Leveraging a personalized system to improve self-directed learning in online educational environments

Kim, Rosemary; Olfman, Lorne; Ryan, Terry; Eryilmaz, Evren

doi:10.1016/j.compedu.2013.08.006

Cited by 121 publications

(87 citation statements)

References 16 publications

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“…This finding suggests that students' use of Web 2.0 tools for learning accounts for their use of ICTs for SDL. It is supported by prior studies (Callaghan & Bower, 2012;Hamid et al, 2015;Kim et al, 2014;Park, 2013;Robertson, 2011), which indicate how SDL practices are facilitated by Web 2.0 tools such as social networking sites, blogs, wikis, and social network games. The capabilities of Web 2.0 tools for engagement, interaction, participation, collaboration, and sharing provide learners with the context and resources to perform SDL practices (Karakas & Manisaligil, 2012).…”

Section: Discussionsupporting

confidence: 52%

“…This finding confirms that the use of Web 2.0 tools for learning mediates the influence of college students' online communication selfefficacy and computer self-efficacy on their SDL with technology. Since learning through the use of Web 2.0 tools is mainly based on peer networks, collaboration, and social learning (Kim et al, 2014), communication and collaboration with others play an especially vital role in using the capabilities of these environments for learning. Thus, online communication self-efficacy is considered an essential characteristic for college students to be successful in such online learning environments (Hung et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…In SDL, teachers can guide students towards finding their own needs and interests and achieving them (Gibbons, 2002). In an SDL process, what needs to be learned, what resources and strategies should be used, and what criteria should be utilised to evaluate learning outcomes are all directed by learners for learning specific skills and knowledge (Brookfield, 2009;Kim, Olfman, Ryan, & Eryilmaz, 2014). However, this does not mean that SDL refers only to learning in which learners engage individually.…”

Section: Sdlmentioning

confidence: 99%

“…Furthermore, Park (2013) investigated the effect of a social network game on SDL using an experimental design, and revealed that college students who utilised a social network game with a high interaction structure improved SDL. The study conducted by Kim et al (2014) also found that a wiki platform supported SDL by enabling students to set specific learning goals, reflect on their learning experiences, monitor their activities, and collaborate with other students. Consequently, it is clear that the use of Web 2.0 tools for learning inherently offers considerable potential for SDL.…”

Section: Use Of Web 20 Tools For Learningmentioning

confidence: 99%

“…Web 2.0 tools make it possible for learners to communicate and collaborate with each other (Ryan, 2012). Communication and collaboration with others enable learners to take advantage of the affordance of Web 2.0 tools regarding peer networks, collaboration, and social learning (Kim et al, 2014). Learners with high online communication self-efficacy are likely to benefit more from Web 2.0 tools for learning.…”

Section: Online Communication Self-efficacymentioning

confidence: 99%

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Factors related to college students’ self-directed learning with technology

Şumuer

2018

AJET

109

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This study investigated factors influencing college students' self-directed learning with technology. A questionnaire was employed to obtain data from 153 college students on their selfdirected learning readiness, the use of Web 2.0 tools for learning, online communication selfefficacy, and computer self-efficacy to predict their self-directed learning with technology. The data were analysed using sequential multiple regression and mediation analyses. The results showed that the predictor variables explained 19% of the variation in self-directed learning with technology. Self-directed learning readiness and the use of Web 2.0 tools for learning were found to be significant predictors of students' self-directed learning with technology. Moreover, the results indicate that the use of Web 2.0 tools for learning significantly mediated the influence of students' online communication self-efficacy and computer self-efficacy on their self-directed learning with technology. This study suggests that students be provided with scaffolding or assistance, not only for self-directed learning skills and the use of Web 2.0 tools for learning, but also for computer use and online communication in order to enhance their self-directed learning with technology. IntroductionIn today's knowledge-based society, lifelong learning is an important prerequisite for coping with economic, occupational and social challenges. It involves 'all general education, vocational education and training, nonformal education and informal learning undertaken throughout life, resulting in an improvement in knowledge, skills and competences within a personal, civic, social and/or employment-related perspective' (European Parliament, & Council of the European Union, 2006a, p. 50). Individuals need to have several competencies in order to succeed in lifelong learning (European Parliament, & Council of the European Union, 2006b;Sharma, 2004). These competencies include learners taking more responsibility and initiative to arrange their own learning processes -from the awareness of learning needs to the evaluation of learning results individually or in a group, which refers to self-direction in a learning process. Self-directed learning (SDL) is regarded as both a prerequisite for and the outcome of lifelong learning (Loyens, Magda, & Rikers, 2008). It enables individuals to take control of their learning by deciding what and how to learn, with or without the support of others (Merriam & Bierema, 2014).In higher education, SDL is an important goal for improving the quality of student learning and preparing students for the future (Raidal & Volet, 2008). It corresponds to the fundamental principles of higher education, including personal autonomy, personal responsibility, and personal growth (Wilcox, 1996). Given the pervasive use of information and communication technologies (ICTs) in higher education, nowadays, SDL with technology warrants further investigation because SDL as a process is particularly enhanced with the affordances of ICTs (Candy, 2004;Lee, T...

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