Self‐Directed Learning in Problem‐Based Learning

Leary, Heather; Walker, Andrew; Lefler, Mason; Kuo, Yu-Chun

doi:10.1002/9781119173243.ch8

Cited by 36 publications

(36 citation statements)

References 45 publications

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“…Informal learning behaviours are non-curricular and highly experiential; They occur outside of formal learning contexts in the workplace, for example, through observing, questioning, receiving feedback, practising and perhaps conversions (Decius et al, 2022). Learning is self-directed (Leary et al, 2019), as well as self-regulated, which occur in employee’s daily life. Informal learning is therefore defined as learning that is motivated by the individual's desire (Saunders & Wong, 2020) rather than by an authority figure.…”

Section: Literature Reviewmentioning

confidence: 99%

The state-of-the-art of modern workplace learning: an applied assessment method of a pre-train deep learning on modern learning tools

Muzam

Bendkowski

Mah

et al. 2023

TLO

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Purpose The study discusses the importance of workplace learning in the current era of work and how organisations are shifting their focus toward employee learning and development. It highlights the need for employees to continuously up-skill themselves to keep up with the demand for skills. The purpose of this study is to introduce a modern approach to evaluating workplace learning to promote and enhance better performance within the workplace. Design/methodology/approach It introduces a deep modern learning approach called “behavior-oriented drive and influential functions of formal and informal learning”. The study also develops the concept of the “Study, Plan, Do, Check, and Act” framework to simulate practise and theory within and outside of work to allow continuous improvement, learning new workplace tools, and bridging digital transformation challenges. The study highlights that workplace learning occurs in a variety of contexts and uses various tools, which poses challenges for the design and development of technology that supports and analyses workplace learning. Findings Based on behaviour-orientated drive and influential functions for formal and informal learning, a grade of 6.54% days was registered for formal learning tools and 4.89% days for informal learning tools. From the statistics in this study, This study concluded that informal learning tools contribute more to the development of the workplace than formal learning. In informal learning, employees act autonomously at their own will and pace to obtain the required knowledge. The time to acquire knowledge through informal learning tools is shorter than in formal learning. Future relevant research should review more learning tools for formal and informal learning. Practical implications Modern workplace learning is a key tool for organisations to gain a competitive advantage. Learning based on formal training and development programs, informal learning and knowledge sharing influence the development of human capital resources. Originality/value The study combines social science and engineering approaches to enable non-engineers to pioneer execution of tasks and examine their performance based on the approach detailed in the results, methodology and discussion sections. It contributes to the field of learning organisations and organisational learning by exploring the learning processes of modern professionals. By investigating the learning practices and experiences of knowledge workers, this study seeks to identify the factors that promote or learn and the impact of learning on the workplace.

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Section: Literature Reviewmentioning

confidence: 99%

The state-of-the-art of modern workplace learning: an applied assessment method of a pre-train deep learning on modern learning tools

Muzam

Bendkowski

Mah

et al. 2023

TLO

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“…Problem-based learning (PBL) is often a method in which a student-centered approach to education is used in learning a topic (Abdullah et al, 2019). PBL is also focused on allowing students to solve openended problems and is a self-direct learning (SDL) approach to education (Leary et al, 2019). In instances where PBL has been combined with virtual elements and 3D design to teach computer science, academic achievement was higher than traditional coders, increasing learner engagement, knowledge acquisition, and SDL (Banic & Gamboa, 2019).…”

Section: Problem-based Learning (Pbl)mentioning

confidence: 99%

Increasing Programming Self-Efficacy (PSE) Through a Problem-Based Gamification Digital Learning Ecosystem (DLE) Model

2022

JHETP

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The researchers initially undertook a systematic literature review concerning problem-based learning (PBL), gamification, digital learning ecosystems (DLE), and programming self-efficacy (PSE). Using recent studies and papers from Google Scholar, a preliminary gamified and DLE model was proposed to help Thai students PSE. Further analysis was conducted on gamification mechanics, dynamics, and aesthetics (MDA). After an assessment by nine educational experts using four educational assessment tools from the Joint Committee on Standards for Educational Evaluation (JCSEE) of the proposed seven-step A3S3R (advise, assign, analyze, search, synthesize, summarize, and report) DLE Management Model, the model's suitability was judged to be 'very high ' (mean = 4.40, SD = 0.59). Consequently, the development of this learning management model will result in learners recognizing their abilities better in programming and having better programming skills. It can also potentially increase students' critical and analytical thinking skills and computational thinking and allow them to apply new knowledge or skills to new situations. Finally, researchers can develop new practical learning styles for use in teaching and learning.

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“…Another model put forward, Du Toit-Brits (2019) said that self-directed learning readiness was an interaction between student characteristics and the learning environment. Previous research findings, included Kek and Huijser (2011), who found a significant effect of student-centered learning on self-directed learning readiness; researchers Qamata-Mtshali (2013), Leary et al (2019), andMillanzi et al (2021) discovered a substantial relationship between problem-based learning and self-directed learning readiness. Qamata-Mtshali (2013), Leary et al (2019); Millanzi et al (2021), who found a significant effect of problem-based learning on self-directed learning readiness; According to Ceylaner and Karakus (2018), the Flipped Classroom model significantly improved students for self-directed learning readiness; process-based learning (Bolhuis, 2003), and Uz and Uzun (2018), who found a significant effect of blended learning on self-directed learning skills.…”

Section: Introductionmentioning

confidence: 99%

Self-Directed Learning Readiness Model: A Mediating Role of Self-Efficacy among Need-Supportive Teaching Style, Transformational Parenting and Emotional Intelligence

Prihastiwi,

Wiyono,

Chusniyah

et al. 2024

EUROPEAN J ED RES

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<p style="text-align:justify">The study aimed to explore the self-directed learning readiness model and its relationship with various factors such as emotional intelligence, transformational parenting, need-supportive teaching style, and self-efficacy as potential mediators. The research was conducted with 415 junior high school students in Surabaya, Indonesia. To ensure the reliability and validity of the instruments used in the study, confirmatory factor analysis was performed. The loading factor values of all the items in the instruments were found to be greater than .50 indicating a satisfactory level of validity. Additionally, the reliability coefficient of all the instruments exceeded .90 demonstrating good internal consistency. Analysis using structural equation modeling (SEM) demonstrated that the theoretical model of self-directed learning readiness was consistent with empirical conditions because it meets the standard value of goodness of fit. Furthermore, through the indirect effect tests, it was discovered that need-supportive teaching style, emotional intelligence, and transformational parenting significantly influenced self-directed learning readiness, with self-efficacy acting as a mediator. Among the factors examined, self-efficacy was found to have the greatest impact in explaining readiness for self-directed learning readiness.</p>

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Self‐Directed Learning in Problem‐Based Learning

Cited by 36 publications

References 45 publications

The state-of-the-art of modern workplace learning: an applied assessment method of a pre-train deep learning on modern learning tools

The state-of-the-art of modern workplace learning: an applied assessment method of a pre-train deep learning on modern learning tools

Increasing Programming Self-Efficacy (PSE) Through a Problem-Based Gamification Digital Learning Ecosystem (DLE) Model

Self-Directed Learning Readiness Model: A Mediating Role of Self-Efficacy among Need-Supportive Teaching Style, Transformational Parenting and Emotional Intelligence

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