Self-directed learning: A fundamental competence in a rapidly changing world

Morris, Thomas Howard

doi:10.1007/s11159-019-09793-2

Cited by 163 publications

(126 citation statements)

References 46 publications

Supporting

Mentioning

112

Contrasting

Unclassified

Order By: Relevance

“…Overall, the student reflective comments provided insight into how this activity affected their SDL abilities beyond what we could observe by simply grading their assignments. The students' reflections revealed that we should not assume all of our medical students matriculate with well-developed selfdirected learning skills, an observation which is consistent with the SDL literature [4,6,20,25].…”

Section: Discussionsupporting

confidence: 66%

“…The theoretical literature of SDL in adults [4,6,42] and the evolving literature on SDL in medical education [43][44][45] describe multiple dimensions of SDL including (1) management of learning skills, (2) personality characteristics of the learner, (3) the learning environment, and (4) the metacognitive process [6,46,47]. The results of our study build on this literature by showing that our students' perceptions of how they approach SDL mirror these dimensions.…”

Section: Discussionsupporting

confidence: 62%

“…[5] To develop self-directed learners, Knowles states that teachers must facilitate the acquisition of SDL skills [4]. Moreover, medical educators should not assume that medical students possess all the skills needed to engage successfully in SDL activities without training [6].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Implementation and evaluation of a self-directed learning activity for first-year medical students

Hill

Peters

Salvaggio

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

Background: It is critical that medical students develop self-directed, lifelong learning skills to navigate medical school successfully and to become competent healthcare professionals. Moreover, the Liaison Committee on Medical Education (LCME), the USA medical school accrediting body, requires activities designed to help students develop self-directed learning (SDL) skills in the preclinical years. Objective: We evaluated the feasibility and effectiveness of a self-directed learning activity in a 6-week first-year medical student course. Design: The course director assigned infectious disease case studies to teams of first-year medical students who individually assessed their knowledge gaps of the case, identified scholarly sources to fill their knowledge gaps, shared the information with their teammates, and reflected on their ability to guide their own learning. Students were asked to rate workload, team effort, acquisition of new clinical knowledge, and lifelong learning skills. Students were also asked to reflect on how this assignment affected their perception of their SDL skills. Descriptive statistics were used to analyze responses to the Likert scale questions. Thematic analysis was applied to the comments. Results: Survey response rate was 80% (131/163). Students strongly or moderately agreed that 1) they spent an appropriate amount of time on the project (94%), 2) the workload was evenly distributed among their teammates (95%), 3) their teammates made significant and timely contributions to the project (97%), 4) the project contributed to learning new clinical knowledge (92%), and 5) the project contributed to the acquisition of lifelong learning skills (85%). The analysis team identified four themes from student reflections on their perception of their self-directed learning skills: self-learning skills, collaboration, application, and metacognition, Conclusions: Study results demonstrated that we successfully implemented a case-based SDL activity in a first-year medical school course and that students perceived the activity as a valuable learning experience.

show abstract

Section: Discussionsupporting

confidence: 66%

Section: Discussionsupporting

confidence: 62%

See 1 more Smart Citation

Implementation and evaluation of a self-directed learning activity for first-year medical students

Hill

Peters

Salvaggio

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

show abstract

“…Individuals with self-directed learning skills can manage themselves to acquire knowledge and comprehend how to resolve problems. Self-directed learning is a fundamental competence for individuals living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age (Karatas & Zeybek, 2020;Morris, 2019). Self-directed learners are often more actively involved in learning tasks, such as reading online learning materials, planning and evaluating learning milestones (Geng et al 2019).…”

Section: Resultsmentioning

confidence: 99%

The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning

Karataş

Arpacı

2021

CONT ED TECHNOLOGY

View full text Add to dashboard Cite

This study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic. 21st Century Skills and Competences Scale, Self-Directed Learning Skills Scale, Metacognitive Awareness Inventory, and Readiness for Online Learning Scale were used to collect data from 834 prospective teachers. Structural equation modelling (SEM) results indicated that self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predict prospective teachers' readiness for online learning. These findings suggested that enhancing prospective teachers' self-directed learning, metacognitive awareness, and 21st century skills and competences may promote their readiness for online learning.

show abstract

“…In particular, self-directed learning skills were extracted as the one of the competencies for academic nurse educator in this study, although the Nurse Educator Core Competencies (WHO, 2016) has not been clearly indicated. Having self-directed learning skills as adult learners is an important competency for academic educators (Lopes & Cunha, 2017; Morris, 2019). In contrast to the Nurse Educator Core Competencies (WHO, 2016), this study showed that both personal and professional individual traits and values were components constituting competency in academic nurse educators.…”

Section: Discussionmentioning

confidence: 99%

Competency of Academic Nurse Educators

2020

View full text Add to dashboard Cite

Background In the face of a rapidly changing social environment and increasing demand for health care services, there is a global concern that academic nurse educators should have expert-level competencies and should improve the level of nursing education. Objective This study aimed to investigate the elements that constitute competency in academic nurse educators. Methods A cross-sectional self-completed online survey was conducted involving academic nurse educators working at universities in Japan. We invited 277 nursing universities to participate in the survey and to provide academic nurse educators with information about the research by contacting the dean of each university’s nursing department. In total, 372 educators completed the survey (response rate 4.03%), and after excluding those with incomplete data, 367 were analyzed (valid response rate 3.97%). The data were analyzed by exploratory-factor analysis, with the least-squares method and promax rotation performed. Results An exploratory analysis yielded five competency factors: “facilitating active learning,” “engaging in academic research activities,” “participating in university management,” “undertaking self-directed learning based on professional ethics,” and “practicing education autonomously.” Conclusions The competencies identified in the present study are essential for academic nurse educators, and the five factors are in accord with the findings of previous studies. Support systems for academic nursing educators should be established to improve their competencies comprehensively. However, further research is needed to develop the competencies of academic nurse educators into more comprehensive and sophisticated competencies.

show abstract

Self-directed learning: A fundamental competence in a rapidly changing world

Cited by 163 publications

References 46 publications

Implementation and evaluation of a self-directed learning activity for first-year medical students

Implementation and evaluation of a self-directed learning activity for first-year medical students

The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning

Competency of Academic Nurse Educators

Contact Info

Product

Resources

About