Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading

Li, Huiyong; Majumdar, Rwitajit; Chen, Mei‐Rong Alice; Ogata, Hiroaki

doi:10.1016/j.compedu.2021.104239

Cited by 52 publications

(43 citation statements)

References 27 publications

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“…They already had a topic in their mind before they browse the internet. Learners are responsible for their own learning when they are allowed to self-select reading and have a goal-setting [25]. The topic chosen is affected by students' interest.…”

Section: Students' Reason In Choosing the Themementioning

confidence: 99%

Extensive reading among Agroecotechnology students: What and why they read?

Prasetianto

Maharddhika

2022

EduLearn

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Reading is a pivotal skill for non-English department students as a vehicle to update their knowledge. One of reading activity which is beneficial is extensive reading. Several studies have proved the advantage of extensive reading, but study regarding what reading material is read by students is under explored. To fill this gap, this research aimed to uncover what non-English department students read during extensive reading program and why they chose that theme. The participants were Agroecotechnology students (n=52). The data was collected from the reading log sheet and participant interview. The reading log sheet was analyzed by the researcher to find the theme of the text that students read. The interview was conducted in Indonesian to make students at ease. After the interview, the transcript was written and translated into English. The result shows that there are 32 types of themes with various frequency distributions. Theme that students read is mainly caused by their hobby, favorite idol, and a senior student who influence them to read certain theme.

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Section: Students' Reason In Choosing the Themementioning

confidence: 99%

Extensive reading among Agroecotechnology students: What and why they read?

Prasetianto

Maharddhika

2022

EduLearn

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“…Self-directed learning is a process of individuals taking the initiative, with or without the help of others, in diagnosing learning needs, formulating learning goals, identifying human and material resources for learning, selecting and implementing appropriate learning strategies, and evaluating learning outcomes. [21]. Therefore, students are responsible for planning, implementing, and evaluating their learning and are expected to work independently or with others to achieve learning objectives [22].…”

Section: A Self-directed Learningmentioning

confidence: 99%

Building Student Self-Directed Learning Through Virtual and Flipped Classroom

Suroto¹,

Salshabella²,

Winatha³

et al. 2022

Proceedings of the Universitas Lampung International Conference on Social Sciences (ULICoSS 2021)

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Online lectures are often identified with the number of assignments given to students, resulting in an ineffective lecture process. The obstacle often complained about is online learning by teachers only by providing material on online/virtual tolls without paying attention to Self-Directed Learning. This article aims to understand students' Self-Directed Learning, especially with Virtual Learning and Flipped Classrooms. This article uses literary study methods related to Virtual and Flipped Classrooms to help students improve their ability to diagnose learning needs, formulate goals, identify learning materials and references, and implement strategies and evaluate learning outcomes.

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“…According to Geng, Law and Niu (2019) university readiness, instructor readiness, student self-directed readiness and technology readiness are required in online learning environments. Li et al (2021) argue that through SDL students are able to search for resources to fulfil their learning experiences. In the present digital era asynchronous access to resources has positioned SDL at the centre of online learning (LaTour and Noel 2021).…”

Section: Networked Learningmentioning

confidence: 99%

Mediating epistemological access through asynchronous online discussion forums during the COVID-19 pandemic: Implications for re-imagining online collaborative self-directed peer engagement and learning

Moosa

2022

SAJHE

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The COVID-19 pandemic precipitated the burgeoning of online learning and asynchronous online discussion forums in higher education due to restrictions on face-to-face teaching and learning interactions. Previous research on asynchronous online discussion forums focused on the processes that enhance or limit discussion threads and how discussion posts develop students' reflection and critical thinking skills. Although asynchronous online discussion forums are regarded as spaces for interactive learning, very little is known about how they facilitate epistemological access and enable collaborative peer learning interactions during periods of disruption such as the COVID-19 pandemic. The current study explores voluntary asynchronous online discussion forum participation in a non-credit bearing course from a unique angle of mediating epistemological access to online learning. This study draws on connectivist theory as a theoretical framework in a digital age where the student is in control of engagement interaction and information exchange. The central research question posed is how does an asynchronous online discussion forum mediate epistemological access to online learning and facilitate collaborative self-directed peer learning during the COVID-19 pandemic? The present study is underpinned by an inductive qualitative exploratory case study approach. A total of 2 146 discussion posts from 1 348 students across five faculties were downloaded from the learning management system and analysed using thematic analysis. This study indicates that epistemological access using a technology-mediated tool, is best facilitated through agency at the institutional, the instructor and the student level. The findings show that despite academic and technological challenges an online discussion forum enables epistemological access, interactive exchange of information and the formation of collaborative peer learning communities. In an age of digital inequalities, this study provides a starting point to uncover ontological barriers to epistemological access to online learning and signals the importance of integrating epistemological access, pedagogy and technology. This article concludes with implications for re-imagining the design of online multimodal pedagogy to mediate online collaborative self-directed peer engagement and learning. MoosaMediating epistemological access through asynchronous online discussion forums during the COVID-19 pandemic 118

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Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading

Cited by 52 publications

References 27 publications

Extensive reading among Agroecotechnology students: What and why they read?

Extensive reading among Agroecotechnology students: What and why they read?

Building Student Self-Directed Learning Through Virtual and Flipped Classroom

Mediating epistemological access through asynchronous online discussion forums during the COVID-19 pandemic: Implications for re-imagining online collaborative self-directed peer engagement and learning

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