Thematische Bibliographien / Self-directed learner

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Self-directed learner“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Self-directed learner"

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Nemec, Patricia B. "The self-directed learner." Psychiatric Rehabilitation Journal 35, no. 1 (2011): 71–73. http://dx.doi.org/10.2975/35.1.2011.71.73.

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TARHAN, Betul. "SELF-DIRECTED LEARNING: INVESTIGATING LEARNER BELIEFS." International Journal Of Eurasia Social Sciences 11, no. 39 (January 1, 2020): 1–10. http://dx.doi.org/10.35826/ijoess.2490.

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Caffarella, Rosemary S. "On Being a Self-Directed Learner." Adult Learning 5, no. 5 (May 1994): 7. http://dx.doi.org/10.1177/104515959400500504.

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Bratanych, Olgа, Sergii Skydan, and Melisandra Leonardos. "SELF-DIRECTED LEARNING OF ENGLISH FOR SPECIFIC PURPOSES (BUSINESS ENGLISH) AS POWERFUL PEDADOGICAL TOOL IN THE CONTEXT OF ECONOMIC UNIVERSITY." Scientific Journal of Polonia University 25, no. 6 (December 28, 2017): 117. http://dx.doi.org/10.23856/2512.

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The authors have analyzed the conceptual framework of self-directed learning theory; described some issues of self-directed learning within the field of higher education in the North America and identified some challenges of self-directed English for Specific Purposes (ESP) learning in the Ukrainian Economic University setting; shared some practical information about using it as a pedagogical tool in an ESP (Business English) classroom for advanced learners in the context of Ukrainian Economic University; characterized the ESP course containing a self-directed learning component; showed who is
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Agustiani, Indah Windra Dwie. "MAXIMAZING TEACHER ROLES IN SHAPING SELF-DIRECTED LEARNERS." English Community Journal 3, no. 1 (July 15, 2019): 289. http://dx.doi.org/10.32502/ecj.v3i1.1694.

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This paper attempts to offer some efforts that can be applied or employed by teachers in teaching learning activities to shape self-directed learners. It encompasses some theories about roles of teachers, roles of learners, the definition and characteristics of self-directed learners,the advantages of self-directed learning, and some possible tips of shaping self-directed learners. Some roles of teachers are discussed in this paper to highlight that teachers do not only teach and give some materials to be learned by their learners but have great tasks, like to be a monitor of students learning
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M S, Dr Vinutha Shankar. "Role of Self Directed Learning in Competency based Medical Education in creating an Indian Medical Graduate." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 09, no. 3 (September 15, 2019): 59–60. http://dx.doi.org/10.58739/jcbs/v09i3.4.

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Competency based Medical Education (CBME) has been the buzz word of recent times. As a welcome step, MCI has released the much awaited Undergraduate Medical Regulations in 2019 which is based on the VISION document which was conceived a few years ago by medical educators spread across the nation. The end product of this educational model is the Indian Medical Graduate (IMG). The construct for CBME relies on four foundations1: 1. Focusing education on patient outcomes 2. Emphasizing learner abilities 3. De-emphasizing time based learning 4. Increasing individualized trainee plans for the learne
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MacVicar, Ronald. "The self-directed learner in medical education." Education for Primary Care 27, no. 1 (January 2, 2016): 69. http://dx.doi.org/10.1080/14739879.2015.1134126.

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WAN MOHD ISA, WAN ABDUL RAHIM, Zulinda Ayu Zulkipli, and Mimi Nurakmal Mustapa. "A Conceptual Framework of Blended Learning for Self-Directed Learners in the Social Context: Case of Mobile Learning." Social and Management Research Journal 14, no. 1 (June 30, 2017): 51. http://dx.doi.org/10.24191/smrj.v14i1.5279.

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Currently, the factors for adopting m-learning revolve around higher education settings. However, the factors surrounding different cultural and background context of the user in using m-learning in different contexts are not fully explored, especially in the social context. Thus, there are needs to understand blended learning for self-directed learners from different communities. The main objectives of this paper are (i) to develop a conceptual framework of blended learning for self-directed learners in the social context by using mobile learning as the case study and (ii) to provide recommen
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Gharti, Luk. "Self-Directed Learning for Learner Autonomy: Teachers' and Students' Perceptions." Journal of NELTA Gandaki 1 (June 14, 2019): 62–73. http://dx.doi.org/10.3126/jong.v1i0.24461.

