Exploring Open Space: A self-directed learning approach for higher education

Woezik, Tamara E.T. van; Reuzel, Rob; Koksma, Jur

doi:10.1080/2331186x.2019.1615766

Cited by 28 publications

(23 citation statements)

References 40 publications

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“…As a promising methodology for lifelong learning, SDL has been recommended in medicine [1][2][3] and has increasingly been emphasized as an important principle in medical education. Several definitions of SDL have been suggested in the literature [4][5][6][7][8]. The commonly accepted definition of SDL is that of Knowles [4], who defined it as a learning process in which individuals take the initiative in diagnosing their learning needs, formulating goals, identifying human and material sources, selecting and implementing strategies, and evaluating learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Does group cohesion foster self-directed learning for medical students? A longitudinal study

Kim

Yang

2020

BMC Med Educ

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Background:The importance of self-directed learning (SDL) and collaborative learning has been emphasized in medical education. This study examined if there were changes in the pattern of SDL and group cohesion from the time of admission to medical school under the criterion-referenced grading system, increased group activities, and interaction of medical education curriculum. Second, it was examined whether group cohesion influences selfdirected learning. Methods: The participants were 106 medical students (71 males, 35 females) who enrolled in Yonsei University College of Medicine in Seoul, South Korea in March 2014. They were asked to complete a Korean version of the self-directed learning readiness scale (SDLRS) and group cohesion scale (GCS) at the end of each semester for three years. A repeated measures ANOVA and a correlation and regression analysis were conducted. Results: All the participants completed the questionnaires. There were differences in the SDLRS scores over the three years. A significant increase was observed one year after admission followed by stable scores until the third year. There was a significant increase in GCS scores as students progressed through medical school years. Positive relationships were found between SDLRS and GCS scores, and the regression model predicted 32% variance. Conclusions: SDLRS and GCS increased as medical school years progressed. In addition, GCS is a significant factor in fostering SDLRS. Medical schools should develop various curriculum activities that enhance group cohesion among medical students, which would in turn promote SDL.

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Section: Introductionmentioning

confidence: 99%

Does group cohesion foster self-directed learning for medical students? A longitudinal study

Kim

Yang

2020

BMC Med Educ

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“…It means that we need to analyze and revise the procedure of applying the learning scenarios so that students focus more on conceptualizing their activities. Following the ideas of open learner modeling, we suggest making the learning process and progress more explicit to the learners [27][28] [29] [30]. In this case, learning with robots could support the improvement of learning skills, a gap identified by Pedaste and Leijen [8] in using innovative technologies in education.…”

Section: Discussionmentioning

confidence: 99%

Does Inquiry-based Education Using Robots Have an Effect on Learners’ Inquiry Skills, Subject Knowledge and Skills, and Motivation?

Pedaste¹,

Altin²

2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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Robots have been applied in science education for a long time. Inquiry-based learning, as a student-centred method to discover different relations, has been considered as an effective learning approach in science education and robots are often used to apply student-guided inquiry. It is, however, not clear what the effect of inquiry-based scenarios is in learning science when students' motivation and novelty effect are taken into account. In our study, we tested seven inquiry-based scenarios in secondary school physics with a sample of 47 students in the experiment classes and 41 in the control classes. Results revealed that the inquire-based scenarios improved students' inquiry skills and subject knowledge and skills in the case of the experiment classes and also in the case of the control classes. Study motivation did not improve in the study, explained by the fact that the schools have used robots previously in learning and the novelty effect has faded out. Based on our discussion, the use of robots in education needs to focus more on supporting students' thinking activities and on increasing their awareness about their own skills and learning process. Further studies are needed to understand in-depth how teachers' activities in the classroom might have an effect on the usability of robots in education and how students' thinking and awareness of the learning process could be improved in order to have a stronger effect on learning outcomes as well.

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“…Just as colleges and universities have a responsibility to prepare students for professional positions across all disciplines (Poynton 2005), it is also a major challenge for HEIs to help their students become lifelong and self-directed learners (Van Woezik, Reuzel & Koksma 2019). To help students become lifelong and self-directed learners, there is a need that lecturers use suitable learning methods for the teaching and learning of students (Van Woezik et al 2019). In order to enhance SDL readiness, teachers should choose teaching methods that encourage SDL.…”

Section: Profile Of a Self-directed Learnermentioning

confidence: 99%

Self-directed multimodal learning within a context of transformative open education

Olivier¹

2021

NWU Self-Directed Learning Series

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Exploring Open Space: A self-directed learning approach for higher education

Cited by 28 publications

References 40 publications

Does group cohesion foster self-directed learning for medical students? A longitudinal study

Does group cohesion foster self-directed learning for medical students? A longitudinal study

Does Inquiry-based Education Using Robots Have an Effect on Learners’ Inquiry Skills, Subject Knowledge and Skills, and Motivation?

Self-directed multimodal learning within a context of transformative open education

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