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).

Much confusion surrounds the term 'self-directed learning', which presently describes a process, a goal, a teaching technique, and an outcome of that teaching. As a process, the literature concentrates mainly on how individuals learn, with little reference to groups that can be as selfdirected as individuals. The purposes of this study were: (a) to reduce conceptual confusion by creating a typology distinguishing different processes of self-directed learning; (b) to explore the phenomenon of group self-directed learning; and (c) to illustrate the effect of environment on learning, and the complex learning dynamics in group settings. This project arose somewhat differently from typical doctoral research. Data from two unrelated field studies conducted for other purposes, completed before this thesis work began, each illustrated self-directed groups learning informally in the contexts of community action and innovative small workplaces. A subsequent review of the literature indicated a lack of attention to this form of group learning, and the field studies were then re-analyzed from this perspective. As a result of the literature review and data re-analysis (1) a typology emerged from the literature review that divides the process of self-directed learning into three forms, each of which is context sensitive but between which learners can continually move back and forth; (2) it appears that the term 'autodidactic' can apply to specific groups which are both self-organized and self-directed in their learning efforts; and (3) that the term 'autodidaxy' as presently defined is as conceptually confusing as the term 'self-directed learning'. This confusion is reduced by the typology proposed by this thesis. Minor findings indicate two continuing problems. The first is reluctance by some to accord non-credentialed learning the value it deserves, and the second is the difficulty often encountered in transferring knowledge from the site of learning to the site of application. This study concludes that 'informalizing' some formal curricula, and encouraging self-directed learning at all levels and in all contexts, may provide some of the tools necessary for living and learning in the twenty-first century. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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.

This project is an attempt to design a new English curriculum to fit a major organizational and philosophical change planned for Westmount Secondary School in the year 1990. Chapter 1 describes the context in which the innovation will take place, the nature of the innovation itself and the primary objective the changes is intended to fulfil; namely, the development of students who are self-directed problem-solvers. Chapter 2 attempts to clarify this objective by examining the origins of problem-solving in education and describing some recent accounts of its use, most notably in problem-based learning. Chapter 3 explores the philosophy of self-directed learning and differentiates among the many similar related terms. Autonomy is identified as the key feature of self-directed learning. Chapter 4 outlines the constraints on curriculum design imposed by the new English Guideline recently published by the Ministry of Education. Finally, in chapter 5 an attempt is made to identify the features common to both self-direction and problem-solving and adapt these to the requirements of "Westmount 1990" and the English Guideline. The result is a proposal for a problem-based independent Grade 12 course outlined in Chapter 6. / Thesis / Master of Arts (MA)

McMaster University's Department of Anatomy and Experimental Morphology has developed an extensive collection of self-directed learning modules in Anatomy which are available in an open laboratory. How medical and allied health students use this resource has never been adequately surveyed. The rates, patterns and reasons for module use among first and second year medical students were surveyed by questionnaire in late 1992. A similar questionnaire was administered to students in Block 3 of the Physiotherapy programme in early 1993. Analysis was done using a standard computer-based statistical package. Average module use among Unit 1 medical students (estimated by a weighted average) is 1.39 hours per week, with a statistically significant increase reported by Unit 4 medical students. Physiotherapy students, whose programme has a strong emphasis on musculoskeletal anatomy, had lab use rates 140% greater than Unit I medical students. Patterns of module use and student satisfaction with the modules depend not only upon the medical student's level in the programme, but also upon their previous backgrounds in biological/health science and problem-based learning experience. The rates and patterns of use were much more consistent among physiotherapy students, who were also far more satisfied with the organization and content of the modules than the medical students were. Medical students who were tutored by research scientists rather than clinicians had different rates and patterns of module use. The survey also indicates that students' use of the anatomy laboratory is not primarily driven by their tutor's suggestions; by a requirement for a detailed knowledge of anatomy for clinical skills purposes; or because module use saves time. The comparatively heavy use of the Anatomy lab and modules by physiotherapy students is clearly related to the demands of their programme. Students do believe that module use will help them contribute to their tutorial discussions and to the evaluations that occur in this setting. / Thesis / Master of Science (Teaching)

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.