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The research entitled Self-directed Learning for Learner Autonomy: Perceptions of Teachers and Students was carried out to explore the perceptions about Self Directed Learning (SDL) for Learner Autonomy (LA) and analyze the roles of teachers to engage students in SDL. Considering the objectives, the primary data was collected from five master level English Language Teaching (ELT) teachers and three groups of master level students from Pokhara, Kaski. The purposive non-random sampling procedure was used to select the participants. The study was conducted using in-depth interview and Focused Gro
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Nakonechna, Alyona. "The Organization of Future Translators’ Self-Directed Learning at US Universities." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 87–94. http://dx.doi.org/10.1515/rpp-2017-0013.

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AbstractThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning a
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Dissertationen zum Thema "Self-directed learner"

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Walsh, Maureen. "Recognizing the expertise of the uncertified self-directed learner." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ55543.pdf.

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Carlisle, Vincent J. "Understanding the effects of personal responsibility and environment on the development of self-directed learning: an exploratory study." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32502.

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Doctor of Philosophy<br>Department of Educational Leadership<br>Sarah Fishback<br>This exploratory study analyzed changes in self-directed learning of Army officers attending the Army’s Command and General Staff Officers Course, CGSOC, by applying a quasi-experimental, pretest posttest, comparative approach based on the attribute independent variables gender, race/ethnicity, level of education, and branch of Army. It also sought to inform implementation and assessment strategies in both the private and broader public sectors, specifically companies and organizations seeking to develop lifelon
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Hogan-Royle, Thérèse. "Toward learner empowerment and adult self-directed learning in distance education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25849.pdf.

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Lai, Wing-chi. "The importance of learner training for high achievers in self-directed learning." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262463.

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Martinez, Christopher D. "Learner-directed vs. Instructor-provided Curriculum Among Undergraduate Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6895.

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There has been little or no research on the use of a Learning Object in the field of religious studies. The purpose of this research study was to assess undergraduate student knowledge gain outcomes between instructor-provided and learner-directed methods, which is the independent variable, using asynchronous, online, narrated PowerPoint presentations compared to undergraduate student knowledge gain using an online learning-objects unit, in a college-level world religions survey course at St. Petersburg College. This study assessed undergraduate student knowledge gain outcomes between instru
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Alfaifi, Mousa Sulaiman. "Self-directed Learning Readiness Among Undergraduate Students at Saudi Electronic University in Saudi Arabia." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6449.

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The purpose of this study was to determine the level of self-directed learning readiness among undergraduate students at Saudi Electronic University in Saudi Arabia. This study also investigated whether there were relationships between the level of self-directed learning readiness and selected demographic variables such as gender, college, and age in the sample of undergraduate students in Saudi Arabia. This research utilized a quantitative design. The Self-directed Learning Readiness Scale (SDLRS), which was developed by Guglielmino, was utilized to measure the level of self-directed learning
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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats." Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.

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The abstract dwells on the key issues related to the necessity of changing teacher-student partnership formats in the context of learner-centred approach to teaching foreign languages. The interpretation of "learner-centredness" as a concept is put into the humanistic perspective, the perspective of practical necessity, and the curriculum design perspective.<br>Тези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необ
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Olds, Tami McCray Witte James E. "An examination of cognitive complexity and self-directed learner readiness of traditional and nontraditional undergraduate students." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/OLDS_TAMI_24.pdf.

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Mulube, Sipiwe Muzizi S. "First year learner nurses‘ perceptions on self-directed learning during clinical activities in the skills laboratory." University of the Western Cape, 2013. http://hdl.handle.net/11394/4082.

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Magister Curationis - MCur<br>Self-directed learning (SDL) has become a focus in the past years due to the increase in the complexity and changes in the nursing profession development. Employing SDL methodologies has been advantageous to the learner nurses, since these methodologies are associated with moderate improvement in the knowledge and effective improvement in the affective and psychomotor domains. Despite the efforts to expose students to SDL, the challenge remains the lack of students‘ commitment to SDL during clinical activities in the skills laboratory. This lack of commitmen
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Thaufeega, Fathimath. "Institutional and learner readiness for eLearning in the Maldives." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14659.

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For Maldives, an island nation consisting of over 1190 islands, eLearning is the ideal form of delivery for higher education students on the 200 inhabited islands. This study explores Maldivian college students’ and their institutes’ eLearning readiness. Mixed methods research has been conducted using two questionnaires (one for the students and one for the lecturers) and semi-structured interviews. One hundred and eleven students from two private higher education institutes completed the questionnaires, 10 students were selected for interviews out of which 9 completed the interview. Students’
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Bücher zum Thema "Self-directed learner"

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Witter, Elene L. Self-directed learning, stress and the adult learner. St. Catharines, [Ont.]: Faculty of Education, Brock University, 1990.

