The relationships between community college students’ sense of community, student self-directed learning readiness, and successful completion of online courses were investigated using a correlational research design. Rovai’s Classroom Community Scale was used to measure classroom community, and the Fisher Self-directed Learning Readiness Scale was used to measure self-directed learning readiness, including three subscales of self-management, desire for learning, and self-control. The study participants were 205 students (49 males, 156 females; 131 White, 39 Black, 15 Asian, 10 Latino, 10 Multi-racial, 1 Native American) taking online courses during a summer term at a Texas community college. The research hypotheses were tested using Pearson r correlation coefficients between each of the seven independent variables (student learning, connectedness, classroom community, self-management, desire for learning, self-control, and self-directed learning readiness) and student successful course completion data. Contrary to prior study results, no association was found between students’ sense of community in online courses and student successful course completion. Although statistically significant differences were found between successful course completion and self-management (r = .258), desire for learning (r = .162), and self-directed learning readiness (r = .184), effect sizes were small suggesting a lack of practical significance. Possible reasons for the outcome of this study differing from prior research include relatively shorter semester length (summer term) during which data were collected and relatively smaller sample size.

This research study focused on the issue of access to flexible learning and the use of technology (radio and TV) to assist in the learning process. The study was aimed at measuring the influence of these technology services among grade 12 learners enrolled on distance mode at Namibia College of Open Learning (NAMCOL). The majority of distance education systems around the world have the same general structure of guiding students, which are based primarily on student-centered learning that demands a learner to work independently. Regular lecturing facilities for distance learners are only possible in scheduled workshops at study centers. These provisions are however, inconvenient since most distance learners are working people, as well as inadequate to provide the necessary educational guidance to distance learners. In situations where regular interaction between teacher and student is limited or not possible, the media plays a vital role in providing educational assistance to these learners. NAMCOL, as an institution, has embraced the concept of utilizing media to assist distance learners with programs such as Edu TV and Radio Programmes as well as Online resources. Self-directed learning theories and Malcolm Knowles's theory of Andragogy were used as the theoretical frameworks for the study. In exploring access and influence of Edu TV and radio program on the learner's self-directed learning among the grade 12 learners enrolled at distance mode at Namibian College of Open Learning (NAMCOL), the researcher employed several research strategies to measure the influence that flexible programs have on learners. The research strategies employed in the study included questionnaires and interviews, which were used to yield both qualitative and quantitative research data. The main findings of the study were that the flexible learning policy implemented by NAMCOL is proving successful in affording distance learners access to Edu TV and radio program services. All participants indicated that the lessons were informative. Furthermore, it helps learners to assume responsibility for their learning. However, additional efforts from all stakeholders are required to keep up with the ever-expanding demand for ODL platforms. The study further revealed that implementing appropriate Andragogy fostered self-directed learning. In light of the findings of the research and the Andragogy applied, even though learners have access to the Edu programs, the lack of physical and appropriate technologies can impact negatively. For example, you can be self-directed, but if there are physical constraints and challenges in the pedagogy, the learners are demotivated to be self-directed.

Dans les CRL en milieu universitaire français des moniteurs orientent leurs semblables à l’apprentissage en autonomie des langues. Ces moniteurs sont évalués lors d’un entretien, afin de remplir diverses fonctions, au sein d’une structure corrélativement récente où, face au public la mise à disposition des ressources matérielles, technologiques et humaines se réalise.Cependant, la responsabilité qui leur est confiée découle de types distincts d’interventions qui évoluent au-delà de la fonction du monitorat, plus précisément liés à la gestion et l’animation du centre. Il s’agit, dans certains cas, d’exercer une médiation de tutelle pour l’autonomisation des apprenants. Des compétences très précises unies à l'ingérence humaine puis à la gestion des ressources matérielles s’impliquent par ce profil.Malgré cette polyvalence des fonctions, les moniteurs ne reçoivent pas de formation spécifique pour exercer l’accompagnement en langue. Il en découle une proposition de formation de notre part qui mêle une analyse sur les profils, les compétences que le tuteur doit détenir pour exercer le tutorat. / In the Language Resource Labs of the French university system, monitors direct their fellows in the independent learning of languages. These monitors are assessed during an interview in order to fulfill diverse tasks, within a correlative recent structure where, the provision to the general public of the equipment as well as the technological and human resources come true. However, the responsibility which is trusted to them stems from different types of interventions which evolve beyond the function of instructing, but more precisely bound to the management and the organization of the Lab; It is a matter, in certain cases of practicing a mediation of supervision of the self-learning process of the learners. Very specific skills, along with human intervention, then the management of material resources are involved in this job profile. In spite of this functional flexibility, monitors do not receive any particular training in order to exercise this language learning support. As a result, we propose a training, which analyzes the job profile as well as the skills that the instructor must have in order to practice the instruction.

