Self‐directed learning: views of teachers and students

Hewitt‐Taylor, Jaquelina

doi:10.1046/j.1365-2648.2001.02001.x

Cited by 52 publications

(36 citation statements)

References 27 publications

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“…Aun cuando se ha reconocido el efecto favorable que ejerce el aprendizaje autodirigido en los Aprendizaje autodirigido, estilos y estrategias de aprendizaje -C. Márquez et al procesos de enseñanza-aprendizaje 9,26 , en especial por favorecer la autoconfianza, la autonomía, la motivación y la disposición hacia un aprendizaje continuo 27 y, por tanto, la necesidad de que los docentes adquieran competencias pedagógicas que lo promuevan 7,28 , es escasa la evidencia sobre los factores asociados al aprendizaje autodirigido en la educación médica. Sin embargo, estudios con respecto a la adquisición de idiomas extranjeros en estudiantes de enfermería de Australia, han identificado correlación positiva entre el aprendizaje autodirigido, los estilos de aprendizaje, las estrategias de aprendizaje y el rendimiento académico 29 .…”

Section: Discussionunclassified

“…Se genera así la necesidad que los docentes deban alentar en los futuros médicos la regulación de sus propias experiencias de aprendizaje, ya que esto sería crucial para sus éxitos futuros [4][5] . El aprendizaje autodirigido toma su base en la andragogía [6][7] , sustentada originalmente por Malcolm Knowles, definiendo a la andragogía como el "arte y ciencia de ayudar a los adultos a aprender", en contraste con la pedagogía concebida como la ciencia de ayudar a aprender a los niños 7,8 . El aprendizaje autodirigido ha sido referido como un proceso de aprendizaje de carácter estratégico y autoreflexivo, en el cual el alumno toma la iniciativa, con o sin la ayuda de otros, para diagnosticar sus necesidades de aprendizaje, formular sus metas, identificar materiales y recursos humanos para aprender, implementar y elegir las estrategias adecuadas y evaluar los resultados de su propio aprendizaje 6,9,10 .…”

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Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina

U¹,

H²,

Pérez³

et al. 2014

Rev. méd. Chile

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Section: Discussionunclassified

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Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina

U¹,

H²,

Pérez³

et al. 2014

Rev. méd. Chile

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“…Hewitt-Taylor showed that both students and teachers have difficulty in articulating an exact definition of self-directed learning. 17 There currently exists no precise and accepted definition of adult learning. Although most programs may emphasize one model over the other, few if any could claim to be purely either a traditional or adult-learning model.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of an Adult‐learning, Self‐directed Model Compared with Traditional Lecture‐based Teaching Methods in Out‐of‐hospital Training

Lorenzo

Abbott

2004

Academic Emergency Medicine

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Until recently, the U.S. Army Combat Medic School used a traditional teaching model with heavy emphasis on large group lectures. Skills were taught separately with minimal links to didactics. Objectives: To evaluate whether the adult learning model improves student learning in terms of cognitive performance and perception of proficiency in military medic training. Methods: The study population was two sequential groups of randomly selected junior, enlisted, active duty soldiers with no prior formal emergency medical training who were enrolled in an experimental model of a U.S. Army Combat Medic School. The control population was a similar group of students enrolled in the traditional curriculum. Instructors were drawn from the same pool, with experimental group instructors receiving two weeks of training in adult-learning strategies. The study population was enrolled in the experimental program that emphasized the principles of adult learning, including small-group interactive approach, self-directed study, multimedia didactics, and intensive integrated practice of psychomotor skills. Instructors and students were also surveyed at the end of the course as to their confidence in performing four critical skills. The survey instrument used a five-point scale ranging from ''strongly disagree'' through ''undecided'' to ''strongly agree.'' Proficiency for this survey was defined as the sum of the top two ratings of ''agree'' or ''strongly agree'' to questions regarding the particular skill. Both experimental and control programs lasted ten weeks and covered the same academic content and nonacademic (e.g., physical fitness) requirements, and the two groups of students had similar duty days. Evaluations included performance on internal and National Registry of Emergency Medical Technicians (NREMT) written examinations and other measures of academic and nonacademic performance. Results: One hundred fifty students (experimental n ¼ 81, control n ¼ 69) were enrolled in 1999-2000. The scores for internal course grade, NREMT written score, and NREMT written pass rate were, respectively, 86.3, 71.6, and 63% for the experimental group; and 85.8, 69.6, and 49% for the control group. The p-value was # 0.05 for the comparison between internal course grade and NREMT written score, but p > 0.05 for the comparison between NREMT written pass rates. Students in both the adult-learning and traditional groups rated themselves high in proficiency, whereas instructors in the traditional group were generally much more modest in their rating of student proficiency than instructors of the adultlearning program. Conclusions: In this study setting, an adult-learning model offers only a modest improvement in cognitive evaluation scores over traditional teaching when measured at the end of the course. Additionally, students in the traditional teaching model assess themselves as proficient more frequently than instructors, whereas instructor and student perception of proficiency more closely matched in the adult-learning model.

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“…In SDL, the role of the teacher is to support students during the teaching-learning process (Crooks, Lunyk-Child, Patterson, & LeGris, 2001; Schmidt, 2000). Self-directed learning also provides flexibility to students about their learning approaches (Hewitt-Taylor, 2001), and control over both the learning objectives and the means of learning is advocated by some authors (Lowry, 1989). However, SDL does not mean learning in isolation, but rather advocates the use of experts as facilitators and resources (Kell & Van Deursen, 2000).…”

Section: Self-directed Learningmentioning

confidence: 99%

Analysis of the psychological impact of Problem Based Learning (PBL) towards self directed learning among students in undergraduate medical education

Chakravarthi¹,

Vijayan²

2010

IJPS

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The psychological impact of a learning tool towards self directed learning is an important outcome of medical education. Although problem based learning is believed to facilitate self directed learning, previous studies have reported conflicting results. This longitudinal survey explored the perceived psychological changes in self directed learning for two and a half years in an undergraduate phase 1 medical education program with an integrated problem-based learning curriculum. 170 of 200 students (response rate, 85%) completed the Self-Directed Learning Readiness Scale at five different time points: at the beginning of each semester year and at program completion. Scores were significantly lower during the first semester compared with other years, and fifth semester scores were significantly higher than in previous years. Scores on the three subscales (i.e., self-management, desire for learning, and self-control) increased significantly during the five semesters years of the programme. These findings support self-directed learning as a maturational process seen psychologically by the students. Implications for medical faculty and curriculum development are discussed.

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Self‐directed learning: views of teachers and students

Cited by 52 publications

References 27 publications

Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina

Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina

Effectiveness of an Adult‐learning, Self‐directed Model Compared with Traditional Lecture‐based Teaching Methods in Out‐of‐hospital Training

Analysis of the psychological impact of Problem Based Learning (PBL) towards self directed learning among students in undergraduate medical education

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