The Impact of Learning Structure on Students' Readiness for Self-Directed Learning

Dynan, Linda; Cate, Tom; Rhee, Kenneth S.

doi:10.3200/joeb.84.2.96-100

Cited by 99 publications

(52 citation statements)

References 6 publications

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“…Extensive research (Dynan et al, 2008;Hayes, Smith, & Shea, 2015;Lee, Tsai, Chait, & Koht, 2014;Shea & Bidjerano, 2012;Shea et al, 2012) regarding learning presence as an additional construct of the CoI framework has revealed two important gaps that are addressed in this article. Firstly, the existence and establishment of learning presence has been primarily examined in fully online courses and not explicitly in blended learning courses.…”

Section: Purpose and Research Questionmentioning

confidence: 99%

“…Online education requires a greater degree of self-directedness and self-reliance than traditional face-to-face modes of delivery (Dynan, Cate, & Rhee, 2008;Shea & Bidjerano, 2012). Despite the many promising features of online and BL instruction, such modes of delivery may have a limited capability to engage students in learning experiences unless students are selfmotivated, active learners who demonstrate strong organizational skills in their learning habits (Banerjee, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Despite the many promising features of online and BL instruction, such modes of delivery may have a limited capability to engage students in learning experiences unless students are selfmotivated, active learners who demonstrate strong organizational skills in their learning habits (Banerjee, 2011). Students in online courses face challenges that require persistence and determination, typically required of self-directed learners (Dynan, Cate, & Rhee, 2008;Shea & Bidjerano, 2012). Given the on-going expansion of the BL environments Shea and Bidjerano (2012) suggest that we gain insight into successful student self-regulation skills in online environments in order to develop a profile of how students learn online and thus also in a blended environment.…”

Section: Introductionmentioning

confidence: 99%

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Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Pool

Reitsma

Berg

2017

OLJ

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This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.

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Section: Purpose and Research Questionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Pool

Reitsma

Berg

2017

OLJ

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“…Guglielmino and Guglielmino (2000) hold that several studies have furnished evidence that top entrepreneurs/workers achieve the highest results on the SDLRS (Self-Directed Learning Readiness Scale). High levels of self-directedness with regard to learning is an integral requirement for most careers since candidates that had achieved high marks during the SDLRS are associated with better career performance (Buhagair 2007;Dynan, Cate and Rhee 2008;Raemdonck 2006;Vandeyar 2005).…”

Section: Introductionmentioning

confidence: 99%

Embedding motivation in the self-directedness of first-year teacher students

Toit-Brits

Zyl

2017

SAJHE

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This article investigated the relation between learning motivation and self-directedness in learning of first-year teacher students. Self-directed learning is characterized as one of the fastest growing areas of research in the past forty years. Self-directed learning can be regarded as an essential skill in the 21st century and it implies that the acquisition of school subject knowledge alone is not sufficient; skills such as critical thinking, resource identification and responsibility to learn should be emphasised. Furthermore, a student with a high level of self-directedness in learning can set educational objectives and also reach these objectives as well as successfully avail themselves of opportunities beyond the boundaries of formal education, which can accordingly lead to career success and economic growth. Although the value of self-directed learning can be overstated, students find it difficult to keep up with the academic pace due to the leap from secondary to tertiary education. It turns out that first-year students qualify on paper for university admission, but in fact they cannot acquire the necessary academic skills (including self-directed learning). Despite the lack of self-directed learning activities in secondary education De Lange et al. (2010) mention several factors that can affect teaching and learning (as well as self-directed learning) of a student, namely a lack of motivation. From the above statement it is evident that a lack of motivation may have an effect on a student's self-directedness in learning. Learning motivation is the driving force behind the implementation of self-directed learning activities although learning motivation is characterized as one of the most popular research dimensions in the area of self-directed learning.In an attempt to explain the above context and interpret this study, an interpretivistic qualitative research design was followed. The main research findings of this article included that learning motivation is the driving force behind self-directed learning, and therefore it enables students to

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“…Para lograr tal propósito, los estudios anglosajones indican que los cambios hacia un control regulatorio de la conducta están determinados por procesos individuales o intra-psicológicos y procesos sociales o interpersonales 8,9 . Por su parte, los estudios franceses enfatizan que la autonomía, si bien es parte del desarrollo del sí mismo y de la identidad personal, se desarrolla principalmente en interacción con otros y no ocurre únicamente durante el proceso de aprendizaje y en el proceso individual 10 .…”

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Aprendizaje autodirigido en estudiantes de primer año de medicina de la Universidad de Concepción y su relación con el perfil sociodemográfico y académico

Pérez

et al. 2013

Rev. méd. Chile

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The Impact of Learning Structure on Students' Readiness for Self-Directed Learning

Cited by 99 publications

References 6 publications

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Embedding motivation in the self-directedness of first-year teacher students

Aprendizaje autodirigido en estudiantes de primer año de medicina de la Universidad de Concepción y su relación con el perfil sociodemográfico y académico

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