The Digital Ecologies of Korean College Students: An Exploration of Digital Self-Directed Learning

Briggs, Neil; Sherman, Brandon

doi:10.16875/stem.2018.19.1.107

Cited by 4 publications

(2 citation statements)

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“…It revealed that both were significant determinants of self‐directed technological activities in informal learning contexts. The link between subject matter interest and learning has been extensively researched and established (Briggs & Sherman, 2018; Grigg et al, 2018; Lee et al, 2014). The link between the integration of subject matter with personal interest and language learning; however, has received little attention in research, despite the existence of various arguments in favour of it (Benson, 2016; Trinder, 2016).…”

Section: Discussionmentioning

confidence: 99%

Individual interest, self‐regulation, and self‐directed language learning with technology beyond the classroom

Lai

Chen

Wang

et al. 2023

Brit J Educational Tech

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Individual interest and self‐regulation are two pillars of self‐directed learning. Despite empirical evidence on the interaction between the two with respect to academic achievement, few studies have explored how individual interest and self‐regulation might interact and relate to self‐directed informal learning. This study surveyed 322 university students on self‐regulation and two interest constructs (interest in learning English and interest in pursuing personal interest in English), and tested how these factors related to their engagement in self‐directed use of technology for English learning beyond the classroom. Structural equation modelling analysis revealed that despite both being significant determinants, interest factors, and self‐regulation were associated differently with various types of self‐directed technological activities (instruction‐, information‐, entertainment‐ and socialization‐oriented activities). Self‐regulation was predictive of instruction‐, information‐ and socialization‐oriented activities, which have high cognitive load and require effort management for second‐language learners. Interest in English learning was consistently a significant predictor of all four types of technological activities. Interest in pursuing personal interest in English played a significant role in information‐ and entertainment‐oriented technological activities. The findings recommend greater attention to individual interest when promoting self‐directed informal learning. The findings further suggest adopting a differentiated approach to bolstering self‐directed learning for different purposes. Practitioner notesWhat is already known about this topic Self‐regulation is important to self‐directed learning. Subject‐matter interest and self‐regulation interplay to influence academic performance in formal learning contexts. What this paper adds Interest and self‐regulation interplayed to shape self‐direction in informal learning contexts. Self‐regulation was predictive of instruction‐, information‐ and socialization‐oriented activities. Interest factors added additional explanation power on self‐directed technological activities. Both subject‐matter interest and the integration of personal interest with subject learning were significant determinants. The integration of personal interest with subject learning mediated the influence of subject‐matter interest. Implications for practice and/or policy Educational interventions need to work simultaneously on both interest and self‐regulation to bolster self‐directed learning. Educators need to address different factors when boosting different types of technological activities. A relative stance needs to be taken since self‐regulation might play a less significant role in less taxing technological activities. It is important to deliberately integrate students' personal interests into English learning and help students perceive and act on the integration.

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Section: Discussionmentioning

confidence: 99%

Individual interest, self‐regulation, and self‐directed language learning with technology beyond the classroom

Lai

Chen

Wang

et al. 2023

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Teachers can support SDL by directing students to relevant online resources. Briggs and Sherman (2018) suggest that students can benefit from self-directed and individualized approaches to language learning facilitated by digital resources. Digital media, including websites, blogs, podcasts, videos, e-books, and social networks, serves as the primary means through which self-directed learning takes place in the digital domain, providing learners with easy access to a wealth of information and resources, allowing them to explore diverse topics and materials according to their interests and goals.…”

Section: Digital Self-directed Learningmentioning

confidence: 99%

Utilizing Design Thinking to Create Digital Self-Directed Learning Environment for Enhancing Digital Literacy in Thai Higher Education

Sriwisathiyakun

2023

JITE:IIP

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Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

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A Rhizomatic CALL: Technological Becoming in the Language Classroom

Sherman

2021

The Canadian Modern Language Review

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La recherche sur l’apprentissage des langues assistées par ordinateur (ALAO) et sur la technologie de l’information et des communications (TIC) en pédagogie demande souvent ce qu’est une technologie donnée, ce qu’elle fait et ce à quoi elle sert. Les réponses à ces questions, qui se conforment souvent à des modèles de technologie instrumentaux ou déterministes, centrent l’action humaine dans la détermination de la fonction d’une technologie dans une classe de langue. Moins communément, la recherche sur l’ALAO met l’accent sur la manière dont les enseignants répondent chaque jour à ces questions en salle de classe et sur les moyens par lesquels les technologies elles-mêmes pourraient influencer les salles de classe de façons surprenantes et émergentes. La théorie néomatérialiste offre un différent mode de compréhension du monde, qui décentre l’action humaine. Cette perspective offre une vue différente sur la façon dont la TIC peut avoir un impact sur l’enseignement des langues. Je reviens sur une étude portant sur les enseignants de langue et sur la mise en œuvre de la TIC et je la revisionne au travers d’une lentille rhizomatique deleuzoguattarienne. Cette façon de penser donne un aperçu de la façon dont ces technologies fonctionnent dans des agencements de salles de classe pour produire de la formation en langue. Je juxtapose une vignette composite anthropocentrique avec une vignette perçue par une lentille rhizomatique, soulignant la transition d’une perspective théorique traditionnelle à une perspective radicalement autre. Cette perspective théorique a des ramifications pour la recherche et la pratique dans les plus grands domaines de l’ALAO et mérite de faire l’objet d’une exploration et d’une expérimentation plus poussées.

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The Digital Ecologies of Korean College Students: An Exploration of Digital Self-Directed Learning

Cited by 4 publications

References 14 publications

Individual interest, self‐regulation, and self‐directed language learning with technology beyond the classroom

Individual interest, self‐regulation, and self‐directed language learning with technology beyond the classroom

Utilizing Design Thinking to Create Digital Self-Directed Learning Environment for Enhancing Digital Literacy in Thai Higher Education

A Rhizomatic CALL: Technological Becoming in the Language Classroom

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