SELF DIRECTED LEARNING

Self-directed learning has been an important research area in adult education for the past three decades, and holds much potential for future scholarship. Three areas for possible future inquiry are examined. Throughout the 1980s and early 1990s, discussions of self-directed learning comprised a substantial portion of the adult education literature. Recently, however, the volume of work in this area has declined considerably (Brockett, et al., 2000). At last year's AERC, Brockett (2000) argued that rather than "abandoning this line of inquiry, more research is needed that explores the topic from new perspectives." Here, we will identify three ways in which it might be possible to revitalize scholarship on self-directed learning. The PRO Model: A Decade Later It has been a decade since Brockett and Hiemstra (1991) presented their "Personal Responsibility Orientation" model of self-direction in adult learning (PRO). This model identified self-direction as an &q...

Against a backdrop of compelling societal needs, graduates in science and engineering now must master their disciplines and demonstrate a sophisticated level of cognitive, affective and social development. This has lead a number of national and international commissions on science and engineering to urge educators to re-think the way in which STEM disciplines are taught. We have chosen to “repackage” a traditional undergraduate materials engineering curriculum in a form designed to promote the development of higher-order cognitive skills like self-directed learning and design. Classic metallurgy experiments have been converted to project-based learning experiences where students are put in the role of “designers” of problem solutions and faculty play the role of coaches. These include: designing, prototyping and marketing of a cast metal object; systems designing, building and testing of a fiber optic spectrometer; product improvement of a prosthetic device; design and evaluation of...

This study investigates the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL) using mixed methods. The data sources of this study include an online survey with 198 complete respondents, semi-structured interviews with 22 MOOC instructors, and document analysis of 22 MOOCs. Study results indicated that MOOC instructors considered self-monitoring skills critical for SDL. To foster students’ self-monitoring, MOOC instructors reported that they facilitated students’ self-monitoring by helping students with internal feedback and providing external feedback. Students’ internal feedback includes cognitive and metacognitive processes. To facilitate cognitive processes, MOOC instructors provided quizzes, tutorials, learning strategies, learning aids, and progress bars. For metacognition, these instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers p...

Background: Plantar Fasciitis is an inflammatory process classified as an overuse syndrome resulting in micro tears of plantar fascia at its origin. The two most common underlying causes of the plantar heel pain are degenerative and mechanical due to overuse or trauma. Excessive pronation and the biomechanics of adducted talus and everted calcaneus results in increased tension causing the arch to collapse and creating excessive stress on the plantar fascia. Strain and counter-strain is a soft tissue mobilization technique is passive positional technique aimed at relieving musculoskeletal pain and dysfunction through manual manipulation. Plantar fascia taping stabilizes and offloads the stress on plantar fascia ligament. Techniques like strain counter strain and tapping provide relief from the symptoms and it may act as a precursor to long term management.so in order to find out better treatment tool, study was conducted to compare the effectiveness of strain-counter strain and taping on plantar fasciitis. Method: 40 participants aged between 25-65 years both male and female with plantar fasciitis were included in the study. The participants were treated for a period of 7 days using the technique of strain counterstain and conventional physiotherapy treatment to group A (n=20) whereas group B (n=20) received Taping technique and conventional physiotherapy treatment. Pretreatment and post treatment assessment were done by using PFPS Plantar Fasciitis pain and disability scale. The scores were analyzed using paired and unpaired 't' test. Result: Statistical analysis: Statistical analysis was done by the instat3. Paired 't' test was used to compare the difference of PFPS score on 1 st day and on 7 th day for taping. Which was statistically significant p<0.005. Paired 't' test was used to compare the difference of PFPS score on 1 st day and on 7 th day for strain and counter-strain, which was statistically significant p<0.005.Unpaired 't' test was used to compare the difference of PFPS score on 7 th day of strain counter-strain and on 7 th day of taping. The result were statistically not significant with p >0.05. Conclusion: Strain and counter-strain and taping both techniques are effective therapeutic option in the treatment of plantar fasciitis. But while comparing both the groups there was no statistical difference in the effectiveness of strain and counterstrain and taping on plantar fasciitis.

Aprender a aprender es una de las competencias claves fijadas por la Comisión Europea (2005 y 2006) para los sistemas educativos de los países miembros. Las últimas investigaciones ponen de relieve la importancia de que los estudiantes universitarios aprendan a aprender, por lo que este estudio se ubica en la universidad. El objetivo es concretar un modelo teórico sobre dicha competencia que permita su operacionalización en los grados universitarios. Para ello se ha realizado una revisión de la literatura sobre el tema. Después de estudiar su fundamentación científica y la normativa reguladora, se analizaron múltiples modelos -especialmente provenientes de la literatura europea- y se propuso uno propio. Esta propuesta incluye cinco dimensiones, tres de las cuales (cognitiva, metacognitiva y afectivo-motivacional) provienen de la psicología cognitiva y de las teorías sobre estrategias de aprendizaje y aprendizaje autorregulado. La cuarta (social/relacional) está vinculada al enfoque ...

