Enhancing self-directed learning through a content quiz group learning assignment

This study explored the reflective experiences of three teachers using formative feedback to support the development of learner autonomy and lifelong learning skills. The reflective narrative explores the evolving journey and experiences of three teachers to support learners’ development of self-directed and independent learning skills to enable learning autonomy in an Institute of Technology and Polytechnic (ITP) in New Zealand. This study adopts an introspective-reflective method to report three contextual reflections of three teachers/facilitators to support self-directed and independent learning for undergraduate and postgraduate learners. The findings show specific examples of how each teacher adopted formative feedback to support independent and self-directed learning to enhance learning. The authors’ contribution adds to the growing body of guidance for teachers and facilitators on how to use formative feedback in ways that empower learners rather than directing them – striking a balance that nurtures learners without undermining original ideas or creative intent.

There is a worldwide focus on the early development of collaborative skills in medical students as reflected in the design of the medicine program at the University of New South Wales, Australia. Integral to the success of student-centered curricula, is early development of students' self-directed and collaborative learning skills. The purpose of this innovative assessment is to develop and assess students' skills in self-directed and collaborative learning while they concurrently engage with stage-appropriate content knowledge. The educational design of the group projects allows junior medical students to work collaboratively to develop a deep understanding of the concepts and principles of a clinical scenario. Students are required to integrate and apply knowledge from different disciplines and share their learning with a wider peer group through appropriate peer teaching strategies. Two variants of these group projects are described in this resource, and generic versions of student and assessor instructions are included as Appendices A and B. Feedback on the projects collected over the last 7 years has been positive. Students begin to see the relevance and benefits of learning together and appreciate the impact this has on the quality of their learning. They also begin to appreciate the relevance of collaborative skills to their future practice as doctors. The group projects are based on well-established educational principles, and the templates provided in the appendices can be adapted by other medical educators.

The purpose of the study was to investigate how self-directed later life learning is utilized and interpreted by older adults in their particular environments. The following questions were raised: What are the opportunities for older adults’ engagement in self-directed learning in their environments? How older adults realize their self-directed learning in response to the opportunities provided by their environments? Thematic analysis was used as research method to analyse participants’ experiences and meanings they attribute to self-directed learning in their actual environments. The data was collected through semi-structured interviews with 12 older adults engaged in their self-directed learning pursuits. The findings from the study showed that older adults’ engagement in generativity-based activities, interest-based activities and social networks are contexts of self-directed learning in later life; these contexts support older adults’ self-directed learning by providing learning impetus, opportunities and resources; realization of self-directed learning is influenced by ageing-related changes and individual circumstances of older adults.

The article focuses on the problem of development of the lifelong learning skills of senior students in secondary school of general education. The model of interaction between the subjects of learning in the Trello project management system is developed. The foreign literature learning environment in the Trello system is developed. The experience of using the Trello project management system in the process of teaching foreign literature in 10th and 11th grades is described. It has been found that according to the lifelong learning approach a person has to possess skills: goal setting, self-regulation, motivation, time management, self-directed learning, collaboration skills, and self-development. It was pointed out that there are common approaches to project management and educational process management. The use of online systems for collaborative work in the educational process in the secondary school of general education is suggested. Online systems for teamwork that support Kanban methodologies for project management have been analyzed. To confirm the effectiveness of the implementation of the Trello project management system as a tool for the development of lifelong learning skills of senior students, an experiment was conducted: criteria, indicators, levels, and the state of formation of lifelong learning skills of senior students were determined; statistical analysis of the results of the experiment was carried out. The effectiveness of the implementation of the Trello project management system as a tool of the formation of the lifelong learning skills of senior students has been experimentally proven. The study can be applied in educational institutions interested in using agile methods in teaching.

Past research has not sufficiently addressed the question of what types of adult literacy instructional practice are recognized by participants, i.e., students and teachers, as facilitating learning in Adult Basic Education (ABE) classes. The purpose of this study was to describe instructional practices in two urban literacy programs serving low level adult readers, and to identify which practices were effective in meeting student needs. Effectiveness was measured by the ability of students to achieve learning objectives identified by themselves and the teacher, and included attendance patterns and student participation. Quantitative measures of achievement were not used as criteria since few classes utilized comparable formal assessment instruments. The process of generating grounded theory developed by Glaser and Strauss (1967) provided a suitable methodological framework for this qualitative research design that used an ethnographic approach as the format for the participatory research study. Teachers and students in six ABE classes provided data which were collected using a multi-method-plan utilizing interviews, participant observation, and documentary materials The study was structured around one primary and four secondary research questions. These questions were designed to address the various aspects of effective instructional practices in ABE classes and began by describing how teachers and students defined literacy skills and student goals, what practices were used in the classrooms, and how students perceived their learning. After this information was gathered, effective practices could be identified using the criteria elicited from teachers and students. Effective practices were found to be an interdependent process that included teacher, students, and goals within the context of the ABE classroom. The study showed that the effectiveness of discrete instructional practice was dependent on an instructional process that resulted from a teacher's choice of materials and methods accurately reflecting the attributes of students and their educational objectives. Crucial aspects of the teacher's actions were identification of primary objectives development of basic learning skills, interpersonal communication, and establishment of a supportive environment. For students, an active role within the class that included participation and self-directedness was recognized as contributing to goal achievement. Where this process was observed, there was a greater chance of students remaining in the program, actively participating in their learning, and ultimately achieving learning goals.

