scholarly journals Editorial

2013 ◽  
pp. 154-156
Keyword(s):  
New Zealand ◽  
Needs Analysis ◽  
Online Support ◽  
Learning Needs ◽  
Self Directed Learning ◽  
General Issue ◽  
Directed Learning

Welcome to a general issue of SiSAL Journal that features contributions from colleagues based in Turkey, Jamaica, Mexico, New Zealand and Japan. In this issue, we touch on a range of themes such as online support for self-access and writing, conducting a self-directed learning needs analysis, and uncovering the effects of intentional encouragement for self-access by instructors. We are also fortunate enough to feature reviews of two recent books that have implications for the field of self-access learning.

scholarly journals Needs Analysis: Investigating Students’ Self-directed Learning Needs Using Multiple Data Sources

2013 ◽  
pp. 208-218 ◽  
Author(s):  
Keiko Takahashi ◽  
Jo Mynard ◽  
Junko Noguchi ◽  
Akiyuki Sakai ◽  
Katherine Thornton ◽  
...  
Keyword(s):  
The Self ◽  
Data Sources ◽  
Needs Analysis ◽  
Learning Needs ◽  
International Studies ◽  
Student Needs ◽  
Self Directed Learning ◽  
Environment Analysis ◽  
Multiple Data ◽  
Directed Learning

As explained in the first installment of this report (Thornton, 2013), the learning advisor (LA) team at Kanda University of International Studies (KUIS) has engaged in redesigning a curriculum for the Self-Access Learning Centre (SALC) by following a framework adapted from the Nation and Macalister (2010) model. This framework, which is based on an investigation of student needs, aims to establish criteria in the shape of clear principles and goals. Following the Environment Analysis stage, detailed in the previous installment of this column (Thornton, 2013), this paper describes the needs analysis stage which was undertaken in 2012.

scholarly journals Editorial: Understanding and Supporting Self-Access Learners

2014 ◽  
pp. 79-81
Author(s):  
Jo Mynard
Keyword(s):  
New Zealand ◽  
Self Directed Learning ◽  
General Issue ◽  
Directed Learning

This is the 17th issue of SiSAL Journal and includes contributions from Japan, Turkey, China, and New Zealand. Although it is a general issue, the themes that bind the articles together centre around understanding our learners better and supporting their self-directed learning.

Facilitating the Self-Directed Learning Efforts of Professional Meteorologists

2018 ◽  
Vol 99 (12) ◽  
pp. 2519-2527 ◽  
Author(s):  
Daphne S. LaDue ◽  
Ariel E. Cohen
Keyword(s):  
Professional Practice ◽  
Formal Education ◽  
The Self ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Climate Forecasting ◽  
Weather And Climate ◽  
Two Factors ◽  
Directed Learning ◽  
Over Time

AbstractProfessional meteorologists gain a great deal of knowledge through formal education, but two factors require ongoing learning throughout a career: professionals must apply their learning to the specific subdiscipline they practice, and the knowledge and technology they rely on becomes outdated over time. It is thus inherent in professional practice that much of the learning is more or less self-directed. While these principles apply to any aspect of meteorology, this paper applies concepts to weather and climate forecasting, for which a range of resources, from many to few, for learning exist. No matter what the subdiscipline, the responsibility for identifying and pursuing opportunities for professional, lifelong learning falls to the members of the subdiscipline. Thus, it is critical that meteorologists periodically assess their ongoing learning needs and develop the ability to reflectively practice. The construct of self-directed learning and how it has been implemented in similar professions provide visions for how individual meteorologists can pursue—and how the profession can facilitate—the ongoing, self-directed learning efforts of meteorologists.

scholarly journals Vietnamese International Students' Experiences in a New Zealand University: A Narrative Study

2021 ◽  
Author(s):  
◽  
Ha Thuong Vu
Keyword(s):  
New Zealand ◽  
International Students ◽  
Teaching And Learning ◽  
Positioning Theory ◽  
Academic Environment ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Narrative Study ◽  
Directed Learning ◽  
Field Notes