This mixed-methods study examines the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL). The data collection methods included an online survey (n = 198), semi-structured interviews of MOOC instructors (n = 22), and document analysis of MOOCs (n = 22). This study found that MOOC instructors viewed self-monitoring skills vital for SDL. MOOC instructors reported that they facilitated students’ self-monitoring with both internal and external feedback. Students’ internal feedback is related to cognitive and metacognitive processes. Among the methods used to facilitate cognitive processes were quizzes, tutorials, learning strategies, learning aids, and progress bars. To foster metacognition, MOOC instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. In addition, synchronous communication ...

This article explores the current research on the state of teacher professional development practices. The literature shows that conventional professional development practices are typically deficient in addressing teacher and, indirectly, student needs. Conventional professional development practices were shown to be deficient due to their one-size-fits-all nature, top-down structure, and lack of continuous follow-up and support. Teacher-directed professional development (TDPD), an application of self-directed learning, is discussed as an alternative to conventional professional development practices. TDPD participation may include Twitter chats, teacher support groups, mentor talks, etc. The literature points to the success of TDPD because it is flexible, participatory, empowering, motivating, and an aid to creating a sense of teacher community.

The purpose of this study was to systematically assess mobility issues from the point of view of persons with spinal cord injuries (SCIs), so as to guide clinicians, researchers, and developers of assistive technologies. A telephone survey was developed through focus groups and discussions with individuals with SCI and rehabilitation experts. Telephone interviews were conducted with 94 individuals with paraplegia (51.4% response rate) from a Midwestern regional rehabilitation hospital&#39;s SCI database. Respondents were asked to prioritize desired mobility functions, to identify the acceptable quality of the activities, and to assess their willingness to experience related risks. Respondents ranked walking and then standing as top priorities (64% and 25%, respectively), regardless of injury level. For most, the acceptable quality of new mobility maneuvers did not have to approach premorbid function. Invasive procedures such as surgery were often as acceptable as less-invasive thera...

More and more learning activities take place online in a selfdirected manner. Therefore, just as the idea of self-tracking activities for fitness purposes has gained momentum in the past few years, tools and methods for awareness and self-reflection on one’s own online learning behavior appear as an emerging need for both formal and informal learners. Addressing this need is one of the key objectives of the AFEL (Analytics for Everyday Learning) project. In this paper, we discuss the different aspects of what needs to be put in place in order to enable awareness and self-reflection in online learning. We start by describing a scenario that guides the work done. We then investigate the theoretical, technical and support aspects that are required to enable this scenario, as well as the current state of the research in each aspect within the AFEL project. We conclude with a discussion of the ongoing plans from the project to develop learner-facing tools that enable awareness and selfre...

The teaching and learning process is more difficult today than in the past and most educators predict that it will become more challenging in the years to come. As the school locale of this study has embraced the modular distance learning modality on their Learning Continuity Plan because of the new normal education setting due to pandemics, the students are given printed modules to be cultivated in support of their learning. To support this, this study aimed to prove that the dimensions and levels of self-directed learning would have effects on the academic success of students in Mathematics. The researcher used the descriptive and correlational research design and stratified sampling technique with one hundred five (105) Grade 7 students who served as the respondents of the study in the school year 2020-2021. The result showed a significant relationship between the dimensions of self-directed learning and academic success. The great extent of an established SDL contributes to the ...

English as a second language has been learnt by all students in Malaysia throughout their years in schools and higher institutions. The amount of years students learnt English is seen as adequate to enable them to perform the language outside classroom context and to score better grades for their English SPM (Sijil Pelajaran Malaysia), a pre requisite exam for all students before entering matriculation, pre-university or diploma. However, to dismay many are still alienated to learning this language. Hence, this paper draws on research to exploit strategies in strategic thinking skills in order to sustain and maintain learning strategies especially in the process of engaging language learning. A researcher-developed taxonomy was exercised on 61 school students preparing for their SPM exam of a local school in Rompin District, Pahang. The students were facilitated by 6 undergraduates volunteer to assist on students’ progress. A learning module was developed to engage in learning proce...

Dr. Khairiyah Mohd-Yusof is an Associate Professor in the Department of Chemical Engineering, University Teknologi Malaysia (UTM). She is the Director of the UTM Regional Centre for Engineering Education (RCEE), which promotes meaningful research and scholarly practice in engineering education, and manages the PhD in Engineering Education program. Since 2011, she is the Secretary of the Society for Engineering Education Malaysia (SEEM). Prior to becoming the Director of RCEE, Dr. Khairiyah was the Deputy Director at the Centre for Teaching & Learning (2008 2011), and the Head of the Chemical Engineering Department (2006-2008). Her engineering education research focuses on innovative teaching and learning practices, especially Cooperative Learning (CL) and Problem-based Learning (PBL), first year experience, and sustainable development in engineering education. A practitioner of Cooperative Problem-based Learning (CPBL), she regularly conducts training for academic staff from institu...

Scholars are increasingly expected to share their knowledge through different media besides the written publication but struggle to do so. How might they teach their students the skills to do so? This article argues that Practice as Research, developed by practitioners venturing into academia, provides a useful framework to shape research outcomes into, for instance, video essays or interactive narratives. It is especially valuable to undergraduate students aiming to increase their knowledge and understanding of media through practical work, as it trains both practical and academic skills. This gives Practice as Research an added value in academic media studies curricula. This article is based on a case study of an advanced practical course for film and television students at Utrecht University and relies on course assignments, feedback conversations and auto-ethnography. As this article was authored by the course lecturer and two students, it provides insight from multiple perspect...