Affective Factors in Self-Access Learning

Relay Journal ◽  
2018 ◽  
pp. 275-292 ◽  
Author(s):  
Scott J. Shelton-Strong ◽  
Jo Mynard
Keyword(s):  
Psychological Factors ◽  
Affective State ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Reflective Journal ◽  
Affective Factors ◽  
Dimensions Of Learning ◽  
Directed Learning ◽  
And Control ◽  
Affective Dimensions

In this paper, the authors will give an overview of a course that helps learners to develop self-directed learning skills, focusing specifically on the ways in which the course addresses the affective dimensions of learning. Numerous studies have shown that the affective state is one the most important aspects of learning, yet least understood by students. Developing an awareness and control of affective factors is approached in several ways at the authors’ institution. For example, the course incorporates activities designed to raise awareness of affective factors while also engaging learners in social interaction with others; individual advising sessions often focus on feelings and psychological factors; a guided reflective journal asks learners to monitor their motivation and emotions; and the self-access centre provides affective support in the form of worksheets and leaflets. This paper will include a focus on examples of course activities and students’ work, followed by a discussion of the effectiveness and challenges of the practical interventions.

scholarly journals Accessing the Self in Self-Access Learning: Emotions and Feelings in Language Advising

2013 ◽  
pp. 262-280
Author(s):  
Maria Giovanna Tassinari ◽  
Maud Ciekanski
Keyword(s):  
Language Learning ◽  
Interpersonal Relationship ◽  
The Self ◽  
Self Directed Learning ◽  
Affective Dimension ◽  
Ongoing Research ◽  
Dimensions Of Learning ◽  
Directed Learning ◽  
Affective Dimensions

The importance of the affective dimension and the role of beliefs, self-efficacy and learners’ voices in language learning are recognized in the literature (Arnold, 1999; Brewer, 2006; Ogasa, 2010). Although emotions and feelings seem to play an important role in self-directed language learning (Bown & White, 2010; Candas & Eneau, 2010), little is still known about how to support the affective dimension throughout the self-directed learning process (Aoki, 1999). Clearly, the cognitive and the metacognitive, the subjective and affective dimensions of learning need to be addressed, in a self-access centre, in order to support learners on their road to autonomy. Language advising provides the appropriate arena for this. Within the professional and interpersonal relationship between advisors and learners (Ciekanski, 2007), it is easier to reflect on the affective implications of learning and to help learners to cope with them. Ongoing research into emotions and feelings in advising contexts shows that affect and subjectivity occupy a large proportion of learners’ (and advisors’) discourse. This paper makes a case for integrating reflection on the affective and subjective dimensions of learning, both in the research and in the practice of language advising.

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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