Active Learning: Developing Self-Directed Learners Through Strong Intellectual Engagement

This study was undertaken to investigate the effect of active learning strategies for developing Self Directed learning of prospective teachers. It was a one-shot experimental study. The prospective teachers were selected through purposive sampling technique. The active learning strategies were used as an independent variable, whereas self-directed learning was used as dependent variable of the study. The researchers administered the Likert scale at the start and end of treatment as a tool for data collection. The data analyses were done through mean score and t-test. It was found active learning strategies significantly increases some variables of self-directed learning such as planning, evaluation, reflection, effort, and self-efficacy of prospective teachers whereas self-monitoring, self-management and desire for learning were not affected by active learning strategies used. It is recommended that teachers assign some individual tasks to prospective teachers to enhance their desire for learning, self-management and self-monitoring.

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“…These findings are aligned with Choi, Jakob and Anderson (2017). It also endorses the findings of Saliman and Al-Shaikh (2015).…”

Section: Discussion/conclusionsupporting

confidence: 89%

Self-Directed Learning of Prospective Teachers through Active Learning Strategies: An Experimental Study

Ajmal

Akhtar

Saira

2020

GESR

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“…In the constructivist framework, active learning should include self-directed learning and active mental engagement (Y. Choi et al, 2017). In active learning, self-determined learning includes a process that increase student participation (Knight & Wood, 2005).…”

Section: Active Learning Srl Sdet and Sdlmentioning

confidence: 99%

“…Active and student-centered learning as the main aims of the Indonesian Merdeka Curriculum may also be related with self-regulated, self-determined, and self-directed learning. There has been research on the effect of active learning on self-regulated(Bell & Kozlowski, 2008; Sletten, 2017; Wolters et al, 2023), self-determined (Chiu, 2022; Khayat et al, 2021), and self-directed learning (Y. Choi et al, 2017; Khayat et al, 2021; Li et al, 2021; Topale, 2016).…”

Section: Introductionmentioning

confidence: 99%

May student-centered principles affect active learning and its counterpart? An empirical study of Indonesian curriculum implementation

Amiruddin,

Baharuddin,

Takbir

et al. 2023

Sage Open

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Education 4.0 emphasizes the use of hybrid approaches in the learning process. The use of peeragogy, heutagogy, and cybergogy may engage students in the learning processes in which active learning plays a key role. This study aimed to examine the effect of the implementation of the Merdeka Curriculum on active learning practices and their relationships with hybrid activities based on hybrid learning approaches, and active learning counterparts of (1) self-regulated learning: (2) self-directed learning, and (3) self-determined learning. These relationships will be examined in Indonesian curriculum implementation in which student-centered principles are emphasized. A cross-sectional survey was conducted by collecting responses of vocational high school students on survey. The digital questionnaire was sent to 600 Indonesian students, of whom 555 completed it. The relationships among the constructs were examined using a structural equation modeling. The results showed that a curriculum emphasizing student-centered principles was fully mediated by active learning and hybrid activities to promote student self-regulated learning (SRL), self-determined learning (SDET), and self-directed learning (SDL). Active learning and hybrid activities directly affect students’ SRL, SDET, and SDL, Three counterparts of active learning that form important parts of long-life learning. This model indicates that Indonesian curriculum implementation may encourage active learning and indirectly increase learner engagement, autonomy, and metacognitive development.

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“…The teaching team strongly felt that a peer tutoring method has the potential to be introduced into the syllabus based on the students' profile, as collaborative learning can be generated by peer tutoring, which allows students to learn from their peers. In turn, they develop self-directed learning skills among themselves (Choi, Jakob and Anderson 2017).…”

Section: Intervention Researchmentioning

confidence: 99%

‘Time to Be an Academic Influencer’

Choi

Zhi

2021

cubic

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This paper explores how Peer-to-Peer learning can level-up students' understanding of computer-aided design (CAD) with Autodesk Auto- CAD programme for Interior Design Year 1 students. As students come from different knowledge backgrounds, they approach the module with different understanding levels, with the weaker students unable to follow the live demonstration tutorials. A peer tutoring assignment using a student-led peer-to-peer learning pedagogy, was introduced to advance students' understanding and internalise content better by reinforcing their learning. Each group has an equal proportion of students with different levels of knowledge and capabilities, and each group member conducted self-research on a topic segment, shared their knowledge and findings within their group, and thereafter curated a 15-minute lecture and facilitation workshop for peers. Tutors provided consultation and mediation, encouraging students’ participation. The assignment’s results showed that the peer-to-peer learning approach efficaciously empowered students and motivated learning, enabling them to be self-directed learners.

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Active Learning: Developing Self-Directed Learners Through Strong Intellectual Engagement

Abstract: *Metacognitive knowledge is a special case. In this model, "metacognitive knowledge is knowledge of [one's own] cognition and about oneself in relation to various subject matters. .. " (Anderson and Krathwohl, 2001, p. 44).

Cited by 7 publications

References 73 publications

Self-Directed Learning of Prospective Teachers through Active Learning Strategies: An Experimental Study

Self-Directed Learning of Prospective Teachers through Active Learning Strategies: An Experimental Study

May student-centered principles affect active learning and its counterpart? An empirical study of Indonesian curriculum implementation

‘Time to Be an Academic Influencer’

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