Distinguishing Self-directed and Self-regulated Learning and Measuring them in the E-learning Context

Saks, Kai; Leijen, Äli

doi:10.1016/j.sbspro.2014.01.1155

Cited by 152 publications

(126 citation statements)

References 31 publications

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“…From another perspective self-directed learning arose from autonomy and control principles and the followers of this type only benefit from the cognition and motivation elements. Saks and Leijen (2014) state that despite the similarities between self-directed learning and self-regulated learning these concepts cannot substitute for one another. Their assumption is that self-directiveness is an umbrella term that also entails self-regulativeness.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners

Uz¹,

Uzun²

2018

EUROPEAN J ED RES

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The aim of this paper is to determine the influence of blended learning environments on self-regulated and self-directed learning skills of undergraduate students. The explanatory sequential mixed method was used. In total 167 students participated in the study. While sixty students taking "Programming Languages" course at Computer Education and Instructional Technologies Department constituted the experimental group, 102 undergraduates-65 of them from the same department (Control 1) and 42 from Electronic Engineering Department (Control 2) formed the control groups. Self-directed Learning Readiness Scale, Self-regulated Learning Scale and semi-structured interviews were used as data collection instruments. While the experimental group received blended instruction, control groups received traditional instruction for weeks. The findings of the study revealed that self-regulated and self-directed scores of experimental group differed significantly from the control groups` indicating that the use of blended instruction is more effective than traditional instruction in terms of developing self-regulated and self-directed learning skills. Students in the experimental group pointed out that the blended learning environment presented rich content, easy accessibility, effective guidance and motivation.

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Section: Introductionmentioning

confidence: 99%

The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners

Uz¹,

Uzun²

2018

EUROPEAN J ED RES

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“…Since technology provides a compelling source of interactive tools for academic purposes ranging from taking notes, participation in discussion forums, access to supplementary resources, software and applications and facilitate student-student and student-faculty interactions, it may foster engagement and selfdirected learning (Fried, 2008;Hyden, 2005;Juniu, 2006;Rust, O'Donovan, & Price, 2005;Weaver & Nilson, 2005;White & Robertson, 2014;Williams, Karousou, & Mackness, 2011). Students who use information technology for academic purposes are reported to more likely contribute and participate in active, academic collaboration with other students (Nelson Laird & Kuh, 2005).…”

Section: Introductionmentioning

confidence: 99%

Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations

Rashid

Asghar

2016

Computers in Human Behavior

425

237

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“…Significant effort has been devoted to distinguishing self-directedness from similar and closely related frameworks and concepts learning strategy research (e.g., Wenden, 1998;Saks & Leijen, 2014). 'In their detailed exposition of the distinction between the two concepts, Saks and Leijen (2014) postulate that self-regulated learning is a more general framework and it emphasizes the interaction between a learner's behavioral and affective regulation and the environment. Self-directed learning is concerned with self-management behavior and cognition, and control over them.…”

Section: Self-directed Learningmentioning

confidence: 99%

“…It is often associated with adult education, although it is not necessarily limited to that domain. Both frameworks involve four steps of learning: (1) task defining, (2) goal setting, (3) enacting/controlling, and (4) reflection and evaluation (Wenden, 1998;Saks & Leijen, 2014). One of the frameworks in self-directed learning research that is most useful to the present enquiry is that of Garrison (1997).…”

Section: Self-directed Learningmentioning

confidence: 99%

Self-directed Learning in Preparatory-year University Students: Comparing Successful and Less-successful English Language Learners

Al-Ghamdi¹

2016

ELT

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There is consensus among those involved in teaching English as a foreign language (EFL) in the Saudi educational context that students' achievement in language learning is below expectations. Much research has been directed towards finding the reasons for low achievement amongst learners. However, very few studies have looked at parameters of learners' agency and learners' responsibility in the learning process. This study examines learners' efforts at self-directed learning, measured with reference to a set of behavioral and metacognitive constructs. The primary objective is to diagnose efficiency problems in EFL learning and compare successful learners to those who fail to progress from one academic language level to the next. A secondary objective in this study is to find out if the General Aptitude Test (GAT) score is a predictor of success in language learning.The findings reveal significant differences between successful learners and less-successful learners in aggregate self-directedness scores. However, while the analysis of the component constructs shows statistically significant differences between successful and less-successful learners in the self-management and study time measures, differences in the self-monitoring and motivation measures were non-significant. The lack of significant differences between some of the measures is attributed to the relative baseline similarity of the two groups. Moreover, the GAT measure yielded a counter-intuitive result; namely that less-successful learners had higher GAT scores than the successful ones, though the difference wasn't statistically significant. The study concludes with implications for further research; for example, calling for a larger scale investigation of self-directedness, as well as other meta-cognitive strategies, and the possible relationship of these to GAT scores. Academic coaching of self-directedness and self-regulation strategies for college students is recommended.

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Distinguishing Self-directed and Self-regulated Learning and Measuring them in the E-learning Context

Cited by 152 publications

References 31 publications

The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners

The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners

Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations

Self-directed Learning in Preparatory-year University Students: Comparing Successful and Less-successful English Language Learners

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