scholarly journals Editorial: Special Issue on Supporting Self-directed Learning

2013 ◽  
pp. 70-72
Keyword(s):  
Online Courses ◽  
Independent Study ◽  
Special Issue ◽  
Self Directed Learning ◽  
Face To Face ◽  
Learning Modules ◽  
Language Class ◽  
Editorial Special Issue ◽  
Directed Learning ◽  
Awareness Raising

Welcome to issue 4(2), June, 2013 which is a special issue on “supporting self-directed learning”. As professionals working in the field of self-access learning, we know that simply providing a self-access centre and expecting learners to become autonomous and engaged in self-directed study without help is unrealistic (Benson, 2011). Educators worldwide are providing support for learners in developing their self-directed learning skills in various ways: as part of a language class, as a stand-alone awareness-raising course, as self-directed learning modules outside class, through portfolio-based independent study, through online courses, through workshops offered by a self-access centre, and through face-to-face and written advising. This special issue looks at reasons why support for self-directed learning is needed, and provides examples of ways in which structured support is given.

scholarly journals Introduction to the Special Issue

2021 ◽  
pp. 190-194
Keyword(s):  
Interest Group ◽  
Special Interest ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Languages ◽  
Special Issue ◽  
Self Directed Learning ◽  
Face To Face ◽  
Directed Learning ◽  
Education Conference

Self-Directed Learning and Advising in Language Education Conference organized by IATEFL Learner Autonomy Special Interest Group (LASIG) and Ankara Yildirim Beyazit University School of Foreign Languages, Turkey (AYBU SFL) took place online on 24 April 2021. It was originally planned as a face-to-face event in 2019, yet it was postponed to a later date due to the global outbreak of the Coronavirus pandemic.

scholarly journals e-PBL: your tablet for effective Medical Spanish learning

2011 ◽  
Vol 18 ◽  
pp. 34
Author(s):  
Ana Niño
Keyword(s):  
Problem Based Learning ◽  
Instructional Method ◽  
Target Language ◽  
Self Directed Learning ◽  
Face To Face ◽  
Language Class ◽  
Language Communication ◽  
Directed Learning ◽  
Flexible Framework ◽  
Learning And Collaboration

<p>This paper aims to describe some issues surrounding the development of a VLE for the blended teaching of medical Spanish via a problem-based learning (PBL) methodology which has its foundations on constructivism, self-directed learning and collaboration. Firstly, the main purpose, features and stages of this instructional method are discussed together with some recommendations for its implementation in the specialist language class. Then some examples of useful e-tools and resources for blended PBL and/or e-PBL are presented. Finally, the components of the medical Spanish VLE are described in a flexible framework that integrates language and content based knowledge with a view to support and complement face-to-face tuition and provide multiple opportunities for interactive practice and feedback in preparation for effective target language communication in the students' professional future.</p>

Self-Directed Learning in Cooperative Online Networks

2020 ◽  
pp. 225-241
Author(s):  
Vanessa Camilleri
Keyword(s):  
Online Courses ◽  
Drop Out ◽  
Discussion Boards ◽  
Learning Trajectories ◽  
Self Directed Learning ◽  
Learner Engagement ◽  
Alternative Pathways ◽  
Online Networks ◽  
Certification And Accreditation ◽  
Directed Learning

The past decade has seen an exponential rise in online courses, platforms, modules, as well as general online networks that contribute in a general way to learning and education. The more formal structures promise certification and accreditation for short modules or extended courses. Research shows that in terms of learner engagement of those enrolled in MOOCs, either drop out, or else passively lurk without any active participation. On the other hand, other figures show that with certain thematic online forum and discussion boards, users participate more enthusiastically, often at times contributing to content which may or may not be trustworthy. The characteristics and traits of the online learner can affect the outcome of the learning trajectories and this has to be taken into consideration when designing self-directed courses. In this chapter, the authors aim to provoke some thoughts on designing self-directed learning using cooperative online networks. In the discussion, they explore possibilities of setting up alternative pathways for a more genuine approach to education.

