Improving Students' Self-Directed Learning: Issues and Guidelines

Thomas, John W.; Strage, Amy; Curley, R. G.

doi:10.1086/461541

Cited by 17 publications

(5 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students are constantly offered feedback, through didactic materials when they are younger and through one-on-one meetings and detailed written evaluations when they get older (Hainstock, 1997). Students learn to be responsible for and take ownership of their learning, which can translate into feelings of autonomy, self-efficacy, and intrinsic motivation (Thomas et al, 1988). Current research suggests that providing autonomy-support also nurtures intrinsic motivation (Boekaerts and Niemivirta, 2000).…”

Section: Engagementmentioning

confidence: 99%

Implementing the Montessori approach in an undergraduate marketing course: A case study

Murray

Miller²,

Postlewaite³

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

The objective of this case study is to offer a new perspective on innovation in higher education pedagogy by exploring how Montessori principles can be applied in an elective upper-level undergraduate marketing analytics course. Innovation in higher education is crucial for preparing students for the ever-changing challenges they will face in the workplace and in society. Montessori education offers a unique perspective for addressing many of the shortcomings identified in current approaches to undergraduate instruction. This study involved designing a course that incorporated well-established principles of Montessori education—which has demonstrated success in fostering deep learning, engagement, intrinsic motivation, and adaptability particularly among adolescents. The methodology leverages the naturalistic approach to gathering real world evidence using an inductive design based on data from instructor field notes, weekly student response submissions, and an end-of-semester student survey. In conclusion, results of the study suggest Montessori education, particularly experiential learning elements and direct connections to industry, should continue to be explored for its potential to inspire innovation in higher education. However, successfully changing the instructional paradigm requires efforts beyond a single course. Truly shaping undergraduate education for the 21st century involves broad and integrated change across departments and even universities to empower students to take control of their own learning, to be inspired and motivated by their own intrinsic values, and to expand their thinking beyond narrow expectations of textbook learning.

show abstract

Section: Engagementmentioning

confidence: 99%

Implementing the Montessori approach in an undergraduate marketing course: A case study

Murray

Miller²,

Postlewaite³

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Yet, due to the long-term absence of high wisdom intelligence education, many people have low wisdom intelligence. Individuals' autonomous innovative abilities are weak (Thomas, Strage, & Curley, 1988). Many of them lack in the spirit of action-taking and passively accept new phenomenon (Chuang 2008); Their activities of independent creation and imaginative abilities are scarce; inventive senses are indifferent, and the ways of thinking are rigid.…”

Section: Second To Be Insistent In Applying High Wisdom Intelligencementioning

confidence: 99%

High Wisdom Intelligence - Discussing Education of High Wisdom Intelligence

2020

Int. J. Educ. Stud.

View full text Add to dashboard Cite

The number of talented persons who are equipped with high wisdom intelligence will immediately determine the quality of humankind’s entire life, and the future trend for humankind’s innovation and creation in fields such as thinking, cognition, society, politics, economy, military, science, arts, culture, and so on. Meanwhile, it protects the harmonious development of various fields. By illustrating the meanings of applying high wisdom intelligence in the survival and prosperity for each nation, ethnicity and individual, this article has a significant application to the understanding of educational studies of high wisdom intelligence.

show abstract

“…Because teachers rely on student reports for information about the student's education, transfer students' currently implied responsibility for providing information could become explicit. To help students describe their own educational experiences, evaluate their own understanding, and know when they need assistance, teachers, even in the primary grades, would need to talk to students about their instruction, teach students to be aware of differences in instructional approaches and curricula, and help students to be prepared in case of transfer (e.g., see Corno, 1992;Rohrkemper & Corno, 1988;Thomas, Strage, & Curley, 1988).…”

Section: Relationship Of Teacher Strategies To Teacher Beliefs About mentioning

confidence: 99%