Building life-long learning capacity in undergraduate nursing freshmen within an integrative and small group learning context

Chiang, Chung Lim Vico; Leung, Stephen C. H.; Chui, Cheryl Hiu‐Kwan; Leung, Angela Yee Man; Mak, YW

doi:10.1016/j.nedt.2012.05.009

Cited by 19 publications

(18 citation statements)

References 24 publications

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“…The results of the study, however, concerning the potential contribution of pedagogy for critical thinking to developing lifelong learners sound to contradict those of Chiang, Leung, Chui, Leung and Mak (2013) who did not find instruction through small group learning activities to be at all significant in this regard. Nevertheless, this apparent contradiction could be attributed, on the one hand, to their instructional limitation, which left critical thinking quite implicit in the course.…”

Section: Post-experimental Findingscontrasting

confidence: 69%

Reinvestigating the Determinants of Lifelong Learning: Can Pedagogy for Critical Thinking Contribute to Developing Lifelong Learners?

Homayounzadeh

2015

Journal of Pedagogy and Psychology "Signum Temporis"

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The aim of the current study is to investigate practically the determining factor(s) affecting the students’ inclination to become lifelong learners and further to verify the potential effect of pedagogy for critical thinking to play a significant role in this respect. Participants in the study were 80 freshman English majors, found mostly through the Intrinsic Motivation Inventory (IMI) questionnaire to be amotivated as learners. Primarily, significant variables, identified in the literature to affect the students’ inclination to grow as lifelong learners, were specified. The criteria were applied in practice to investigate their relative contribution in making a group of amotivated freshman English majors motivated as lifelong learners. Various instruments and materials from questionnaires to student writings were used to collect data concerning the identified variables so as to identify through both quantitative and qualitative analyses the most determining one(s) in educating lifelong learners. The results suggested critical thinking as the most consequential variable involved. Implications of the study for pedagogy in higher education were discussed and questions were raised for future studies to take into account.

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Section: Post-experimental Findingscontrasting

confidence: 69%

Reinvestigating the Determinants of Lifelong Learning: Can Pedagogy for Critical Thinking Contribute to Developing Lifelong Learners?

Homayounzadeh

2015

Journal of Pedagogy and Psychology "Signum Temporis"

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“…7 SDL is one of the skills that is essential for medical students to be life-long learners especially in the medical curriculum adopting problem based learning. 8 Integration of SDL in a curriculum, would help deep understanding, memorizing the content, and promote the exchange of ideas.…”

Section: Discussionmentioning

confidence: 99%

Readiness for self-directed learning among undergraduate medical students of Andhra Medical College, Visakhapatnam

Madhavi

2017

Int J Community Med Public Health

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Background: Self-directed learning (SDL) has been identified as an important skill for medical graduates. To meet the challenges in today's healthcare environment, self-directed learning is most essential. Readiness for SDL is the degree to which an individual possesses attitudes and abilities necessary for SDL. The present study was taken to assess the self-directed learning readiness (SDLR) among 4th semester medical students in a tertiary care teaching hospital. The objectives of the study were to assess the self-directed learning readiness among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam using SDLR instrument; to find out the association if any between readiness for SDL and students’ demographic characteristics.Methods: A cross-sectional analytical study was conducted among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam, Andhra Pradesh in the month of June 2016 to assess the self-directed learning readiness, using Fishers’40–item self-directed learning readiness scale (SDLRS) which contains 3 domains. The student’s response was collected in a 5‑point Likert scale. The readiness for SDL was categorized as high (>150 scores) and low (<150).Results: The mean SDLRS score was 145.17±18.181 with 105 (64%) students scoring <150 indicating low readiness. The mean sores in the 3 domains of self-management (SM), desire for learning (DL), self-control (SC) were 43.81±7.134, 45.88±6.916, and 55.26±8.296 respectively.Conclusions: Self-directed learning readiness appeared to be low among medical students. This study points out the need to address SDL skills among medical students, and need to find ways to build SDL skills among them.

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“…First, the quantity of peer interactions increases when group activities are used, particularly when the number of members in each group is kept small and when groups sometimes report to other groups instead of or in addition to the entire class. Second, the quality of peer interactions increases when students use higher order thinking skills (Chiang, et al, 2013). Indeed, the 'magic' of CL lies in the quality of peer interactions (Webb, et al, 2009).…”

Section: Maximum Peer Interactionsmentioning

confidence: 99%

Cooperative Learning Principles Enhance Online Interaction1

Jacobs

Seow

2015

Jice

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Principles to Enhance Online InteractionWhen many people think about computers, tablets, smartphones and other Informational Technology (IT) devices, they picture individuals alone seemingly fixed to the screens and keyboards of their devices. Similarly, when people think of students using those devices for learning, they imagine the students alone, perhaps at desks or tables in their homes, far from their classmates. However, such images of individualised involvement with electronic learning tools often fail to look below the surface. In reality, students are often using their devices to interact with others, and frequently those others are their fellow students.The purpose of this paper is to share ideas for facilitating and enhancing those student-student online interactions. These ideas flow from a learning technology known variously as cooperative learning (Johnson & Johnson, 2013) or collaborative learning (Bruffee, 1993). In this paper, the neutral abbreviation 'CL' will be used. The paper begins with background information on CL, including supporting learning theories and research, as well as a definition. The main section of the paper explains eight CL principles, including what each principle means, why it is important and how it can be applied in IT environments.

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Building life-long learning capacity in undergraduate nursing freshmen within an integrative and small group learning context

Cited by 19 publications

References 24 publications

Reinvestigating the Determinants of Lifelong Learning: Can Pedagogy for Critical Thinking Contribute to Developing Lifelong Learners?

Reinvestigating the Determinants of Lifelong Learning: Can Pedagogy for Critical Thinking Contribute to Developing Lifelong Learners?

Readiness for self-directed learning among undergraduate medical students of Andhra Medical College, Visakhapatnam

Cooperative Learning Principles Enhance Online Interaction1

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