Establishing a Learning Presence

Bosch, Chantelle; Pool, Jessica

doi:10.4018/978-1-5225-5915-3.ch003

Cited by 9 publications

(2 citation statements)

References 37 publications

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“…POL focuses on interaction processes and shifts the teacher's role to facilitate SDL. These strategies empower students to set goals, seek resources, and reflect on their learning progress, helping them become autonomous learners (Francom, 2009;Golightly & Guglielmino 2015;Bosch & Pool, 2019). Hence, Self-directed learning focus students to select learning objectives, learning strategy, promoting active participation through collaboration, conversation and dialogue.…”

Section: Self-directed Learning and Its Strategymentioning

confidence: 99%

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Madhav Prasad Poudel, Laxmi Sharma, Sarala Luitel

2024

cana

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Mathematics is important subject in our daily life. It is taught in school level all over the world. Nowadays students are indifferent towards learning mathematics. Those indifferences are related to learning strategy in mathematics teaching. The main purpose of this study is introduce Self-Directed Learning (SDL) pedagogy in the context of mathematics education. The research employed a qualitative document analysis methodology, synthesizing information from diverse sources to explore a self-directed learning pedagogy through the development of conceptual and theoretical categories. We have prepared different theme related to self-directed learning such as concept of self-directed learning, nature of self-directed learning, mathematics and self-directed learning, role of SDL learners and teacher, philosophical underpinning of SDL, SDL models in practice, self-directed learning and its strategy. From those themes, we concluded that SDL is a teaching and learning pedagogy that encourages students to utilize their imaginative and intuitive abilities, fostering mindfulness, constructiveness, critical thinking, independence, cooperativeness, confidentiality, and autonomy, and promoting self-motivation, self-management, and self-monitoring. Moreover, Self-Directed Learning (SDL) is a self-directed pedagogy that encourages students to take charge of their education, focusing on engaging, creative, and independent learning methods. Under those themes self-directed emphasizes in fostering autonomy, creativity, and active engagement, while acknowledging the need for more specific models and stages for effective implementation in school mathematics education.

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Section: Self-directed Learning and Its Strategymentioning

confidence: 99%

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Madhav Prasad Poudel, Laxmi Sharma, Sarala Luitel

2024

cana

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“…According to Bidjerano (2010:1722), the CoI framework distinguishes between three presences, 'teaching, social, and cognitive presence'. An additional presence, namely the learning presence that focuses on aspects of SDL and selfregulation (Bosch & Pool 2019) has emerged from the research carried out by Shea and Bidjerano (2010). When using CL as a teaching strategy in a BL environment, it is essential to understand that both the CoI framework and the principles of CL should complement each other in enhancing a teaching-learning experience.…”

Section: Teaching Presencementioning

confidence: 99%

Defining research focus in self-directed learning: An autoethnographic reflection

Jagals¹

2020

NWU Self-Directed Learning Series

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis scholarly book is the third volume in an NWU book series on self-directed learning. It is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector, but it also includes all scholars in the field of teaching and learning in the various education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, chapters in the book are closely linked together around selfdirected learning as central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education), to form a rich knowledge bank of work on self-directed learning. This book serves as a valuable contribution to the body of scholarship in self-directed learning.In accordance with the requirements of the Department of Higher Education and Training, this book contains original content not published before and no part of the work was plagiarised.

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Designing and psychometric analysis of an instrument to assess learning process in a virtual environment

Ahmady,

Kohan,

Mirmoghtadaie

et al. 2023

Smart Learn. Environ.

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Background Today, methods that enable students to benefit from online programs to the fullest and learn independently and self-directed are of critical importance. Many scales have been developed to measure self-directed learning in the physical classroom. This study was conducted to design and assess the psychometric properties of an instrument to assess learning process in a virtual environment. Materials and methods A questionnaire for assessing s learning process in a virtual environment was developed following six steps. The process began with a systematic search for related articles. A qualitative study was then conducted to identify self-directed learning strategies and processes in virtual environments. The identified strategies were then compared with those from a literature review, and the scale items were developed accordingly. Expert validation, exploratory factor analysis, and reliability analysis were conducted to ensure questionnaire validity and reliability. This study included online postgraduate students from Iranian medical science universities in 2019. Results The scale consisted of 5 factors and 44 items. In exploratory factor analysis, five subscales explained 90% of the total variance. Cronbach’s alpha was 0.91 for the total scale. The interclass correlation coefficient between the test and retest was 0.77. Conclusion A questionnaire designed to assess learning process in a virtual environment for postgraduate virtual students has reasonable psychometric properties, including reasonable internal reliability and construct validity.

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Establishing a Learning Presence

Cited by 9 publications

References 37 publications

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education

Defining research focus in self-directed learning: An autoethnographic reflection

Designing and psychometric analysis of an instrument to assess learning process in a virtual environment

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