Validation of Internal structure of Self-Directed Learning Readiness Scale among Indian Medical Students using factor analysis and the Structural equation Modelling Approach

Kumar, Archana Prabu; Omprakash, A.V.; Mani, Prabu Kumar Chokkalingam; Swaminathan, Narasimman; Maheshkumar, K; Maruthy, K N; Sathiyasekaran, B.W.C.; Vijayaraghavan, P. V.; Padmavathi, R

doi:10.1186/s12909-021-03035-6

Cited by 9 publications

(12 citation statements)

References 68 publications

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“…Helfrich et al (2009), on the other hand, introduced the Organizational Readiness to Change Assessment (ORCA) instrument, which was patterned after the Promoting Action on Research in Health Services (PARIHS) framework and developed to test interventions designed to implement evidencebased changes in clinical practice. Kumar et al (2021) did a study to validate the internal structure of the Fisher's Self-Directed Learning Readiness Scale (SDLRS) and convert it for Indian respondents. The original scale was tested using Exploratory Factor Analysis, Confirmatory Factor Analysis and Cronbach's Alpha.…”

Section: Previously Developed Readiness Instrumentsmentioning

confidence: 99%

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Change-readiness instrument for library managers: development and analysis of a scale

Torres Jr.,

Abrigo

2024

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PurposeThis study focuses on developing a scale that encompasses aspects of readiness to change by library management in dealing with the next normal scenario in libraries. It investigates measuring change readiness in terms of library service operations, workflows, administration, programs and spaces, which can give an overview of a library institution's preparedness to meet new roles and expectations.Design/methodology/approachThe descriptive quantitative research was employed using a two-phase approach. It attempts to design an instrument referred to as change-readiness instrument for library managers (CRILM), which was derived from an original self-developed questionnaire consisting of a 20-item readiness-for-change attributes. Validity and reliability of CRILM were tested using Exploratory Factor Analysis and Cronbach’s Alpha. Sample size calculation was employed to determine the required number of subjects to participate in the study. Library managers who are head librarians from different types of libraries were the target samples. Content validation of the items was conducted for suitability and context.FindingsCRILM was tested both valid and reliable. The initial results yielded from the respondent sample indicated that CRILM is deemed suitable for measuring change-readiness among library managers and libraries. The factor-analyzed items were grouped into three subscales based on their characteristics, namely, flexibility in work and services, learning support readiness and adaptive to changing service environments.Research limitations/implicationsCRILM covered the major domains and constructs of change readiness in the context of a library setting. However, the scale should be subjected to further testing and use by a wider target group to strengthen its usability and confidence level. Item analysis was not employed.Practical implicationsThe results of the study offer help to library managers in assessing the readiness of their organizations to effectively manage change and be future-ready.Originality/valueThis study attempts to bridge the gap in readiness-for-change instruments by introducing a scale in the library service environment as a potential contribution in the practice of library management.

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Section: Previously Developed Readiness Instrumentsmentioning

confidence: 99%

“…Kumar et al . (2021) did a study to validate the internal structure of the Fisher’s Self-Directed Learning Readiness Scale (SDLRS) and convert it for Indian respondents.…”

Section: Introductionmentioning

confidence: 99%

Change-readiness instrument for library managers: development and analysis of a scale

Torres Jr.,

Abrigo

2024

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“…According to this study, SDL is the way for IS students to be empowered and learn in this digital age. SDL students are those who can be accountable for their learning process (Kumar, Omprakash, Mani, Swaminathan, Maheshkumar, Maruthy & Padmavathi, 2021).…”

Section: Understanding Self-directed Learning In Is Disciplinementioning

confidence: 99%

“…Several SDL models can be implemented in IS discipline for students and lecturers to keep learning continuously (Kumar et al, 2021;Tredoux, 2012). The educational environment keeps evolving, and SDL models have been proposed for students in IS discipline to meet the needs of 21st-century learning trends and expectations.…”

Section: Rq2: the Models Suitable For The Application Of Sdl And CL I...mentioning

confidence: 99%

Exploring the application of self-directed and cooperative learning in information systems education: a critical analysis

