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Journal articles on the topic 'Self-managed learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Hill, Brian. "Self-managed learning." Language Teaching 27, no. 4 (1994): 213–23. http://dx.doi.org/10.1017/s0261444800000185.

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Herman Gilligan, J. "Evaluating Self‐Managed Learning." Health Manpower Management 20, no. 5 (1994): 4–9. http://dx.doi.org/10.1108/09552069410070615.

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This is the first in a series of three articles which evaluate the use of self‐managed learning (SML) in management development processes in health care settings. This first article, being more general, outlines SML′s philosophical origins, strategic design, and current practice. SML represents a strategic approach to individual and organizational learning, which offers a new synthesis of previous ideas and approaches. Its proven benefits relate to the way in which the process of learning is designed to mirror the process of managing. The second article focuses specifically on a regional NHS c

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3

Guy, Roy, Fiona Holden, and Phil Dickinson. "ICL Learning about Self‐managed Learning." Industrial and Commercial Training 26, no. 4 (1994): 8–10. http://dx.doi.org/10.1108/00197859410058139.

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4

Bourner, Tom. "Developing self-managed action learning (SMAL)." Action Learning: Research and Practice 8, no. 2 (2011): 117–27. http://dx.doi.org/10.1080/14767333.2011.581020.

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Cunningham, Ian. "The Myths of Self‐managed Learning." Management Development Review 7, no. 5 (1994): 3–6. http://dx.doi.org/10.1108/09622519410771655.

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Peckham, Mike. "Self‐managed learning theory and practice." Management Development Review 8, no. 4 (1995): 23–26. http://dx.doi.org/10.1108/09622519510771924.

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7

King, Stephen. "European cases of self‐managed learning." Management Development Review 9, no. 2 (1996): 8–10. http://dx.doi.org/10.1108/09622519610111763.

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Cunningham, Ian. "Quantum theory and self‐managed learning." Development and Learning in Organizations: An International Journal 20, no. 1 (2006): 4–6. http://dx.doi.org/10.1108/14777280610637056.

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PurposeThe purpose of this viewpoint is to argue a case for self‐managed learning in organizations.Design/methodology/approachThe piece is based on research carried out by Strategic Developments International on organizational learning.FindingsThe paper discovers standard assumptions by many trainers about what they need to do are shown to be faulty.Practical implicationsOrganizations can look at their own practice and assess if they are responding to knowledge about learning.Originality/valueThe use of Quantum Theory as an exemplar of a paradigm shift is unique in the context of articles on o

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Gordon, Chloe, Sharon Tindall-Ford, Shirley Agostinho, and Fred Paas. "Learning from Instructor-managed and Self-managed Split-attention Materials." Applied Cognitive Psychology 30, no. 1 (2015): 1–9. http://dx.doi.org/10.1002/acp.3159.

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O'Hara, Suzanne, Tom Bourner, and Trix Webber. "The practice of self-managed action learning." Action Learning: Research and Practice 1, no. 1 (2004): 29–42. http://dx.doi.org/10.1080/1476733042000187600.

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Ottewill, Roger. "Student self‐managed learning – cause for concern?" On the Horizon 10, no. 1 (2002): 12–16. http://dx.doi.org/10.1108/10748120210431358.

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Ottewill, Roger. "Student self‐managed learning – time for action." On the Horizon 10, no. 2 (2002): 13–14. http://dx.doi.org/10.1108/10748120210440330.

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13

Abbott, Jarold, and Sue Dahmus. "Assessing the Appropriateness of Self‐managed Learning." Journal of Management Development 11, no. 1 (1992): 50–60. http://dx.doi.org/10.1108/eum0000000001390.

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Pournaras, Evangelos, Peter Pilgerstorfer, and Thomas Asikis. "Decentralized Collective Learning for Self-managed Sharing Economies." ACM Transactions on Autonomous and Adaptive Systems 13, no. 2 (2018): 1–33. http://dx.doi.org/10.1145/3277668.

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Dr., David R. Brecht. "Student Learning: Self Managing Learning for Success." International Journal of Innovative Science and Research Technology 7, no. 7 (2022): 403–9. https://doi.org/10.5281/zenodo.6944976.

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The study investigates the implementation of a student self-managed learning log and its effects on students’ academic performance as measured by performance in their final grades. Students volunteered to be in the participant group, or the control group, with equal numbers chosen for each group. Quantitative data shows a notable enhancement of the student’s performance in the group that used the learning log as noted in their final grade for biology, compared to those who did not use the self-managed learning log. An Analysis of the teacher’s implemented formative assessment

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Lu, Yaqin. "A Study on the Model of College English Self-managed Learning Based on the Flipped Classroom." Journal of Educational Issues 10, no. 1 (2023): 42. http://dx.doi.org/10.5296/jei.v10i1.21419.

