An Investigation of Self-Directed Learning Skills of Undergraduate Students

Tekkol, İlkay Aşkın; Demirel, Melek

doi:10.3389/fpsyg.2018.02324

Cited by 181 publications

(152 citation statements)

References 38 publications

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“…For example, female students are found to be more ambivalent about technology and less interested in using technology while male students are more interested and experienced in using technology (Cassidy & Eachus, 2012). However, Grover (2015) found that gender is not a hindrance to the learning process and does not make a significant difference in e-learning. The results of the same study by Tekkol & Demirel (2018) on higher education students in South Korea found that the understanding and readiness of internet use among male students was not significant compared to female students.…”

Section: Literature Reviewmentioning

confidence: 95%

“…Students' demographics play an important role in determining students' understanding and readiness for e-learning and the obstacles in e-learning (Grover, 2015). Some studies indicate that there are differences between genders in technology use.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The study by Swatsky et al (2017) found that students with internet connection computers influence their frequency and access to e-learning. A study by Grover (2015) found that it is very important to consider computer ownership and ability to use computers. Owning a computer alone is not enough for e-learning but requires the ability to access the internet at any time and place.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Such knowledge experiences cannot be learned in the usual form, nor informal form and in practice. It requires a continuous effort, creative and understand the concept of knowledge sharing (Grover, 2015). Hence, when designing, developing and facilitating learning experiences, student characteristics and learning styles need to be taken into account.…”

Section: Introductionmentioning

confidence: 99%

“…The main problems faced by them during e-learning are lack of internet access; followed by external factors such as lack of support from the faculty, colleagues, families, administrators and university technical staff; problems in understanding learning materials, not interactive, not up-to-date and data transfer problems to computer storage; and other personal-related problems such as lack of interest in computer applications, discomfort with ICT, no personal computer and internet access at their residence. According to Grover (2015), the implementation of e-learning in the higher learning institutions should be conducted by a task force, perhaps consisting of a faculty representative that serves to provide guidelines, syllabus contents and monitor the project's journey at the faculty level.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between Understanding of E-Learning with Self-Directed Learning among Students

Ismail

Khalid

2020

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The main purpose of this study is to identify the students’ understanding of e-learning and their readiness for self-directed learning. A total of 306 Diploma level students of a various program from three faculties at Universiti Teknologi MARA (UiTM) Pahang Raub Campus have been surveyed. The data were obtained through questionnaires distributed and analyzed using the Statistical Package for Social Sciences (SPSS) version 23. The findings show that the respondents’ level of understanding of the concept and their responsibility on e-learning is high while their readiness for self-directed learning is low. The correlation test results show that there is a significant positive relationship between the respondents’ level of understanding to e-learning and their willingness for self-directed learning but the correlation is weak. The findings also showed that the respondents’ level of education and study grade have a significant difference in their readiness for self-directed learning.

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Section: Literature Reviewmentioning

confidence: 95%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Relationship between Understanding of E-Learning with Self-Directed Learning among Students

Ismail

Khalid

2020

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Zimbabwean PreClinical Medical Students Use of Deep and Strategic Study Approaches to Learn Anatomy at Two New Medical Schools

Zilundu

Chibhabha

Chengetanai

et al. 2021

Anatomical Sciences Ed

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Anatomy is a challenging preclinical subject owing to the vast amount of information that students need to master. The adoption of relevant study approaches is key to the development of a long-lasting understanding of anatomical subject matter. Phenomenographic educational research describes the medical students as using a variable mix of deep, strategic, and surface approaches to study. Continually assessing students' learning preferences and approaches is crucial for achieving the desired learning outcomes. The approaches to studying anatomy in two groups of first-year Zimbabwean medical students from two newly established medical schools were collected using the Approaches and Study Skills Inventory for Students (ASSIST) instrument and than analyzed. At least 90% of the students believed that anatomy involved reproducing knowledge or personal understanding and development. Overall, the majority of the students adopted deep and strategic approaches, while a distant minority used the surface approach. There was no significant correlation between either the students' sex or age and their preference for a specific approach to studying. The mean anatomy grades for students using a strategic approach were significantly higher than those using deep or surface approaches. The number of strategic learners was double that of deep learners among the high achievers subgroup. The strategic approach positively correlated with performance in examinations. Generally, the students shared a common understanding of the concept of anatomy learning. Studies such as this can assist with the identification of students at risk of failure and empower lecturers to recommend the adoption of more beneficial strategic and deep learner traits. Anat

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Medical students' perceptions and performance in an online regional anatomy course during the Covid‐19 pandemic

Zhang

Zilundu

et al. 2022

Anatomical Sciences Ed

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The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05).Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort.The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance.

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An Investigation of Self-Directed Learning Skills of Undergraduate Students

Cited by 181 publications

References 38 publications

The Relationship between Understanding of E-Learning with Self-Directed Learning among Students

The Relationship between Understanding of E-Learning with Self-Directed Learning among Students

Zimbabwean PreClinical Medical Students Use of Deep and Strategic Study Approaches to Learn Anatomy at Two New Medical Schools

Medical students' perceptions and performance in an online regional anatomy course during the Covid‐19 pandemic

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