Learning styles and readiness for self-directed learning were identified for 125 adult employees enrolled in self-paced training courses. The success of the self-paced instruction was measured by confidence to perform learned skills on the job. Confidence scores were compared across learning style types and self-directed learning readiness. It was concluded that self-paced training programs can be effective for a variety of learning style preferences. Additionally, adult employees who are highly self-directed will experience greater success in self-paced instruction than those less self-directed. The implication for businesses and academic institutions seeking to employ technology based, self-instructional programs is that a return on investment can be maximized by an examination of the target audience. Training programs which are self-paced may not generate the desired success which will translate into effective job performance for those adults who are not ready for self-directed learning.

Arbeitsschutz erzielt dann seine größte Wirksamkeit, wenn er bereits im Rahmen der Konzeption und Planung von Maschinen vollumfänglich berücksichtigt wird. Etwaige Versäumnisse hinsichtlich einer sicheren Produktgestaltung in diesem Stadium können unzureichend sichere Produkte und kostenintensive Nacharbeiten zur Folge haben (Klein, 2013). Deshalb benötigen künftige Maschinenbauer und Produktdesigner für ihre spätere berufliche Praxis Fachwissen zur proaktiven sicheren und gesundheitsgerechten Gestaltung von Maschinen. Die voranschreitende digitale Transformation führt jedoch in Wechselwirkung mit weiteren Faktoren dazu, dass sich derartiges Wissen heutzutage ständig entwickelt und erweitert (Korunka & Kubicek, 2013). Fachkräfte sind entsprechend gefordert, ihr Fachwissen im Rahmen ihrer Arbeitsprozesse fortlaufend zu aktualisieren. Dabei wird der Betrieb mehr denn je zum Lernort und setzt zunehmend technologieunterstützte Lernformen ein, die Mitarbeitenden einen selbstgesteuerten Wissenserwerb nach individuellem Bedarf ermöglichen sollen (BMAS, 2017). Selbstgesteuerte Lernprozesse setzen jedoch spezifische Kompetenzen voraus, die zunächst entwickelt und gefördert werden müssen. Zu diesem Zwecke entwickeln die Autoren derzeit ein Lehrkonzept, das es angehenden Produktgestaltenden ermöglichen soll, bereits im Rahmen der universitären Ausbildung sicherheitstechnisches Fachwissen zu erwerben und dabei auch in der heutigen Informationsgesellschaft essentielle Erfahrungen mit selbstgesteuertem Lernen zu sammeln.

Professionals need to learn throughout their entire career due to the rapid changes in technology (Zander, Boustedt, Eckerdal, McCartney, Sanders, Moström, & Thomas, 2012). Professional development is a need for professionals to remain updated in their profession (Murphy, 2008). One way professional development occurs is through e-learning, which provides an environment that supports self-directed learning. It is also cost-effective (Hadwen & Galloway, 2008). The authors indicate the importance of professional development and e-learning. However, there is a lack of insight into understanding what motivates persons to engage in these activities. This study thus aims to understand the motivation for self-directed e-learning for professional development.       A qualitative approach occurred via semi-structured interview questions, and findings show that people were the top motivator for this type of learning. Results also show that successful e-learning is applying the knowledge or skills learned, and accomplishing the learning goal. The top influential factors include positive emotions, popular search engines, and freedom of choice. Furthermore, persistence and critical thinking support the process, and hindrances had to do with access and disruptions. This thesis argues that autonomous extrinsic motivation is essential for understanding self-directed e-learning for professional development. Additionally, due to the many factors that influence social context, encouraging this form of professional development may be complicated, yet beneficial.

Knowledge of how gender affects learning is scarcely understood in the realm of nursing education. Prior studies have indicated certain learning styles are predictors of passing board examinations. Pinpointing specific learning styles could improve educational outcomes and produce thoroughly equipped nurses. Previous researchers have studied the differences in learning preferences according to gender; however, no studies have solely concentrated on gender specific learning preferences among undergraduate nursing students. Learning Interest, as well as Goal Orientation, were found to be statistically significant between genders.

