The concept of self-directed learning (SDL) has been extensively studied; however, the majority of studies have explored learners’ perspectives on SDL, with less attention paid to investigating SDL from educators’ perspectives. Surprisingly, while assessment and feedback have long been recognized as powerful elements which influence how learners approach their learning, and key research studies have examined how both assessment and feedback can encourage and enhance the development of SDL, this nevertheless remains an area that would benefit from increased attention. Moreover, although there is a growing body of literature investigating the cultural dimension of SDL, most of these studies are limited to examining the formation of SDL among individuals influenced by Western or Confucian cultures, ignoring the existence of other cultural groups. This study, which investigates Malaysian teacher educators’ conceptualisations of SDL, begins to address these gaps. The key research questions which guided the study are: 1) How do teacher educators in Malaysia conceptualise learning? 2) How do teacher educators in Malaysia conceptualise SDL? 3) To what extent do teacher educators in Malaysia perceive themselves as self-directed learners? 4) What kind of learning opportunities do teacher educators in Malaysia create for their learners to foster the development of SDL, and what is the particular role of assessment and feedback in SDL? Twenty Malaysian teacher educators were interviewed to obtain their views on SDL and to identify their pedagogical practices which may foster or hinder the development of SDL approaches among their learners. A constructivist grounded theory approach was used to inform the methodological framework of this study, whilst a hybrid inductive and deductive analysis approach was used to analyse the interview data. The findings of the current study suggest that most assessment and feedback practices are heavily focused on assessments designed by educators and on educator-generated feedback, in which learners are passive recipients. It is argued that these practices have significantly contradicted the primary principle of SDL, which characterises the learner as the key agent of his or her own learning. The findings of this study suggest that a more comprehensive conceptualisation of SDL is required that recognises the fundamental role of both the self and of educators in SDL, and acknowledges the impact of the socio-cultural context on SDL. Informed by the existing SDL literature, and derived from fine-grained analysis of the interview data, the proposed definition of SDL and reconceptualised SDL framework foreground SDL as socially constructed learning where the learner takes control of his or her own learning processes within complex socio cultural contexts. The thesis concludes by recommending that future research (i) explores the central role of assessment and feedback in the context of SDL and (ii) investigates the impact of various cultures on learning, in order to develop a broader and more nuanced understanding of SDL.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2007 / Daar kan nie van leerders (wat geleer is wat om te leer, hoe om dit te leer, wanneer en waar om dit te leer) verwag word om skielik verantwoordelikheid vir hulle eie leer in ons moderne informasie-era te aanvaar nie. Die probleem is dat die leerders nie blootgestel of die geleentheid gebied word om hulle eie leer te bestuur nie. Daarom moet onderrigmateriaal verseker dat die leerders blootgestel word aan die geleentheid om hulle eie leer te bestuur. Deur die gebruik van bestaande onderrigmateriaal, wat nie selfgerigte leer (SGL) koester me, kan leerders geforseer word om afbanklike leerders te bly en nie te ontwikkel tot lewenslange en selfgerigte leerders (leerders wat bevoeg is om op hulle eie te kan leer) nie. Verder veroorsaak die gebruik van bestaande onderrigmateriaal deur opvoeders dat die unieke behoeftes van die leerders in 'n klas nie in ag geneem word nie en dat opvoedergerigte leer in plaas van selfgerigte leer bevorder en aangemoedig word. Die rede hiervoor is dat opvoeders, weens 'n gebrek aan kennis van SGL, nie van beter weet nie. Die betroubaarheid van selfgerigte leer word versterk wanneer die opvoeders en die skeppers van onderrigmateriaal 'n deeglike begrip en kennis van die SGL-proses het. Die primere doel van hierdie navorsing is om kriteria te ontwikkel, wat as 'n riglyn kan dien om onderrigmateriaal wat SGL koester te ontwikkel- dus materiaal wat rigting aan die leerders gee om hulle eie leer te bestuur. Die kriteria is gevorm na aanleiding van 'n literatuurstudie van bestaande navorsing oor SGL en kundiges se evaluering van die kriteria. Na aanleiding van die kundiges se kommentaar is onderrigmateriaal, wat SGL koester, ontwikkel en weer aan die kundiges vir evaluering voorgele.

