Self-directed learning is a critical competence for living and working in our increasingly complex and unpredictable world. The concept of self-directed learning grew out of the adult learning field and scholars highlight the need to examine how self-directed learning competence can be fostered during childhooda key competence needed in working life. However, to the knowledge of the authors of this report, there are very few empirical studies that seek to understand how self-directed learning is facilitated in the formal education of children in our digital age. In order to review empirical studies that contribute toward understanding this research question a literature search was conducted. The potential for digital technology to support learners in this process was highlighted in the studies reviewed, but commonly learners lacked the competence to use digital technologies for educational purposes. Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that focus on understanding the facilitation of self-directed learning in childhood education are seldom. Further studies on self-directed learning in childhood education are vitalgiven that this is a fundamental competence for preparing our youth to deal with work and life in our rapidly changing world.
Media pedagogical competence is critical for the modern-day adult educator. In the process of adult learning, both the use of digital media in the classroom and the transfer of knowledge in dealing with media are the basis for social participation and individual development that must be provided by teachers. However, at present little or no research has been conducted that assess media pedagogical competence of adult educators. Moreover, an instrument to measure media pedagogical competence was lacking. In order to redress these concerns, in the present paper an instrument for objectively measuring media pedagogical competence is designed and piloted with adult educators (n=622). The study provides the first results concerning objective measurement of adult educator media pedagogical competence.
The use of digital media in adult education is very heterogeneous. To date, there are no empirical studies that have examined the possibility that media‐related differences in media usage of adult educators could be in part due to differential media pedagogical attitudes of adult educators. Moreover, there is a lack of empirical evidence to support the understanding of what factors modulate differences in media pedagogical competencies of adult educators. In order to examine different theoretical potentialities, in the present study, an online survey of adult educators (n = 626) was conducted to investigate the attitudes of adult educators in Germany toward their use of digital media. The results of the study indicate that there are influencing factors such as educational level or employment context on attitudes toward digital media.
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