Purpose Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.

Despite the importance of professional development (PD) and recent government efforts, PD provision for Vietnamese teachers living outside major cities remains a challenge due to distance and costs. Mobile learning offers a potential solution thanks to its capacity to enable learning anytime, anywhere, and this study investigated its use to provide pronunciation PD for Vietnamese tertiary TESOL teachers, since the development of oral skills is considered problematic in this context.This study aimed to identify the essential conditions and principles for mobile learning as an effective PD provision method in the Vietnamese context. To do so, it investigated: 1. factors influencing participation and learning experience; 2. attitudes, behaviours and engagement patterns regarding self-directed mobile assisted language learning; and 3. strategies to facilitate learning for different groups of learners. Design-based research was employed as the research paradigm and data collection involved iterations of an online PD pronunciation course over a two-year period through a questionnaire, pre and post test, interview and records of app usage, with the interview being the primary and most important source for data analysis. The participants were 57 TESOL teachers from 46 Vietnamese higher education institutions.Data analysis revealed five groups of factors influencing participation and learning experience relating to the learner, personal context, peers, instructor and technology. The learner-related factors were found to be the most important in motivating learners to initiate learning and persist in their engagement with technology. While contextual factors were influential, they did not always play a decisive role in determining learners’ behaviours, which differed from previous findings on the significance of personal context (Gao & Krogstie, 2010; Terras & Ramsay, 2012). Peer interaction and instructor support were critical in sustaining learners’ efforts and positive experience as they helped address issues in learning with technologies. The Factor Relationship and Interaction model was proposed to explain the complexity of the influences on self-directed mobile learning, contributing a synthesizing model to the fragmented literature on this topic.The study also identified five learner profiles—Tasters, Steadies, Players, Hard-workers and Perfectionists—according to their attitudes, behaviours and engagement patterns with technologies. Learners were found to hold different attitudes and behave differently with the same technologies at different times, producing overlaps and movement between the profiles. These resulted in the Learner Profile and Factor Interaction model, which explained the relationships between learner attitudes and behaviours and the prominence of particular factors. While the profiles were broadly similar to those proposed by Sardegna (2012), this project furthered understanding on the overlaps and movement among learner profiles in interaction with influential factors.Specific strategies that suited particular learner profiles were identified. Bite-sized learning fitted the tight schedules of busy, impatient or less interested learners. Clear, succinct open-ended instructions assisted self-directed learning and ensured learners could explore independently without feeling overwhelmed. Peer interaction and instructor support were critical in problem solving and in sustaining engagement for all profiles, which was consistent with Stockwell’s (2012) findings on feedback and interactivity. This study, however, proposed a more comprehensive learner-centred approach with consideration given to role of the personal context, peers and instructor in facilitating personalized self-directed learning with technologies.Among the essential conditions and principles identified for PD mobile self-directed learning, peer interaction, instructor support and provision of regular instructions were the most critical for learners who were less ready for self-directed learning. Convenience, enjoyment and flexibility were also important for learners to stay motivated despite technical difficulties. These conditions and principles devised for the Vietnamese context may be applicable to other settings with similar challenges in access, infrastructure and training. The study offers practical implications for teachers, learners, technology developers, institutions and policy makers in improving professional development.