M.A. / The career landscape has undergone considerable change within the past three decades (Hackett, Lent & Greenhaus, 1991; Sharf, 2002). Globalisation, the opening up of markets and rapid technological advances have produced a new world of work. Career choices and career challenges are more numerous and the career decision-making process more complex (Stead & Watson, 2006b). Baruch (2006) suggests that with these changes comes a need to address the preparation of future recruits. According to Super (in Sharf, 2002), individuals between the ages of 18 and 25 are in the career preparation stage, with career decision making as one of its key tasks. In the face of the numerous challenges in the new world of work, students in this career phase are increasingly struggling with indecision. Many students who enter university are undecided and once they are enrolled as a student, they often change their major at some point in their academic career (Reese & Miller, 2006). Self-directedness with regards to learning may potentially contribute to coping with the career demands and general career development, including career decision making. A self-directed learner takes responsibility for his or her own learning and development (Clardy, 2000). The relationship between self-directed learning and career decision making appears to be an under-researched area (Wang, Lo, Xu, Wang, & Porfeli, 2007). Although all new entrants into the world of work are subjected to challenges, women and people of colour appear to be particularly vulnerable. Women, despite various instutionalised efforts to address previous inequities, continue to perceive career barriers and experience subtle discrimination and unfair labour practice (cf. Betz, 2005; Gianakos, 2005; Mafunisa, 2006). These inequities are also evident amongst people of colour (cf. Creed, Patton & Watson, 2002; De Bruin & Bernard-Phera, 2002; Gushue, 2005). In an effort to make a contribution to addressing the current problems, challenges and areas of neglect both within the field of career psychology and the broader career landscape, the aim of this research was to investigate the relationship between career decision self-efficacy and self-directed learning. The research provides a cross-cultural comparison of black and white women students and is situated within the Social Cognitive Career Theory (Lent, Brown & Hackett, 1994). Two hundred and sixty five undergraduate university students (211 black; 144 white) completed a biographical questionnaire, the Student Self-Directed Learning Questionnaire (SSDL; De Bruin, 2008) and the Career Decision Self-Efficacy Scale-Short Form (CDSE-SF; Betz, Klein & Taylor, 1996b). Descriptive statistics were used to determine the levels of self-directed learning and career decision self-efficacy in the participants. Both groups of students showed above-average levels of self-directed learning and career decision self-efficacy. There was a significant difference between the SSDL scores of the black and white students, with the black students scoring higher. Pearson product-moment correlation was used to determine the relationship between self-directed learning and career decision self-efficacy. The results revealed a statistically significant and practically meaningful correlation (r = 0.46; p < 0.0001) between the two variables. Moderated multiple hierarchical regression analysis was used to determine the influence of race on this relationship. Self-directed learning explained approximately 20% of the variance in self-directed learning. The interaction of self-directed learning and race explained an additional 2.2% of the variance in career decision self-efficacy. This research has implications for career counsellors and academics in their efforts to prove support to students with regard to making career decisions.

M.A. / Although there has been a wealth of research and development in the field of vocational psychology students continue to experience difficulties in making career decisions and remain either uncertain about career decisions that have been made, or undecided over career options (Stead & Watson, 2006). An improved understanding of the factors influencing career decision-making and the degree of their influence is needed to identify interventions for students struggling to make a vocational choice. Although multiple variables influence the decision making process, two constructs of interest that may be considered and which may have important implications for career guidance practices are personality and self-directed learning. Personality has been shown to be related to a myriad of psychological constructs. The present study adopted the Five Factor Model for its inquiry, making use of the Basic Traits Inventory (Taylor & De Bruin, 2006). Self-directed learning can be conceptualised as a set of skills, the manner in which students carry out learning projects, or as a character trait of the person (Brockett & Hiemstra, 1991). Because of their ability to learn autonomously self-directed learners may have more highly developed skills, necessary to make effective decisions. The present study aimed to examine the relationships between personality, self-directed learning and career decision. Specifically, the study intended to determine whether personality and self-directed learning predicted career decision certainty or career indecision. Pearson‟s product-moment correlation was used to determine the relationships between the constructs. Multiple regression analyses were used to determine the predictive effect of these relationships. Some of the five factors of personality were related to career decision. Extraversion had a significant positive relationship with CDS Certainty (r = 0.226) and a significant negative relationship with CDs Indecision (r = 0.150). Neuroticism did not have a significant relationship with career certainty, but was significantly positively related to CDS Indecision (r = 0.220). Conscientiousness had a significant positive relation with CDS Certainty (r = 0.308) and a significant negative relationship with CDS Indecision (r = 0.210). Openness to Experience had a significant positive relationship with CDS Certainty (r = 0.201) but was not significantly related to CDS Indecision. Agreeableness had a significant positive relationship with CDS Certainty (r = 0.273) and although it was not statistically significant, Agreeableness was negatively related to CDS indecision. Self-directed learning was positively and significantly related to CDS Certainty (r = 0.451) and had a significant negative relationship to CDS Indecision (r = -0.257).