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With the rapid development of the information society, the traditional college English teaching model has become inadequate to meet the needs of social development. A new teaching model, the flipped classroom, has emerged. Based on blended learning theory and humanistic theory, this study focuses on the college English teaching model within the context of the flipped classroom, outlines the relationship between the flipped classroom and self-managed learning, analyzes the current situation of college students’ self-managed learning, and explores the construction of college English self-managed

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Muench, Stephen T. "Self-Managed Learning Model for Civil Engineering Continuing Training." Journal of Professional Issues in Engineering Education and Practice 132, no. 3 (2006): 209–16. http://dx.doi.org/10.1061/(asce)1052-3928(2006)132:3(209).

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18

Lenz, B. Keith. "Self-Managed Learning Strategy Systems for Children and Youth." School Psychology Review 21, no. 2 (1992): 211–28. http://dx.doi.org/10.1080/02796015.1992.12085608.

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McQuade, Robert, Esther Ventura-Medina, Sally Wiggins, and Tony Anderson. "Examining self-managed problem-based learning interactions in engineering education." European Journal of Engineering Education 45, no. 2 (2019): 232–48. http://dx.doi.org/10.1080/03043797.2019.1649366.

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Cunningham, Ian. "Learning to lead – self managed learning and how academics resist understanding the process." Development and Learning in Organizations: An International Journal 24, no. 2 (2010): 4–6. http://dx.doi.org/10.1108/14777281011019434.

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Santos, Silvana Maria Aparecida Viana, Cássia da Silva Vieira, Evelise Gonçalves Canedo Teixeira, et al. "APRENDIZAGEM AUTOGERIDA NA EDUCAÇÃO CONTEMPORÂNEA: AUTONOMIA, AUTOAVALIAÇÃO E DESAFIOS PEDAGÓGICOS." ARACÊ 7, no. 6 (2025): 33566–75. https://doi.org/10.56238/arev7n6-262.

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This study addressed self-managed learning as a training strategy that gave students autonomy to plan, execute and evaluate their own learning process. The research started from the following problem: what are the main characteristics, advantages and disadvantages of self-managed learning in the context of contemporary education? The general objective was to analyze the elements that define this approach, with emphasis on self-assessment, self-reflection and continuous monitoring of performance. The methodology adopted was based on bibliographic research, allowing the survey and analysis of th

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Wang, Lan, Jian Han, Colin M. Fisher, and Yan Pan. "Learning to Share." Small Group Research 48, no. 2 (2017): 165–89. http://dx.doi.org/10.1177/1046496417690027.

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Using data from 310 executive MBA students in 66 teams on a business simulation project, we explored (a) how shared leadership and team learning behaviors influence each other over time in self-managed teams, and (b) how the stability of the leadership network structure (i.e., network churn) is associated with team learning behaviors. We found that shared leadership stimulated team learning behaviors in a manner consistent with previous research at the early stages of teams’ work together, but not at the middle and later stages of the task. We also found that teams that engaged in more learnin

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Researcher. "CLOUD-BASED AI/ML MODEL DEPLOYMENT: A COMPARATIVE ANALYSIS OF MANAGED AND SELF-MANAGED PLATFORMS." International Journal of Computer Engineering and Technology (IJCET) 15, no. 6 (2024): 1380–96. https://doi.org/10.5281/zenodo.14500931.

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The widespread adoption of artificial intelligence and machine learning (AI/ML) technologies has created an urgent need for efficient and scalable deployment solutions across industries. This article presents a comprehensive analysis of cloud-based AI/ML model deployment strategies, examining both managed platforms offered by major cloud providers (AWS SageMaker, Google Vertex AI, and Microsoft Azure Machine Learning) and self-managed infrastructure solutions. Through systematic evaluation of platform capabilities, infrastructure requirements, and organizational considerations, the article dev

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Stanfel, Larry E. "Experiences with self‐managed learning in an undergraduate management science course." International Journal of Mathematical Education in Science and Technology 16, no. 6 (1985): 731–45. http://dx.doi.org/10.1080/0020739850160608.

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Konstantinou, Iro, and Elizabeth Miller. "Self-managed and work-based learning: problematising the workplace–classroom skills gap." Journal of Work-Applied Management 13, no. 1 (2021): 6–18. http://dx.doi.org/10.1108/jwam-11-2020-0048.

