in-depth literature review and discourse analysis in the deschooling debate. To strengthen our argument, we have provided three case studies in the form of informal learning, non-formal learning and e-learning related to deschooling initiatives. Based on our findings, we can conclude that deschooling society is certainly viable. The principles used in deschooling, such as flexibility, inclusiveness, adaptability and personalisation, are alternatives for everyone to have freedom of access, use, copy, and modify learning resources. We also found that there may be possible challenges, including the limitation of self-directed learning, the pitfall of institutionalised capital and a lack of social interaction.

Mobile Learning in Music Education

2017 ◽  
pp. 162-170
Author(s):  
Jason Chen
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Mobile Learning ◽  
Music Teachers ◽  
Cultural Practices ◽  
Financial Burden ◽  
Self Directed Learning ◽  
Digital World ◽  
E Learning ◽  
Directed Learning

To follow up the trends from an Asian perspective in globalization and technology provided by the Core Perspective, this section further discusses the recent development of mobile learning in music education and ICT in music education in Hong Kong. A detailed study of 120 teachers, including 60 in-service and 60 preservice music teachers’ concerns and expectations regarding mobile learning in the music curriculum, was conducted in 2014 and 2015, respectively, in Hong Kong. The top three concerns among teachers were equipment setup, technical support, and financial burden. The top three expectations are e-learning resources, interactive functions, and self-directed learning. This chapter proposes an ecology of ICT in music education as an “outside in-inside out” relationship, where cultural practices involving mobile learning can be brought into the school, enhanced at school, and then fed back into the digital world at large.

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