Objective: To evaluate the association between the use of a 3D virtual App and academic performance among Peruvian medical students. In addition, factors associated with academic performance were also assessed. Methods: We conducted an analytical cross-sectional study in students enrolled in the Musculoskeletal System course during the first semester of 2019. Students filled out a data collection form and the "Self-directed learning readiness scale" (SDLRS) questionnaire adapted by Fisher, King, and Tangle. Linear regression models were carried out to assess the association between the appropriate use of the application and academic performance. Additionally, the factors associated with academic performance were evaluated using nested models, and beta coefficients were calculated by manual forward selection. Results: A total of 187 medical students were included. The 61% were female and the median age was 21 [20-22] years. The average grade was 13.5 +/- 2 and 21% reported an adequate use of a 3D App. No association was found between the use of the 3D App and academic performance in the adjusted model (a beta = 0.17; 95% CI: -0.45 to 0.80). We found that age (a beta = -0.22; 95% CI: -0.39 to -0.06), performing extracurricular activities (a beta = 0.75, 95% CI: 0.25 to 1.24) and having failed an anatomy/physiology course before (a beta = -2.11 to 95% CI: -2.9 to -1.8) were factors associated with academic performance. Conclusion: The adequate use of a 3D application to study the anatomy of the musculoskeletal system was not significantly associated with better academic performance. / Revisión por pares

This dissertation reports on an exploratory study of a self-directed learning framework for South African cataloguers (increasingly becoming known as metadata specialists) for facilitating their continuing education needs. The study is triggered by the 2010 report of the South African Department of Arts and Culture, which found that newly qualified information specialists cataloguers included were in practice not yet able to perform professional tasks. Continuing education is characteristic of professions and essential for keeping one's professional knowledge up to date. The study focused on the question of a framework required to support and bridge the continuing education needs of professional cataloguers in South Africa. It examines professionals' knowledge of organising information, the nature and role of selfdirected learning in their continuing education and the extent of cataloguers' commitment to selfdirected learning. These aspects are described in the research goal, namely to propose a selfdirected learning framework that cataloguers can use to facilitate their ongoing training needs. The study contains a literature review and an empirical component based on a mixed methods research approach. A survey was conducted in April-May 2015 as research method. Quantitative data was collected using a structured questionnaire (59 participants), supplemented by qualitative data from three semi-structured focus group interviews. An exploratory profile of the state of continuing education for South African cataloguers and their needs could accordingly be drawn up. Findings indicate that "self-direction" is not only related to the personality of the cataloguer. It also pertains to the process of self-directed learning and the context in which it takes place. Several theories on self-directed learning were compared to design a framework that speaks to the continuing education needs of cataloguers. Three concepts professional context, people (individuals, in collaboration with others) and learning (processes, theories and opportunities) form the background against which the framework was developed. The study concludes with recommendations about a framework for self-directed learning. It includes, inter alia, a national programme for continuing information organisation training, and the development of selfdirection in learning as a multifaceted personality trait recommended for continuing education in information organisation. Further research possibilities in relation to selfdirected learning and the self-directed learning framework are also mentioned. / Hierdie verhandeling rapporteer oor 'n verkennende studie aangaande 'n selfgerigteleerraamwerk vir Suid-Afrikaanse katalogiseerders (toenemend bekend as metadataspesialiste) vir die fasilitering van hul voortgesette opleidingsbehoeftes. Die studie is ontlok deur die 2010- verslag van die Suid-Afrikaanse Departement van Kuns en Kultuur, wat bevind het dat inligtingspesialiste insluitend katalogiseerders wat pas gekwalifiseer het, nog nie in staat is om professionele take in die praktyk uit te voer nie. Voortgesette opleiding is 'n eienskap van professies en onontbeerlik vir die byhou van professionele kennis. Die studie word gerig deur die vraag oor hoe 'n raamwerk sou lyk wat die voortgesette opleidingsbehoeftes van professionele katalogiseerders in Suid-Afrika sal ondervang en oorbrug. Die studie ondersoek professionele kennis van inligtingsorganisasie, die aard en rol van selfgerigte leer in voortgesette opleiding en tot watter mate katalogiseerders op selfgerigte leer ingestel is. Hierdie aspekte word vervat in die ondersoekdoelstelling, naamlik om 'n selfgerigteleer-raamwerk voor te stel wat benut kan word om die voortgesette leer van katalogiseerders te fasiliteer . Afgesien van literatuurontledings, sluit die studie 'n empiriese komponent in wat 'n gemengdeondersoekbenadering volg. 'n Opname in April-Mei 2015 is as navorsingsmetode aangewend. Kwantitatiewe data is versamel deur 'n gestruktureerde vraelys (59 deelnemers), aangevul deur kwalitatiewe data uit drie semigestruktureerde fokusgroeponderhoude. Daaruit kon 'n verkennende profiel van die Suid-Afrikaanse voortgesette opleidingsituasie en behoeftes vir katalogiseerders opgebou word. Bevindinge toon dat "selfgerigtheid" nie net met die persoonlikheid van die katalogiseerder verband hou nie. Dit behels ook die proses van selfgerigte leer en die konteks waarin dit plaasvind. Verskeie selfgerigteleerteorieë is in verband met mekaar gebring om 'n raamwerk te ontwerp wat die behoeftes van katalogiseerders aan voortgesette opleiding aanspreek. Drie begrippe professionele konteks, persoon (individue, in samewerking met ander) en leer (prosesse, teorieë en geleenthede) vorm die agtergrond waarteen die raamwerk ontwikkel is. Die studie word afgesluit met aanbevelings oor 'n raamwerk vir selfgerigte leer. Dit sluit onder meer in 'n nasionale program vir voortgesette inligtingsorganisasieopleiding, en 'n aanmoediging tot die ontwikkeling van selfgerigtheid in leer tydens voortgesette opleiding as 'n veelkantige persoonlikheidseienskap vir inligtingsorganisasie. Verdere navorsingsmoontlikhede met betrekking tot selfgerigte leer en die selfgerigteleer-raamwerk word genoem. / Dissertation (MIS)--University of Pretoria, 2016. / Information Science / MIS / Unrestricted