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PurposeThe authors explore the ways work-based learning (WBL) can help degree apprentices cross the gaps between the workplace and the classroom, arguing that problem-based learning allows them to become aware of the overlaps in skills required to succeed between the two sites of learning.Design/methodology/approachThis case study of a self-managed learning module uses a workshop methodology to understand the ways 61 undergraduate business management apprentices in the UK navigate the boundaries between work and learning and develop skills across both domains.FindingsThe authors' findings sugg

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Salman, Dlofan, and Range Nori. "The impact of leadership learning on work locus of control." Humanities Journal of University of Zakho 12, no. 1 (2024): 37–51. http://dx.doi.org/10.26436/hjuoz.2024.12.1.1236.

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The study aimed to investigate the impact of leadership learning practices on the work locus of control among heads of departments at public universities in the Kurdistan Region-Iraq. More precisely, the study concentrated on investigating the impact of selected leadership learning practices; self-managed, practice-based, and formal learning practices on work locus of control. Data were collected from 207 heads of departments from different public universities in the Kurdistan Region-Iraq. A self-administered questionnaire of three parts was sent online to the participants to collect the prima

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Vieta, Marcelo. "Learning in Struggle: Argentina’s New Worker Cooperatives as Transformative Learning Organizations." Symposium 69, no. 1 (2014): 186–218. http://dx.doi.org/10.7202/1024212ar.

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SummaryThis article considers Argentina’sempresas recuperadas por sus trabajadores(worker-recuperated enterprises, or ERTs) astransformative learning organizations. ERTs are illustrative of how workers’ conversions of capitalist firms into worker cooperatives—especially conversions emerging from troubled firms and in moments of deep socio-economic crises—transform workers (from managed employees to self-managed workers), work organizations (from capitalist businesses to labour-managed firms), and communities (from depleted to revitalized and self-provisioning localities).Theoretically, the stu

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Shurville, Simon, and Asher Rospigliosi. "Implementing blended self-managed action learning for digital entrepreneurs in higher education." Action Learning: Research and Practice 6, no. 1 (2009): 53–61. http://dx.doi.org/10.1080/14767330902731335.

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Bard, Mary, and Elaine Moore. "Mentoring and Self-managed Learning: Professional Development for the Market Research Industry." International Journal of Market Research 42, no. 3 (2000): 1–15. http://dx.doi.org/10.1177/147078530004200301.

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Bawalsah, Joseph Awwad, and Amer Hani Haddad. "Preferred Learning Styles among Students with Learning Disabilities." International Journal of Education 12, no. 3 (2020): 119. http://dx.doi.org/10.5296/ije.v12i3.17265.

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Students with learning disabilities (LD) can benefit more in school contexts when they are allowed to learn according to their preferred learning style. The purpose of this study was to identify preferred learning styles in 10th-grade students with LD and to determine whether these styles differ according to gender and Grade Point Average (GPA). A quantitative design through questionnaires and personal interviews were applied, 184 students completed self-report questionnaires for defining their learning style, and were interviewed for LD diagnosis. Results revealed that 45 students of them wer

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31

BRAICOV, Andrei, and Tatiana VEVERIȚA. "Methodological prescriptions for implementing the Design Thinking Learning method." Acta et commentationes: Științe ale Educației 33, no. 3 (2023): 54–68. http://dx.doi.org/10.36120/2587-3636.v33i3.54-68.

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Good educational practices show that constructivist pedagogical approaches, which involve the learner in the self-learning process, represent effective solutions for achieving academic performance. Active learning methods, being constructivist, can offer a number of advantages to the instructional process if they are implemented and managed correctly. This article presents the Design Thinking Learning method, its characteristics and methodological prescriptions for its integration.

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Žydžiūnaitė, Vilma, Margarita Teresevičienė, and Genutė Gedvilienė. "THE STRUCTURE OF INDEPENDENT LEARNING IN HIGHER EDUCATION: STUDENTS’ ATTITUDE." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 336. http://dx.doi.org/10.17770/sie2014vol1.774.

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The search for self-identity is a key determinant of postmodern society while correlating with the independent learning being conceptualized by the higher education students; it refers their intensions to express the ‘self’ and be identified. Most researchers have studied independent, self-directed, self-regulated and self-managed learning by paying attention to the different aspects covering learning styles, interactions, cognition, emotions, or volition, learning processes, metacognitive control system with the focus on students’ ability to direct, regulate and manage their independent learn

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Herman Gilligan, J., and Ros Boddington. "Evaluating self‐managed learning – part 2: accelerating management development in an NHS region." Health Manpower Management 21, no. 1 (1995): 8–15. http://dx.doi.org/10.1108/09552069510084006.