<p>This narrative study explored the adjustment experiences of six Vietnamese international students at Victoria University of Wellington, New Zealand. Data for the study were based on two sources; in-depth interviewing and the researcher's field notes. Each of participants was interviewed twice on their adjustment experiences in New Zealand. Thematic analysis was applied to their stories and positioning theory provided a theoretical lens to further analyze and interpret the participants' stories.  The findings of the study indicated that the participants experienced many new and different things. Most experienced a stressful academic environment during their first few weeks but they felt better as time passed. The most common challenges they faced related to language issues. Difficulties came from differences between cultures with a mismatch between the participants' previous learning experiences and teaching and learning in the new environment. The participants felt stressed by the amount of self-directed learning expected. These challenges brought benefits such as becoming independent and self- regulated learners. After one trimester one participant had happily adapted and thought of a future life in New Zealand. Three participants had gradually adapted and come to enjoy their new life Two of the six students were clear that they did not belong in New Zealand and wanted to finish their degree and then go back to Vietnam.  The study concluded that the participants had diverse difficulties studying and living in New Zealand, mostly related to the different academic environment, language and culture. The participants used various coping strategies to deal with their challenges in the new environment and the main source of their support was from friends and families.</p>

scholarly journals e-Den: a new way of learning for a new world

2009 ◽  
Vol 91 (7) ◽  
pp. 239-239
Author(s):  
Paul Brunton
Keyword(s):  
New World ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Way

The way in which colleagues, new and old, learn has changed so much in recent years. Formal teaching has become a little passé and we are now in an exciting era of self-directed learning, the pace and direction of which is determined according to an individual's learning needs at that particular stage in his or her development. Many connect this with the death of formal lectures, the demise of more traditional libraries and the fact that newer graduates have almost stopped purchasing textbooks.

Personal Learning Environments

2017 ◽  
pp. 236-248 ◽  
Author(s):  
Mary Hricko
Keyword(s):  
Learning Environment ◽  
Transformative Learning ◽  
Learning Environments ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments ◽  
Directed Learning ◽  
Future Of Education

A personal learning environment (PLE) is a construct designed to facilitate the process of learning and knowledge management. As a multidimensional system, a personal learning environment enables users to control the content and process of learning through the selection of resources, applications, and activities that best serve the learning needs. Personal learning environments exist as transformative learning spaces that differentiate to the users' ongoing personal interests and needs. Personal learning environments will continue to transform the educational landscape as technology continues to impact our culture. New modalities of learning will be needed to meet the needs of individuals who wish to pursue education in a manner that best serves their needs. Self-directed learning will require flexible landscapes that can coexist with traditional educational platforms; personal learning environments, if implemented effectively, can meet the emerging challenges in the future of education.

Self-directed learning needs, patterns, and outcomes among general surgeons

2009 ◽  
Vol 29 (4) ◽  
pp. 269-275 ◽  
Author(s):  
Anna R. Gagliardi ◽  
Frances C. Wright ◽  
Charles J. Victor ◽  
Melissa C. Brouwers ◽  
Ivan L Silver
Keyword(s):  
Learning Needs ◽  
Self Directed Learning ◽  
Directed Learning ◽  
General Surgeons

scholarly journals Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Jamie Loizzo ◽  
Peggy A. Ertmer ◽  
William R. Watson ◽  
Sunnie Lee Watson
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
Adult Learners ◽  
Human Trafficking ◽  
Adult Learner ◽  
Ethnographic Study ◽  
Self Determination ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Directed Learning

Despite the increased attention given to MOOCs over the last four years, learners’ voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors’ and masters’ degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed learning and self-determination theories, we were interested in investigating learners’ motivations for enrolling in the MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the MOOC. Reasons for enrollment varied from personal enjoyment to professional development, and differing definitions emerged regarding completion or success in a MOOC. Implications of this study include a proposed conceptual framework of adult learner MOOC motivations and goals, which may inform the intentional instructional design of MOOCs to better meet adults’ self-directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change.

scholarly journals Self-directed Learning in Secondary Education During Remote Study Process. Case Study in Latvia

2021 ◽  
Author(s):  
Gatis Lāma ◽  
Keyword(s):  
Learning Environment ◽  
Learning Needs ◽  
Digital Learning ◽  
Digital Environment ◽  
Spatial Presence ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Study Materials ◽  
Digital Skills ◽  
Directed Learning

Due to rapid technological changes and innovations, by graduation students have to be equipped with skills necessary for lifelong learning. There is an increasing potential for students’ further development in the digital environment. In high school, it is necessary to build and improve the students’ skills of self-assessing their own learning needs, as well as setting educational objectives and measuring their success. The importance of self-directed learning has increased particularly in the context of COVID-19. In many countries, educational institutions are closed and studying process is remote, reducing the level of teacher involvement and increasing pupils’ own responsibility for their learning outcomes. Changing the classroom from direct spatial presence to the digital environment also changes learning opportunities and increases the importance of digital skills. It is therefore necessary to identify whether pupils possess the necessary self-directed learning skills for the purpose of learning, selecting activities and study materials, managing time, structuring the learning environment, skills to communicate and collaborate and assess their performance, as well as the digital skills needed to organise the digital learning environment and identify the major challenges in remote learning. The results of the study show that pupils have assessed their self-driving learning skills as sufficient, however, as well as that the learning process has been challenging and has created motivational, self-discipline and socializing problems.

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