Indiana University-Purdue University Indianapolis (IUPUI) / Ongoing changes to medical education curricula in the United States require continued evaluation of best practices for maintaining and enhancing anatomical education in medical schools. The purpose of this study was to identify the impacts of incorporating an alternating dissection schedule, peer teaching, and self-directed learning (SDL) in the Human Gross Anatomy (A550-551) laboratory for students in the first year of medical school at Indiana University School of Medicine, Bloomington (IUSM-BL). The researcher sought to determine the impacts of peer teaching and dissection on student gross anatomy grades, to explore the underling perceived effects of peer teaching on the student gross anatomy experience, and to explain how a gross anatomy course, specifically the laboratory component, could contribute to the development of SDL. A mixed method design was selected to combine the analytic strengths of quantitative and qualitative methods. Quantitative analysis using a generalized estimating equation determined the act of dissection had an impact on students’ abilities to correctly identify structures on human gross anatomy assessments. An analysis of variance determined that student gross anatomy final grades, lecture exam averages, laboratory practical exam averages were unchanged when incorporating peer teaching and alternating dissections into the laboratory sessions. A grounded theory methodology identified perceived changes in the student experience in A550-551 through analysis of student interviews, instructor interviews, and course assignments. In conclusion, the researcher determined that active dissection is a critical component in gross anatomy; however, peer teaching and alternating dissections offset the negative impacts of reduced dissections hours through: increased active dissection time, decreased intragroup conflict, new opportunities to develop teaching and communication skills, and increased efficiency in the anatomy laboratory classroom. Additionally, this research described suggestions for future successful implementations of SDL in A5500-551. These findings provide information for educators at IUSM-BL as they make revisions to meet curricular demands and inform ongoing discussions in anatomy education related to the importance of dissection, time for laboratory experiences, and the continued goal for excellence in educating students.

No description available.

The focus of this project was to develop self-directed pronunciation materials for a specialized group of English as a second language (ESL) learners—missionaries at the Provo Missionary Training Center (MTC) of The Church of Jesus Christ of Latter-day Saints. A set of six Cued Pronunciation Readings (CPRs) were developed. CPRs are computer-based, self-directed pronunciation materials designed to help students perceive pausing, word stress, and sentence-final intonation in spoken English and practice these features through a sequence of oral reading tasks. The CPRs developed in this project were based on essential missionary communicative tasks and utilized high-frequency gospel vocabulary. These tasks included saying set prayers, reciting relevant scripture passages, and bearing testimonies on gospel principles. These materials, originally developed in Microsoft PowerPoint, were converted for use in an MTC application called Assessment Tools. Following development, the materials were tested with a group of ESL missionaries in the Provo MTC. Fourteen missionaries used the materials during a three-week period. They were encouraged to spend 10–15 minutes each day in the computer lab working on the tasks. At the end of three weeks, a posttest survey was administered to obtain the missionaries' feedback. The missionaries' use of the materials and their reactions are discussed. Suggestions are given for the further development of similar materials and for further implementation of these materials at the MTC.

This paper details the design and development of a self-directed character education program based on the Aims of a BYU Education. Specifically, the program was intended to meet the following objectives: (a) increase student awareness of the BYU Aims, (b) provide opportunities for students to recognize and understand principles of good character, (c) engage students in enriching application of character values, and (d) lay the foundation for lifelong learning, service, and good character. The design process followed a modified systematic approach and resulted with a pilot trial of the BYU Aims Program. The selection of design model, preliminary analyses, and formative evaluation appear to have particularly contributed to the success of the pilot. While participant feedback did suggest that involvement in the pilot helped participants meet the intended objectives, the program suffered a high participant attrition rate over the course of pilot. Participant feedback also suggested that modifications to program delivery, interface, and duration and requirements of challenge activities would be necessary to improve or maintain participant engagement in future iterations of the program.