Adopting self‐directed learning in continuing professional education: Physicians and architects

Confessore, Gary J.; Confessore, Sharon J.

doi:10.1002/ace.36719946406

Cited by 9 publications

(11 citation statements)

References 7 publications

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“…Schon (as cited in Confessore, 1994) describes this as a "knowing-in-practice." In a study conducted by Sharon Oji looking at adult learning as it applies to TPD, she found that teachers want to problem-solve with their colleagues and learn things that are applicable to practices in their classrooms.…”

Section: Implications For Professional Developmentmentioning

confidence: 99%

Teachers As Learners: Implications Of Adult Education For Professional Development

Beavers

2009

TLC

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Section: Implications For Professional Developmentmentioning

confidence: 99%

Teachers As Learners: Implications Of Adult Education For Professional Development

Beavers

2009

TLC

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“…Thus, one can begin to see the conflicting process and personality characteristic of autonomous learning. Recent research suggests that LA can be viewed as the psychological foundation that leads to the behaviors associated with the process of autonomous learning that includes initiative, resourcefulness, and persistence (Confessore, 1991).…”

Section: Learner Autonomymentioning

confidence: 99%

Exploring Emotional Intelligence, Learner Autonomy, and Retention in an Accelerated Undergraduate Degree Completion Program

Buvoltz

Powell

Solan

et al. 2008

New Horizons in Adult Education and Human Resource Development

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This article presents the results of research that explored the relationship between emotional intelligence and learner autonomy in the context of nontraditional higher education and their impact on student retention. This was predicated on previous research that suggested emotional intelligence might lead to student success and that autonomous learners persevere toward academic goals with more resourcefulness, initiative, and persistence than other learners do. For this study, 129 nontraditional undergraduate students associated with a small, private, liberal arts college in the northeastern U.S. completed web‐based surveys measuring emotional intelligence and learner autonomy. Results indicate a strong relationship between emotional intelligence and learner autonomy. Two of three emotional intelligence constructs and two of four learner autonomy constructs contributed to retention in a logistic regression model. The article concludes with discussion of limitations of the study, suggestions for future research, and how administrators of nontraditional programs can benefit from this study.

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“…Although recent studies of online education emphasize the importance of the instructor and classmates in such environments, many online courses do not have much student–instructor interaction. Self‐directed learning and training in adult education research is still quite prominent (e.g., Brockett, Stockdale, & Fogerson, 2000; Brookfield, 1984; Confessore & Confessore, 1994; Mezirow, 1981), and some other disciplines have recently begun to integrate this area of study. For example, self‐directed learning in the marketing profession may supplement traditional sales force training and result in increased sales performance (Artis & Harris, 2007).…”

Section: Introductionmentioning

confidence: 99%

Computer Self‐Efficacy and Motivation to Learn in a Self‐Directed Online Course

Simmering¹,

Posey²,

Piccoli³

2009

Decision Sci J Innov Edu

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Despite the increased use of new learning technologies, there is still much to be learned about the role of learner characteristics in online learning. The purpose of this study was to examine how subjects' characteristics normally associated with effective training (i.e., initial motivation to learn and self-efficacy) related to learning in a self-directed online course. From an analysis of 190 respondents, computer and Internet usage prior to the start of class were positively related to individuals' computer self-efficacy and computer self-efficacy was positively related to learning. However, contrary to expectations, computer self-efficacy was not related to initial motivation to learn and motivation to learn was not related to learning in the class. Post hoc analysis of qualitative data enabled a rich explanation of the findings, including an evaluation of the unexpected relationships among the variables of interest and the nature of self-directed courses in virtual learning environments.

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Adopting self‐directed learning in continuing professional education: Physicians and architects

Abstract: Various aspects of self‐directed learning have been accepted as a continuing professional education alternative for practitioners of medicine in Canada and of architecture in the United States.

Cited by 9 publications

References 7 publications

Teachers As Learners: Implications Of Adult Education For Professional Development

Teachers As Learners: Implications Of Adult Education For Professional Development

Exploring Emotional Intelligence, Learner Autonomy, and Retention in an Accelerated Undergraduate Degree Completion Program

Computer Self‐Efficacy and Motivation to Learn in a Self‐Directed Online Course

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