Construct: We sought to assess medical education faculty members’ ability to support students in the development of self-regulated learning skills. Background: It is broadly agreed that medical students should become self-directed lifelong learners to succeed as physicians. To that end, many instruments have been developed that measure student attributes of self-directed learning (SDL). By contrast, no such analogous valid instrument is available to assess faculty familiarity in pedagogical strategies to promote SDL among students. Approach: An item bank with 45 items was created and its content-related validity evaluated by a panel of twenty experts. The items were selected and validated in the framework of Item Response Theory (IRT). The unidimensionality of all items within four constructs was assessed by using modified parallel analysis and 2 parameter IRT model calibration. The final version of the Recognition of Learning-Oriented Teaching Strategies (RoLOTS) instrument was validated by using the IRT marginal reliability as well as 2PL model calibrations. Different Item Functioning (DIF) in student-educators and gender was examined. Findings: The final version of RoLOTS included 20 items, with five in each of four subdomains: building content knowledge; the emotional and motivational aspects of learning; leveraging the social nature of the learning process; and metacognitive processes that promote student regulation of the learning process. Construct validity and reliability of each of the four domains were well supported by the results. Significant DIF was not detected in student-educator and gender. Conclusions: The RoLOTS successfully evaluated whether a faculty member is familiar with pedagogical tools to promote medical students’ self-directed learning, which can be used as a first step in needs-based professional development. Further research is needed to provide more validity and reliability evidence among groups with diverse SDL experience.

Two studies were designed to investigate the development of trait oral communication apprehension among children. The Measure of Elementary Communication Apprehension (MECA) was administered orally to young children and in written form to older adolescent students. Results indicate that (1) oral communication apprehension exists from the first to the twelfth grades with consistent reliability of measurement, and (2) MECA is positively related to three existing trait measures of oral communication apprehension. Theory and research issues related to the development of basic speech skills and communication apprehension in children are also discussed.

Objective: To explore students’ perceptions of how they utilize their self-directed learning skills to identify their own learning deficiencies. Methodology: This exploratory qualitative study, conducted from September 2022 to May 2023 used Kolb's Experiential Learning as a theoretical framework. Ten individual interviews of dental students were conducted at Baqai Dental College. The interviews were recorded using Audacity and transcribed, and the data were then explored using Braun and Clarke's Thematic Analysis. Results: This study reveals four themes about the perceptions of dental students on utilizing their self-directed learning skills. The four themes include learning by discovery, motivation and accountability, perceived challenges and benefits, and integration of knowledge, suggesting how students apply their self-directed learning to address their learning gaps and how facilitators can redirect students' potential to lifelong learning. Conclusion: This study has provided an understanding of how students use their self-directed learning abilities to identify their learning deficiencies. Integrating structured self-directed learning, personal development plans, and CPD opportunities into curricula, along with faculty development and technological support, can enhance student autonomy and skill development. Future studies should compare educational settings to identify best practices for optimizing learning outcomes.

This study (1) described secondary business educators on demographic variables; (2) described the self-directed learning level of business educators according to the OCLI and Bartlett-Kotrlik Inventory of Self-Learning; (3) determined if relationships existed between learning levels and selected variables; (4) developed a graphic model to explain the relationships of self-directed learning level; (5) determined if demographic variables can be used to explain variance in self-directed learning level; (6) determined if demographic variables can be used to explain variance in self-directed learning level; and (7) determined if the perceived importance of learning resources can be used to explain variance in self-directed learning level. Most Pennsylvania business educators were female, married, caucasian, tenured and experienced in the classroom. Business teachers are moderately-strong self-directed learners according to the Bartlett-Kotrlik Inventory of Self-Learning and higher than average according to the Oddi Continuing Learning Inventory. The grand mean of the self-learning resources was identified as important to learning on the job and was the only demographic variable that explained variance in self-directed learning levels. The learning resource experimentation, media (audio, T.V., video tapes), preparing to teach, consultation, and electronic media explain variance in self-directed learning level. Developing business teachers' abilities to be self-directed learners within pre- and in-service teacher education programs, and placing teachers within a supportive environment results in self-directed workplace learners. Teacher educators should integrate self-directed learning within the curriculum.

Self-directed learning (SDL) skills serve as the basis for physician lifelong learning; however, residency training does not typically emphasize SDL skills. To understand residents' needs regarding SDL curricula, the authors used qualitative methods to examine the residency learning culture and residents' views of SDL. The authors conducted individual, in-depth, semistructured interviews with all 13 final-year residents at the Brown University Family Medicine Residency Program. Interviews were audio taped and transcribed verbatim. Using an iterative individual and group process, four researchers conducted a qualitative analysis of the transcripts, identifying major themes and higher-order interpretations. Major themes included resident beliefs about learning, the learning culture in residency, and developmental progress in learning. Four paradoxes emerged in the analysis: (1) Residents understand and value the concept of SDL, but they engage in limited goal setting and reflection and report lack of skills to manage their own learning, particularly in the clinical setting. (2) Despite being immersed in what aims to be a learner-centered culture, many residents still value traditional, teacher-centered approaches. (3) Residents recognize patient care as the most powerful stimulus for SDL, but they often perceive patient care and learning as competing priorities. (4) Residents desire external guidance for SDL. Graduating residents lacked confidence in their SDL skills and their ability to manage their learning, especially in clinical settings. Fostering SDL skills during residency will likely require training and guidance for SDL as well as changes in the structure and culture of residency.

