Development of the self-directed learning skills scale

Ayyıldız, Yıldızay; Tarhan, Leman

doi:10.1080/02601370.2015.1091393

Cited by 46 publications

(48 citation statements)

References 25 publications

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“…Self-reported measures are the dominant method to assess individual self-direction. In some cases, a standardized tool is used, such as the Self-Directed Learning Readiness Scale [19][20][21][22] or the Oddi Continuing Learning inventory. 23 These instruments may be more appropriate for assessing readiness for self-direction than an outcome-based measure.…”

Section: Strategies To Develop Self-directed Learnersmentioning

confidence: 99%

Developing Self-Directed Learners

Robinson

Persky

2020

American Journal of Pharmaceutical Education

128

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Objective. To discuss the meaning of self-directed learning, challenges with implementation, and strategies to overcome obstacles in educational settings. In this paper we define self-directed learning, differentiate it from similar terminology, and discuss the empirical evidence for its development and strategies for its use within higher education. Summary. Self-directed learning as a defined teaching pedagogy has been around since the 1960s and can be used in classroom and experiential settings. It is a term that is commonly used to describe a set of skills that college graduates should possess. A self-directed learning environment is dramatically different from a lecture-based classroom where the educator determines the goals, the assessments administered, and pacing of the course content. During the self-directed learning process, the learner sets goals, determines how progress will be assessed, defines the structure and sequence of activities and a timeline, identifies resources, and seeks out feedback. When teaching individuals who are new to this model, care must be taken to appropriately scaffold and structure learning to develop the underlying soft skills needed for students to be successful as self-directed learners. When implementing this pedagogy in a classroom setting, challenges are faced both by the learner and the educator. Faculty members should proactively plan for potential challenges during the course design process.

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Section: Strategies To Develop Self-directed Learnersmentioning

confidence: 99%

Developing Self-Directed Learners

Robinson

Persky

2020

American Journal of Pharmaceutical Education

128

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“…Self-directed students need to enjoy the skills pertaining to control, regulation, internal and external motivation, and success during learning activities and experiences in order to learn things (Ayyildiz & Tarhan, 2015). Yuan, Williams & Fang (2011) argued that students become familiar with their own learning needs, goal determination, selection of learning strategies, and evaluation of learning process results by means of self-directed learning.…”

Section: Introduce the Problemmentioning

confidence: 99%

On the Effect of Goal Setting on Self-Directed Learning, Achievement Motivation, and Academic Achievement among Students

Hematian¹,

Rezaei²,

Mohammadyfar³

2016

MAS

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This study aimed to investigate the effect of goal setting on self-directed learning, achievement motivation, and academic achievement in students. All secondary school students at eighth grade in Semnan city in 2015 constituted the population of the study. From among this population, the number of 40 students with the lowest scores in self-directed learning and achievement motivation was randomly selected as the sample. Then, these students were equally placed in two experimental and control groups. In the next stage, the pretest was administered to both groups and the experimental group received nine training sessions of self-directed learning. It is noteworthy that the control group received no intervention. In this study, pretest-posttest along with control group design was used. Fisher, King & Tague's Self-Directed Learning Readiness Scale and Herman's Questionnaire Measure of Achievement Motivation along with students' grade point average scores (first semester as the pretest and second semester as the posttest) were used for data collection purposes. Next, data analysis was performed using multivariate MANCOVA and univariate ANCOVA. The results showed that teaching of goal setting had a significant effect on the improvement of self-directed learning and achievement motivation; however, it had no significant effect on students' academic achievement. According to the obtained results, it is recommended that goal setting be taught to promote self-directed learning and achievement motivation.

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“…However, there has been little formal investigation into the student experience of field placements that require a significant amount of self-direction and problem solving. Selfdirected learning requires motivation, management, and discipline that students may need to develop across time in order to build confidence and competence (Ayyildiz & Tarhan, 2015;Kicken, Brand-Gruwel & van Merriënboer, 2008). Hence the onus lies with social work programs to develop and provide -what might be more resource-intensive -scaffolding experiences prior to placement if they are to prepare students for these types of practice realities.…”

Section: Discussionmentioning

confidence: 99%

“…Hence the onus lies with social work programs to develop and provide -what might be more resource-intensive -scaffolding experiences prior to placement if they are to prepare students for these types of practice realities. Research from the classroom shows that not all students will have the same capacity to benefit from self-directed learning activities, where students with particular competencies and traits benefit most (Ayyildiz & Tarhan, 2015;Bhata, Rajashekar, & Kamatha, 2007). In the fieldwork context, where students are developing and implementing real-life social work interventions, there might also be a risk that they become more focused on task completion and success than processing and evaluating their associated learning (which is the primary goal of fieldwork).…”

Section: Discussionmentioning

confidence: 99%

The expansion of developmental social work in Southern and East Africa: Opportunities and challenges for social work field programmes

Gray

Agllias

Mupedziswa

et al. 2017

International Social Work

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This paper reports on a study that examined how fieldwork education in Southern and East Africa was responding to the developmental social work agenda. The study used semistructured qualitative interviews with key informants from 15 social work programs in 11 different Southern and East African countries. It investigated whether the social work fieldwork placements on offer provided practical experience of a developmental approach to social work practice. The study showed the creativity and enthusiasm with which social work educators were embracing the goals of developmental social work education, despite the pitfalls and limitations of doing this within fieldwork resource constraints.

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Development of the self-directed learning skills scale

Cited by 46 publications

References 25 publications

Developing Self-Directed Learners

Developing Self-Directed Learners

On the Effect of Goal Setting on Self-Directed Learning, Achievement Motivation, and Academic Achievement among Students

The expansion of developmental social work in Southern and East Africa: Opportunities and challenges for social work field programmes

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