Although the need for and importance of self-directed learning are well documented, studies reporting on the influence of teaching–learning strategies, fostering self-directed learning skills, are limited. The aim of this investigation was to determine and understand the impact of the implementation of cooperative base groups on the self-directed learning readiness of first-year Life Sciences students. In order to achieve the research aim, a mixed method approach was followed. During the quantitative phase, the Self-Directed Learning Readiness Scale, a cooperative base group perception questionnaire, a checklist for social skills, and the academic achievement of first-year Life Sciences students at the Potchefstroom Campus of the North-West University were analysed. In the qualitative phase of the investigation, semi-structured interviews were conducted with randomly selected first-year Life Sciences students of the experimental group. The questions in the interviews were aimed at determining the students‟ perception of cooperative base groups, how this perception contributed to their self-directed learning competencies, as well as the role that active involvement, the cooperative base group folder and personal support play in the development of self-directed learning competencies. The results of the investigation contribute to the body of knowledge on cooperative learning as it provides insight into how students experience cooperative base groups. The implementation of cooperative base groups contributes to the development of the following characteristics and skills, which are vital for becoming self-directed in one‟s learning: viewing peers as resources; being able to give and receive help; developing good social skills; being motivated to learn; and taking initiative and responsibility for learning. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2015

Although the need for and importance of self-directed learning are well documented, studies reporting on the influence of teaching–learning strategies, fostering self-directed learning skills, are limited. The aim of this investigation was to determine and understand the impact of the implementation of cooperative base groups on the self-directed learning readiness of first-year Life Sciences students. In order to achieve the research aim, a mixed method approach was followed. During the quantitative phase, the Self-Directed Learning Readiness Scale, a cooperative base group perception questionnaire, a checklist for social skills, and the academic achievement of first-year Life Sciences students at the Potchefstroom Campus of the North-West University were analysed. In the qualitative phase of the investigation, semi-structured interviews were conducted with randomly selected first-year Life Sciences students of the experimental group. The questions in the interviews were aimed at determining the students‟ perception of cooperative base groups, how this perception contributed to their self-directed learning competencies, as well as the role that active involvement, the cooperative base group folder and personal support play in the development of self-directed learning competencies. The results of the investigation contribute to the body of knowledge on cooperative learning as it provides insight into how students experience cooperative base groups. The implementation of cooperative base groups contributes to the development of the following characteristics and skills, which are vital for becoming self-directed in one‟s learning: viewing peers as resources; being able to give and receive help; developing good social skills; being motivated to learn; and taking initiative and responsibility for learning. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2015

Cette thèse aborde la formation et l'accompagnement des acteurs de l'Education Populaire. L'enjeu est de stabiliser la qualité des services des associations, malgré les rapides évolutions de l’environnement. Le postulat d'une nécessaire continuité entre le projet associatif, la démarche éducative et la formation interne, nous a orientés vers une démarche de recherche-action. La récursivité des analyses, a conduit à interroger les conditions d'utilisation du modèle de l'apprenance (Carré 2005), inspiré par le capitalisme cognitif. Il en ressort un cadre éthique qui a orienté le développement d'un modèle d'association apprenante, intégrant un outil de gestion de la fonction « apprendre » inspiré des ingénieries de formation à visée autonomisante (Poisson 2009). Cette thèse propose en outre une réflexion épistémologique et la méthodologique sur la recherche-action qui conduit à établir des liens entre ses conditions de pratique et l'émergence de l'association apprenante. / This dissertation deals with the training and support of personnel in a not-for-profit association involved in education. At stake is the stabilization of the quality of their activities in order to perpetuate both their projects and their on-going operation. The author postulates a necessary continuity between the culture of the association – marked by its approach to education – and its in-house training. This continuity has led to the adoption of an action-research approach. The recursive analysis of the activities have led to a transposition of Carré’s (2005) “learning” model and produced an ethical framework which guided the design of a multidisciplinary learning model for associations. This model includes a tool adapted from instructional design, aimed at learner empowerment (Poisson 2009). The epistemological and methodological reflection aims at shedding light on action research and links its conditions for success to the emergence of associations as learning organizations.