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Smith, Kathleen. Teachers as Self-directed Learners. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3587-6.

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Knowles, Malcolm S. Self-directed learning: A guide for learners and teachers. Charlwood: Granary Press, 1993.

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Knowles, Malcolm S. Self-directed learning: A guide for learners and teachers. Charlwood, Surrey: Granary, 1993.

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Zmuda, Allison. Real engagement: How do I help my students become motivated, confident, and self-directed learners? Alexandria, VA: ASCD, 2015.

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ERIC Clearinghouse on Reading, English, and Communication., ed. The self-directed learner. Bloomington, Ind: ERIC Clearinghouse on Reading, English,and Communication, 2000.

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Smith, Carl B. The Self-Directed Learner. The Family Learning Association, 2000.

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Self-Directed Learner in Medical Education. Taylor & Francis Group, 2005.

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Gavriel, Jennifer. Self-Directed Learner - the Three Pillar Model of Self-Directedness. CRC Press, 2005. http://dx.doi.org/10.1201/b20751.

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Maynes, Nancy. An exploratory study of the self-directed learner. 1990.

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Buchteile zum Thema "Self-directed learner"

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Delport, Susan, and Ruth Squire. "Becoming a Self-Directed Learner." In Problem-Based Learning in Health and Social Care, 185–200. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320541.ch15.

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Bouchard, Paul. "Self-directed Learning and Learner Autonomy." In Encyclopedia of the Sciences of Learning, 2997–3000. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1781.

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de los Clemente, María Angeles. "Learning Cultures and Counselling: Teacher/Learner Interaction within a Self-Directed Scheme." In Learner Autonomy across Cultures, 201–19. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230504684_12.

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Nedzinskaitė-Mačiūnienė, Rasa, and Gerda Šimienė. "A Strategic and Goal-Directed Student: Expectations vs. Reality." In Inclusive Learning and Educational Equity, 187–215. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_8.

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AbstractThe characteristic of an expert learner has recently been widely discussed in the research literature. The expert learner is a learner who is self-directed, self-governed, motivated, resourceful, knowledgeable, able to learn effectively and efficiently, approaches academic tasks with diligence and confidence and employs appropriate strategies to reach the desired academic goals. The act of goal setting is often associated with students’ learning-to-learn skills and deeper engagement in their learning process, whereas the choice of appropriate learning strategies increases their capacity to manage their learning. In this respect, the latter aspect – strategic and goal-directed learning of an expert learner – necessitates deeper investigation and analysis. Hence, this chapter presents how we can guide students to become strategic and goal-directed in their learning while striving for the attainment of knowledge and skills, as well as incorporating and applying a variety of learning strategies to optimise their academic performance.
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Lee, Stella, Trevor Barker, and Vive Kumar. "Learning Preferences and Self-Regulation – Design of a Learner-Directed E-Learning Model." In Communications in Computer and Information Science, 579–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27207-3_63.

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Galkienė, Alvyra, and Ona Monkevičienė. "Development of Knowledgeable and Resourceful Learners." In Inclusive Learning and Educational Equity, 145–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_7.

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AbstractThis chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education. The chapter briefly introduces the theoretical approach of the research, the context of Lithuanian education and the school where the research took place, which is relevant for the interpretation of the results, and other important methodological aspects. The research data show that applying the UDL approach helped the teachers to modify the educational process in order to develop in students the qualities of knowledgeable and resourceful expert learners. The results, presented in a structured manner in the chapter, reveal the process and contributing educational factors to students’ becoming actively perceiving, self-directed, knowledge-creating and co-creating learners and learners constructing their own deep comprehension. The research data reveal the methods used by the teachers to recognise and overcome the barriers in cultivating these qualities in their students. We also identified the emerging changes in teachers’ dispositions when applying the UDL approach and designing lessons aimed at promoting the qualities of knowledgeable and resourceful expert learners.
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Kwan, Tammy. "Self-Directed Learning and Self-Directed Learners in Geographical Education." In International Handbook on Geographical Education, 315–24. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1942-1_22.

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Collier, Caleb. "Ready to Learn." In Theoretical and Historical Evolutions of Self-Directed Learning, 91–95. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003357094-13.