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Herman Gilligan, J. "Evaluating self‐managed learning – part 3: developing leaders in a US health system." Health Manpower Management 21, no. 6 (1995): 25–34. http://dx.doi.org/10.1108/09552069510102438.

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35

Power, Joe, and Di Waddell. "The link between self‐managed work teams and learning organisations using performance indicators." Learning Organization 11, no. 3 (2004): 244–59. http://dx.doi.org/10.1108/09696470410533003.

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36

Lizzio, Alf, and Keithia Wilson. "Enhancing the effectiveness of self‐managed learning groups: understanding students’ choices and concerns." Studies in Higher Education 31, no. 6 (2006): 689–703. http://dx.doi.org/10.1080/03075070601004309.

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37

Brewis, Deborah N., and Eley Williams. "Writing as skin: Negotiating the body in(to) learning about the managed self." Management Learning 50, no. 1 (2018): 87–99. http://dx.doi.org/10.1177/1350507618800715.

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We draw on the notion of ‘skin’ to discuss the ways in which writing in management and organisation studies wrestles with two drives in its endeavour to represent the reality of our ‘organised’ lives: the drive to share internal lived experience, and the drive to externalise and abstract. Through exploring skin as a metaphor for a negotiating interface between these forces in our writing, we (a) argue that both are critical parts of writing, needed in order to learn about management and organisation and (b) explore different ways in which they might be brought into contact. Reviewing, synthesi

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Davies, Anne. "Management development through self managed learning: the case of West Sussex County Council." Development and Learning in Organizations: An International Journal 20, no. 4 (2006): 16–18. http://dx.doi.org/10.1108/14777280610676954.

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Lizzio, Alf, and Keithia Wilson. "Self-managed learning groups in higher education: Students' perceptions of process and outcomes." British Journal of Educational Psychology 75, no. 3 (2005): 373–90. http://dx.doi.org/10.1348/000709905x25355.

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Caplan, Victoria F., and Eunice S. P. Wong. "Diversity within unity: jazzing up sustainable information literacy teams." Library Management 37, no. 6/7 (2016): 326–39. http://dx.doi.org/10.1108/lm-05-2016-0039.

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Purpose The purpose of this paper is to show how one medium-sized research library sustainably delivers large scale integrated library instruction via team efforts that allow for (and encourage) librarians diverse teaching approaches within a unified team. Design/methodology/approach This paper examines an individual case within the context of library and management research literature. Findings A self-managed library instruction team, using agreed upon learning outcomes and supported by good infrastructure, communication skills and tools, and within administration supportive of professional d

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Cowan, John, and Clarissa Harte. "Towards a partnership model for developing core abilities." International Journal for Students as Partners 7, no. 1 (2023): 39–54. http://dx.doi.org/10.15173/ijsap.v7i1.5378.

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A tutor and a student together propose a model for integrated student and staff engagement that concentrates on developing students’ core abilities. They build upon their respective experiences of self-managed problem-based learning and of the purposeful promotion of core abilities. They explore the potential of collaborative interaction between trainee tutors and their students, who are both freshly engaged in self-managed experiential learning. The authors’ use of the Kolb Cycle as a framework is exemplified in the student-author’s experiential learning. They relate and comment upon the tuto

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Nava Tapia, Sofia Lopez de. "Vulnerability Scale in Key Teaching and Learning Competencies." Journal of Innovative Clinical Trials and Case Reports 1, no. 1 (2025): 01–04. https://doi.org/10.63721/25jctc0103.

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This study arose from an interest in understanding how socioeconomic conditions influence the perception of vulnerability in key competencies for the academic and professional development of university students. The objective was to analyze the relationship between socioeconomic context and the perception of vulnerability in competencies such as self-managed learning, critical thinking, artistic creativity, and entrepreneurship. The research design was quantitative, cross-sectional, and correlational . The sample consisted of university students selected using inclusion criteria that considere

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Abdul Majid, Nuur Wachid, and Eliya Rochmah. "SELF REGULATED LEARNING STRATEGY IN ELEMENTARY SCHOOL." Indonesian Journal of Education and Learning 2, no. 1 (2018): 167. http://dx.doi.org/10.31002/ijel.v2i1.938.

