Preclinical students’ predispositions towards social forms of instruction and self-directed learning: a challenge for the development of autonomous and collaborative learners

Abstract

Self-directed and social forms of learning are fundamentally different from traditional didactic educational settings from which students are selected for veterinary, medical and other professional degree courses. It is therefore expected that a mismatch may emerge between students' conceptions of effective learning and expectations inherent to the new learning environments. The present study addressed this issue by examining 128 preclinical students' predispositions towards two key elements in problem-based and casebased learning, namely self-directed and social forms of learning. A mixed method approach revealed converging evidence of students' overwhelming preference for external, teacher regulation and individual forms of learning. External regulation was consciously invoked as a coping strategy in managing large amounts of complex information. Constructivist conceptions of learning were positively related to an appreciation of the cognitive benefits of social forms of learning, a relationship that has attracted little attention in the higher education literature. These findings stress the importance of guiding students' transition towards learning autonomy required for social forms of learning and continuous lifelong learning after graduation.

Factors related to college students’ self-directed learning with technology

“…In higher education, SDL is an important goal for improving the quality of student learning and preparing students for the future (Raidal & Volet, 2008). It corresponds to the fundamental principles of higher education, including personal autonomy, personal responsibility, and personal growth (Wilcox, 1996).…”

“…Self-directed learning (SDL) is regarded as both a prerequisite for and the outcome of lifelong learning (Loyens, Magda, & Rikers, 2008). It enables individuals to take control of their learning by deciding what and how to learn, with or without the support of others (Merriam & Bierema, 2014).In higher education, SDL is an important goal for improving the quality of student learning and preparing students for the future (Raidal & Volet, 2008). It corresponds to the fundamental principles of higher education, including personal autonomy, personal responsibility, and personal growth (Wilcox, 1996).…”

Medical students' attitudes towards group and self-regulated learning

“…16 However, beginning veterinary students were found to prefer individualistic learning over group work, and teacher-directed learning over self-directed studies. 17 Due to a lack of experience, they perceived group work and self-directed learning as complicated and overcharging study conditions, or did not understand the relevance for the medical practice. 17,18 This study aims at assessing whether beginning students' attitude towards group learning and ability to self-regulate their learning strategies are related to personal variables and participation in curricula with different teaching methods.…”

Self-Directed Online Learning Modules: Students’ Behaviours and Experiences

“…The need for guidance and direction, even within self-directed learning activities, has been expressed previously [16]. Students require learning structure, frequent feedback, and reassurance that they are learning about the prescribed topics in the correct manner.…”