Chukwuere

2023

J. Sci. Educ.

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Learning is a continuous process of acquiring knowledge. Information systems (IS) is a sub-discipline of computing discipline with a focus on providing theory and practical teaching and learning opportunities and experience for students in the area of managing computing resources in an organization and society at large. The application of self-directed and cooperative learning in information systems (IS) education has been an area of interest for researchers and educators. Self-directed learning emphasizes the learner's autonomy, while cooperative learning emphasizes collaboration and communication among learners. This paper presents a critical analysis involving self-directed and cooperative learning in IS education through a rapid review of the application of these learning approaches in IS teaching and learning. This study used a rapid review in searching, identifying, and analyzing relevant peer-review papers in critically analyzing the application of self-directed and cooperative learning in IS teaching and learning process. The analysis was done through a systematic approach reviewing relevant literature and identifying the benefits, challenges, and implications of self-directed and cooperative learning in IS education. The data analysis followed a rapid review approach to reaching the findings. The study revealed the meaning of SDL and CL and their application in IS teaching and learning process. The study also found different models that encourage the application of SDL and CL in IS teaching and learning process. The paper concludes with recommendations for IS educators and suggestions for future studies.

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“…[ 8 9 ] Researchers have validated this readiness scale for Indian students and implemented them after modification, demonstrating overall construct validity for 36 items rather than 40. [ 14 ] The 20 item-based self-directed learning instrument (SDLI)[ 11 ] developed and validated by Cheng and colleagues is categorized into four dimensions of SDL: motivation, plan and execution, self-monitoring, and interpersonal relationships do not explore all the items for assessing the readiness of the undergraduate student for SDL.…”

Section: Introductionmentioning

confidence: 99%

Development and implementation of a self-directed learning readiness scale for undergraduate health professional students

Dulloo¹,

Singh

Vedi

et al. 2023

Journal of Education and Health Promotion

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BACKGROUND: To motivate students toward the path of lifelong learning, it is important to train them for a self-directed learning (SDL) approach, where they identify the need of learning the content as well as look forward to attaining the learning outcome, independently. The level of readiness for SDL will allow the learner to be self-disciplined, self-organized, an effective team builder and communicator, a self-assessor, and a self-reflector, thus being a self-learner with the ability to accept and give constructive feedback. The aim of the study was to develop, validate, and implement the SDL readiness scale for health professional students. MATERIALS AND METHOD: The readiness scale of 43 items was used in four sub-titles (awareness, learning strategies, and style, motivation, team building) was developed using the Delphi method with 12 experts and was implemented for the medical students at Karamsad, Gujarat as a cross-sectional survey after a pilot trial scale from May 2021 to September 2021, using mean, the standard deviation for each item, and arrived sub-titles. The ANOVA test was used to find differences in readiness scores as per different years of the medical program. RESULT: The result demonstrates that the maximum score was obtained for the first-year medical student (149.89 ± 24.72), which dropped in year 2 (136.35 ± 32.26) but increased by the final year (147.67 ± 56.66), although not as high as the initial joining year. However, a statistically significant difference per gender was identified for a few items of the scale [(items 24 (P < 0.034), 26 (P < 0.0005), 37 (P < 0.035), and 40 (P < 0.013)]. The logistic regression analysis showed no statistical significance for the DSVS-self-directed learning readiness scale (SDLRS) score and demographic variables. CONCLUSION: The outcome of the study strongly suggests training/sensitization sessions for students to highlight the importance of a SDL approach in a digital millennium. Moreover, a longitudinal follow-up needs to be conducted for the readiness score of the students based on the developed scale and subsequent training sessions need to be organized for students as well as faculty for better outcomes for the students toward SDL sessions.

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Validation of Internal structure of Self-Directed Learning Readiness Scale among Indian Medical Students using factor analysis and the Structural equation Modelling Approach

Cited by 9 publications

References 68 publications

Change-readiness instrument for library managers: development and analysis of a scale

Change-readiness instrument for library managers: development and analysis of a scale

Exploring the application of self-directed and cooperative learning in information systems education: a critical analysis

Development and implementation of a self-directed learning readiness scale for undergraduate health professional students

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