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<p><em>Elementary School is foundation of education in Indonesia that is very important to curve character and success in academic when they are be adult. Many factors that influence in the formation of characters and academics success of the students one of them is the ability of self-regulation or Self-Regulated Learning in learning activities in elementary school. Self-Regulated Learning has an important role in the implementation of teaching and learning process, especially in determining the success of teaching and learning process, because students who have this ability can m

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Sespene, Ma Nekka, Hygia Oyangoren, Rhotina Mie Narnola, and Marchee Picardal. "Macro and Micro Context Factors in English Language Learning in Modular Distance Learning." Recoletos Multidisciplinary Research Journal 9, no. 2 (2021): 35–52. http://dx.doi.org/10.32871/rmrj2109.02.02.

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English proficiency has been a complex skill to develop in a face-to-face setting, especially in the remote learning modality. This descriptive-correlational study aims to determine the various macro and micro context factors in English language learning of secondary students (n=189) under modular distance learning. Factor analysis is utilized in extracting the following factor loadings for macro-context: a) lack of assistance from more knowledgeable others, b) unconducive-to-learning environment, c) cultural influence, d) poor feedback mechanism, e) insufficient resources, and f) low quality

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Bagdonaite-Stelmokiene, Ramune, and Vilma Zydziunaite. "CONSIDERATIONS ON INFORMAL LEARNING: DIFFERENT CONCEPTS AND THEIR DIMENSIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 13. http://dx.doi.org/10.17770/sie2016vol4.1541.

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The definition of “informal learning” is ambiguous and thus distinguished by the diverse interpretations. The article aims to reveal identical learning dimensions (process, activity, context, interactions and outcomes), which set up different concepts of “informal learning”. The research question refers to the content of dimensions for distinct concepts of “informal learning”. The analysis has disclosed the “informal learning” to be continuum between “self-directed learning”, “self-regulated learning”, “self-managed learning”, “experiential learning”, “incidental/accidental learning”, “situate

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46

Ayvazo, Shiri, Avner Fraidlin, and Ronit Kankazil - Maimon. "A Single-Case Examination of Token Reinforcement and Self-Evaluation in a Self-Contained Classroom." International Journal of Special Education (IJSE) 37, no. 1 (2022): 50–61. http://dx.doi.org/10.52291/ijse.2022.37.26.

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Students with disruptive, impulse-control, and conduct disorders exhibit persistent problem behaviors that interfere with learning and instruction. Support interventions for these students should match their specific needs, such as learning to direct their behavior in the school setting. In this pilot study, we compared the efficacy of two universal teacher practices on a self-contained fifth-grade classroom student’s Active Student Responding (ASR) and generalized on-task behavior. Token reinforcement, which was teacher-managed and commonly used in the classroom, and self-evaluation (SE), whi

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Su, Sueh Ing, and Chorng Yuan Fung. "EXPLORING THE ROLES OF EMOTIONAL INTELLIGENCE AND SELF-REGULATED LEARNING DURING ONLINE LEARNING." International Journal of Modern Education 6, no. 20 (2024): 58–68. http://dx.doi.org/10.35631/ijmoe.620005.

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Emotional intelligence (EI) and self-regulated learning (SRL) skills are two essential skills for student learning. Empirical students have shown that these two skills have impact on students achievement. However, their collective effects in online learning environment was not clear. This study, using a scoping review, to select literature on these areas to map out the keywords in order to understand how EI, SRL and online learning are related. The results show that EI and SRL are intertwined and could affect the academic achievement of online students. This finding is helpful to academic staf

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Napitupulu, Rizal Afif Abdullah, and Ani Minarni. "Self-Awareness Management and Student Learning Understanding Case Study in Politeknik Negeri Sriwijaya." ANFUSINA: Journal of Psychology 6, no. 1 (2023): 23. http://dx.doi.org/10.24042/ajp.v6i1.17480.

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Emotional intelligence has become an important part of achieving learning outcomes and has been proven by previous research. Self-awareness is part of emotional intelligence. Self-awareness student must be managed because it will contribute to the understanding of the student learning outcomes. So students can compete in facing a dynamic environment. This research study was to collect data and insights about student learning outcomes based on the level of self-awareness. The hypothesis of this study is that students who achieve good learning outcomes are students who have good self-awareness a

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49

Yates, Christopher. "Study of a self-managed action learning set: what makes it last 14 years?" Action Learning: Research and Practice 9, no. 2 (2012): 183–90. http://dx.doi.org/10.1080/14767333.2012.687916.

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50

Bunderson, J. Stuart, and Peter Boumgarden. "Structure and Learning in Self-Managed Teams: Why “Bureaucratic” Teams Can Be Better Learners." Organization Science 21, no. 3 (2010): 609–24. http://dx.doi.org/10.1287/orsc.1090.0483.

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