An Intervention Program for Advancing the Academic Performance of International Pathway “STAR”

2018 ◽  
pp. 71-95
Author(s):  
Donna Marie Velliaris
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Study Skills ◽  
Intervention Program ◽  
Independent Study ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Students At Risk ◽  
Support Strategy ◽  
Directed Learning

As part of an intervention and support strategy, this chapter discusses the evidence-based merits of a tertiary skills development (TSD) course delivered at the Eynesbury Institute of Business and Technology (EIBT) to “students at risk” (STAR). The effectiveness of the TSD course was measured via quantitative means by comparing students' academic performance before, during, and after TSD intervention. It was found that student performance analysed over three consecutive trimesters underwent a significant improvement when the support strategy was provided, followed by a small downturn in performance when the support was removed and students were again relying solely on their independent study skills and self-directed learning.

Framework for Technology-Enriched Active Class Learning of Physics in Secondary Schools in Kenya

2021 ◽  
pp. 131-151
Author(s):  
Elizabeth Sarange Bosire Abenga ◽  
Elijah Owuor Okono ◽  
Mzee Awuor ◽  
Sarah Otanga
Keyword(s):  
Active Learning ◽  
Online Courses ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Learning Opportunity ◽  
Personal Learning ◽  
Expert Opinions ◽  
Directed Learning ◽  
Personal Learning Network ◽  
Physics Labs

Active learning transforms the learning process and activities from tutor focused to learner-cantered and is driven by the learner's learning ability. In other words, active learning provides an opportunity for self-directed learning that enables the learners to engage with the learning materials at personal level and pace. Thus, this chapter argues that active learning can provide equal learning opportunity for every single learner irrespective of the differences in their personality traits that would otherwise affect how they learn. Hence, this chapter proposes a framework for technology-enriched active learning for young learners that provides a personalized learning that deviates from the traditional “fit-for-all” classroom setups that tends to favour only the extrovert students. The proposed framework leverages advancement in technology such as personal learning network, virtual physics labs, massive open online courses, and crowd-sourced expert opinions to provide the learners with just-in-time active learning opportunity.

scholarly journals Implementing Synchronous Online Flipped Learning for Pre-service Teachers During COVID-19

2022 ◽  
Vol 11 (2) ◽  
pp. 653-661
Author(s):  
Yong-Jik Lee ◽  
Robert Davis* ◽  
Yue Li
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Flipped Learning ◽  
Education Programs ◽  
Self Directed Learning ◽  
Learner Engagement ◽  
Face To Face ◽  
Directed Learning ◽  
Collaborative Activities ◽  
Synchronous Online

<p style="text-align: justify;">Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.</p>

scholarly journals On Efficiency of Strategy-Based Learning in Achieving Autonomy Competence among Algerian Undergraduate Learners

2020 ◽  
Vol 06 (11) ◽  
Author(s):  
MAROUA ROGTI ◽  
Keyword(s):  
Instructional Strategies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Directed Learning ◽  
Language Class ◽  
Guided Learning ◽  
Directed Learning ◽  
English Literacy ◽  
Based Instruction

In the last decade, there has been an eminent shift towards a relative emphasis on achievement, competence, and autonomy in the language teaching and learning arena. Prior to this, educationalists had a growing concern in how to gain academic achievement through considering learning strategies as part of classroom discourse. Further, instructional strategies can also gain a strategic position in the curriculum, so that learners can be self-directed and strategic learners. This can help them choose the appropriate learning strategy to successively accomplish tasks and meet the desired goals. This study would like to be a part of increasing the effectiveness of implementing Strategy-based Instruction for achieving self-guided learning and autonomy in the language class. It adapts a survey administered to three teachers of English literacy in order to elicit their views about dealing with tasks in teaching literature through instructional strategies to graduate students and their impact on achieving self-directed learning. Hence, it reported affirmative and practical outcomes from the previous studies and assumed the need for integrating instructional strategies prosperously into an ordinary literature task in class.

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