A focus on self-directed learning: The role that educators’ expectations play in the enhancement of students’ self-directedness

Toit-Brits, Charlene du

doi:10.15700/saje.v39n2a1645

Cited by 40 publications

(17 citation statements)

References 27 publications

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“…When students are given more advanced opportunities to learn, they can make more progress (Rubie-Davies, 2009. Research claims that teachers with positive expectations can promote self-directed learning and thus help students learn on their own (Du Toit-Brits, 2019). However, teachers need to be aware of the consequences of different student expectations and understand how to correct them (de Boer, Timmermans, & van der Werf, 2018).…”

Section: Teachers' Expectations and Self-efficacy In Remote Educationmentioning

confidence: 99%

“…These self-efficacy beliefs are educators' expectations that they can help students learn on their own and suggests that their expectations could influence students' self-directed learning willingness. Self-directed learning is suited for emergency remote instruction where learning is dependent on positive educators' expectations that students can learn trough their involvement (Du Toit-Brits, 2019).…”

Section: Rq1: What Are the Pedagogical Rationales For Moving Instruction Online At A Rapid Pace?mentioning

confidence: 99%

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A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

Almutairi¹,

Ali²,

Ghuloum³

2021

IES

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In today’s educational landscape educators and administrators are confronted with unprecedented challenges as they have to hastily move education online. Emergency remote teaching is a response to this crisis. However, the research about the efficacy of remote teaching is scarce because of COVID-19 which is a rapidly evolving situation and also because of a lack of clarity about what constitutes instruction during an emergency. Moreover, the actual practices for emergency remote teaching are unclear in the context of Kuwait. This study aims to investigate how educators are implementing emergency remote instruction in order to reshape education during the COVID-19 pandemic in Kuwait where traditional instructional approaches and practices are dominant. Using a case study research design, the researchers delve into educators’ perspectives by collecting qualitative data from interviews. The results indicate that educators used multiple pedagogical approaches to enhance student participation and learning. It also revealed the problematic aspects of remote or distance education. Finally, the results were used to construct and present a Novel Remote Learning Framework, which is an empirically- grounded, theoretically-informed conceptualization of emergency remote instruction which is expected to reshape instruction during the COVID-19 pandemic.

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Section: Teachers' Expectations and Self-efficacy In Remote Educationmentioning

confidence: 99%

Section: Rq1: What Are the Pedagogical Rationales For Moving Instruction Online At A Rapid Pace?mentioning

confidence: 99%

A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

Almutairi¹,

Ali²,

Ghuloum³

2021

IES

View full text Add to dashboard Cite

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“…Teachers have a significant role in promoting students' SRL during the music lesson. The researchers believe that teachers should prepare the appropriate environment and encourage students to learn independently (Du Toit-Brits, 2019;Jaleel & Anuroofa, 2017;Boekaerts & Corno, 2005). The teachers should implement specific strategies that enable reflection and awareness of learning (Thornton, 2010;Cleary, 2018), use guidance and encouragement, as well as include elements of SRL in the classroom (Harding, Nibali, English, Griffin, Graham, & Alom et al, 2018).…”

Section: Primary School Students' Self-regulatedmentioning

confidence: 99%

Human, Technologies and Quality of Education, 2020

2020

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This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education "Arete catalyst" to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers' guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research question 2). The findings revealed that the adapted Latvian programme responds widely to the needs of Latvian society and of the educational sector regarding character and virtue education, and addresses values and virtue education, as foreseen in the governmental guidelines for upbringing at school. It also complies with the Law of Education and the regulations of the Cabinet of Ministers regarding the professional development of teachers, and with the rules for approval and implementation of teacher training programmes at the University of Latvia. The adaptation process described can be useful for academics adapting existing programs to new socio-cultural contexts. This work should be continued by piloting and refining the adapted programme.

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“…As in other disciplines, deficiencies in medical education have been identified for reporting quality of published studies [15] and the lack of robust study designs [16]. This study used the Kirkpatrick's four level evaluation model including [1] learners' satisfaction, [2] changes in knowledge and skills, [3] changes in behavior and [4] changes to the patient outcome behavior and results to evaluate the learning effectiveness of the guided self-study intervention model of the BFH. The Kirkpatrick's four level evaluation model is employed widely in education research.…”

Section: Theoretical Background and The Formulation Of Research Questionmentioning

confidence: 99%

Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

Rogan

Taeymans

Zuber

et al. 2020

Preprint

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BackgroundGuided self-study (G-SS) can be used as a self-directed learning method (andragogy) or self-determined learning (heutagogy) that fosters changes in knowledge and skills in a higher physiotherapy education setting. Until now, there has been no empirical evidence for the use of G-SS in higher physiotherapy education. This higher education feasibility study aimed to investigate the feasibility to establish a G-SS program in a fulltime undergraduate physiotherapy degree course. In addition, the effectiveness of the G-SS was assessed on changes in knowledge and skills.Method51 first-semester physiotherapy students were randomly divided into a G-SS group or control group (CG). The G-SS group received six cases. Each case was processed in an eight-day cycle. One week in advance, the clinical case and learning goals were provided to the students electronically (day 1). The students prepared the cases in groups and were guided by the tutor during this preparation time (day 2 to 7). The results of the group work were presented and reflected on during a moderated plenum session at day 8. The primary outcome parameters were i) exposure, ii) the responsiveness of students iii) program differentiation, and the total score in the objective structured clinical examination (OSCE) and written exams. Statistical analyses were conducted using an Intention-To-Treat (ITT) approach.ResultsThe responsiveness of students as willing to participate in the G-SS program was 23%, clearly below the set 83%, and in terms of program differentiation.No differences were found between G-SS program and normal curriculum content. G-SS as compared to the CG scored significantly better on OSCE (p < 0.01) and on the written exam (p < 0.04).ConclusionThe results showed that this higher education G-SS program in its current form was not feasible. Slight modification of the study protocol (e.g. better time planning in the academic calendar) is needed to improve the student’s responsiveness. The adjustments to the timetable must allow the physiotherapy students to prepare the clinical cases. G-SS have the potential to promote change in knowledge and skills in undergraduate physiotherapy students when students prepare the case, present the case solutions and reflect upon their actions.Trial registrationRegistry of Efficacy and Effectiveness Studies, Registry ID: #1762.1 Registered on February 26th, 2019

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A focus on self-directed learning: The role that educators’ expectations play in the enhancement of students’ self-directedness

Cited by 40 publications

References 27 publications

A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

Human, Technologies and Quality of Education, 2020

Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

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