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Collier, Caleb. "Learning to Do, Learning to Learn." In Theoretical and Historical Evolutions of Self-Directed Learning, 27–34. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003357094-5.

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Elmahjoub, Abdallah, and Terry Lamb. "Learner Autonomy." In Self-Directed Learning Strategies in Adult Educational Contexts, 71–89. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8018-8.ch004.

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This chapter explores teachers' perceptions of learners' readiness to adopt autonomous roles and to develop their critical and analytical thinking. The chapter reports on an ethnographic study investigating teachers' views on whether the notions of learner autonomy and critical and analytical thinking can be developed in the Libyan cultural context. The reason behind this exploration is that Libyan culture is one of the Middle Eastern cultures in which some educationalists believe learner autonomy to be inappropriate. The study's findings suggest that notions of autonomy, critical and analytical thinking, and creativity can well be fostered in the context of this study.
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Konferenzberichte zum Thema "Self-directed learner"

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Ni, Eileen A., and Charles X. Ling. "Self-Directed Learner." In 2010 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2010. http://dx.doi.org/10.1109/icaie.2010.5641154.

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Charbonneau-Gowdy, Paula Antoinette, and Danisa Thamara Salinas Carvajal. "Cracking the Cocoon: Promoting Self-Directed Lifelong Learning in EFL Pre-service Teachers in Chile Through the Guided Use of Social Media Tools." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5612.

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Abstract While is it an obvious observation that in the 21st century individuals will need to continue to learn to keep pace with the rapid changes that affect their personal and professional lives, the practicalities of doing so are daunting. Where do we begin to instill a sense of self-directed learning that leads to a lifelong pursuit of knowledge and, more importantly, how? The aim of our study was to determine the influence of providing guided support in the use of social media to a group of future EFL teachers in Chile. In this context, where traditional teaching practices and cultural n
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Du Toit-Brits, Charlene. "THE EDUCATOR AS A SELF-DIRECTED LEARNER AND AGENT." In 48th International Academic Conference, Copenhagen. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.048.012.

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Ahmad, Norasnita. "Self-directed learning: Student's interest in viewing the learner model." In 2013 International Conference on Research and Innovation in Information Systems (ICRIIS). IEEE, 2013. http://dx.doi.org/10.1109/icriis.2013.6716759.

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Vainio, Teija. "DEVELOPING A MOBILE LEARNING DIARY THAT SUPPORTS LEARNER SELF-DIRECTED LEARNING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0657.

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"HIDDEN PATTERNS IN LEARNER FEEDBACK - Generalizing from Noisy Self-assessment during Self-directed Learning." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003343302850290.

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Khan, M. M. K. S., P. Kosciuk, and A. Cole. "Educational Quality Improvement for the Adult Learner: Implementation of a Structured, Self-Directed, Fellow Driven Outpatient Pulmonary Curriculum." In American Thoracic Society 2019 International Conference, May 17-22, 2019 - Dallas, TX. American Thoracic Society, 2019. http://dx.doi.org/10.1164/ajrccm-conference.2019.199.1_meetingabstracts.a1348.

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Yeh, Yu-Ching, Ming-Chung Chen, and Hsiang-Ju Ho. "Design of Tablet Storybooks Adopting a “Universal Design for Learning” Approach to Assist Bilingual Learning." In Applied Human Factors and Ergonomics Conference. AHFE International, 2018. http://dx.doi.org/10.54941/ahfe100071.

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Prior studies have shown that information technology is effective for increasing children’s vocabularies and reading comprehension; however, its effects on bilingual or heritage language learning require further study. This article reports on a bilingual tablet storybook design using the Universal Design for Learning (UDL) approach. The electronic storybooks were written in two languages: Mandarin and Vietnamese. After the welcome page, the tablet storybooks include four parts: a story in Mandarin (including text and reading), a story in Vietnamese, Mandarin games, and Vietnamese games. The te
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Al-Maawali, Wafa. "Affordances in Educational Technology: Perceptions of Teachers and Students in Oman." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4916.

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Aim/Purpose: This study of affordances in educational technology focuses on how the self-perceptions of teachers influence the creation of educational opportunities and how these are received by learners. Background: It is important to explore the affordances offered by teachers, when using educational technology, from the perspective of their students. Within this topic, the interface of the educational technology affordances with the two agents—teachers and students—has often been neglected. Hence, the learning possibilities in educational interactions for the learners cannot be separated fr
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"Transforming a First-year Accounting Course Using a Blended Learning Pathway." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4305.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to fi
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