Issues with a course that emphasizes self-direction

Abstract

In this paper, we examine a master's level course that emphasizes self-direction on the part of students. The course is run by weekly group assignments and requires independent work such that only one mandatory classroom session is arranged each week. Our specific research interests are how students responded to the setting of this kind and whether they demonstrated self-direction during the course. We surveyed the students' view of the course, their group work experience, and their study habits, and analyzed the resultant survey data for themes. The results suggest that while the pass rate was considerably high and the course was regarded as well-organized by the students, there were several concerns related to whether we could prompt self-directed study habits.

Making group processes explicit to student

“…However, as also reflected in the student data, it became obvious that the students were better reached through informal (ostensibly accidental) dialogue. This is in line with a research observation that students are willing to effectively ask for help through informal communication channels [16].…”

Increasing Students’ Responsibility and Learning Outcomes Using Partial Flipped Classroom in a Language Processors Course

“…Another important problem concerns students. They have to complete many tasks during their own-study time (outclass activities) but they have a lack of experience in selfdirected study contexts [34]. On the one hand they feel that new responsibilities have appeared in out-class time [15], [35].…”

“…They had the advantage of knowing how to use out-class materials [13], since they were simple videos and the quizzes were posed through the standard courseware already used in previous years of the degree. But they also accomplished with possible negative features because this subject belongs to the second semester of the third year (out of four) of the degree [12], [15], [31], [34], [35] and none of the students had any previous experience with FC methodology. In our opinion, students' maturity and the short duration of the treatment have more impact than the difficulties of adapting to a new teaching methodology.…”

Can We "Flip" Non-Major Programming Courses Yet?

“…The students did read the assigned textbook sections and watch the assigned videos, but they essentially never asked questions about them, and real understanding came only as students did the laboratory exercises. Isomöttönen et al report very similar difficulty achieving independent engagement even among masters students in an advanced course, hypothesizing that lack of experience with "self-directed" study may be a core reason [10]. This problem could worsen in an introductory non-majors' course if the material is too foreign to the students for them to engage deeply with on their own, or if those taking the course because it is required by their (non-computing) major rather than out of intrinsic interest are not motivated to persevere with readings and lectures.…”