In spite of the numerous literacy programmes aired through the radio, Nigeria is still ranked among the ten nations of the world that experience high illiteracy rate. This research was to find out teachers' perception of the effectiveness of the current radio literacy programme including the development of the basic language skills by the Cross River Radio among primary school pupils in Calabar Municipality, Odukpani and Akpabuyo Local Government Areas (L.G.As) of Cross River State. The subjects were 120 sandwich undergraduate students of Elementary Education, who are teaching in Calabar Municipality, Odukpani and Akpabuyo Local Government Areas. The study was guided by three research questions that tried to find out the level of teacher-involvement in the radio progbamme; the extent to which the programme helped the pupils acquire the four basic language skills and to find out other variables that make the progrmme irrelevant to the school experiences of the pupils. Teachers' Perceived Radio Programme Questionnaire (TPRPQ), a four-point likert instrument was used. The generated data were analysed using simple percentages and the following deductions were made: a that most teachers are not involved in the current radio literacy programme; b that the programme has not helped pupils to attain the basic language skills; c that the language needs of the pupils are not considered by the programmers and there is no collaboration between the radio and the school, hence the radio programme is ineffective in aiding the acquisition of literacy skills. A new focus for the radio programme was recommended and some counseling implications were reviewed. Key Words: Teachers, Perception, Radio, Literacy and Collaboration. Global Jnl of Humanities Vol.2(1&2) 2003: 62-65

Background and Aim: The data highlights the persistent issue of high obesity rates among young children, aged 3-6, despite economic development and improved living standards. The overall physical fitness of children in this age group is deemed suboptimal, impacting their health, learning efficiency, and social adaptability. Recognizing early childhood as a critical phase for physical and mental development, the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council emphasize the importance of physical education in the compulsory education stage. The recommended teaching model involves imparting health knowledge and basic motor skills, with an evolving focus on specialized motor skills. The study aims to investigate means and curriculum arrangements for physical fitness and skill exercises, intervening in basic motor skills to promote a holistic approach to physical and mental development in young children, ultimately contributing to the sustainable advancement of physical education. Materials and Methods: In this paper, using the methods of literature review, experimental method, expert interview method, observation method, and questionnaire survey method, an eight-week intervention experiment was carried out on 30, 5-6-year-old children, and the classroom teaching content was arranged in the way of physical fitness and basic motor skills integration. Results: The results of the two-month intervention experiment were as follows: the development of physical fitness and basic motor skills was better than that of the pre-intervention experiment; in terms of physical fitness: boys improved better than girls in standing long jump, 10-metre run, and throwing a tennis ball; girls improved better than boys in flexibility; and the development of coordination and balance was comparable between boys and girls. Regarding basic motor skills: boys outperformed girls in mobility skills; girls outperformed boys in biomechanical skills. Conclusion: In conclusion, the two-month intervention experiment exhibited positive overall outcomes in physical fitness and basic motor skills development, with distinct gender-specific variations. Boys showed superior progress in activities emphasizing strength and speed, while girls excelled in flexibility. Coordination and balance improvements were comparable between genders. The findings emphasize the importance of tailored approaches in physical education interventions to address diverse aspects of children's development.

In the context of credit-based higher education, students’ self-directed learning has become a central determinant of training quality and learning effectiveness. However, the transition from traditional teacher-centered models to learner-centered credit-based systems poses significant challenges for universities, particularly in managing students’ self-study activities in a systematic and sustainable manner. This paper examines the management of students’ self-directed learning from a quality assurance perspective in higher education. Using theoretical analysis and institutional practice review, the study clarifies the conceptual foundations, managerial content, organizational mechanisms, and operational practices of self-directed learning management within credit-based training systems. The findings reveal that while higher education institutions have made notable progress in establishing regulatory frameworks, academic advising systems, learning resources, and assessment mechanisms, persistent limitations remain in institutional coordination, pedagogical innovation, and student adaptability. Based on these findings, the paper proposes a comprehensive set of management solutions focusing on transforming stakeholder awareness, strengthening academic advising, innovating teaching and assessment practices, enhancing learning resources, and ensuring integrated institutional governance. The study contributes practical implications for universities seeking to improve the effectiveness of self-directed learning management and enhance educational quality in credit-based higher education.