Predictors of Self-Directed Learning Readiness of Nursing Students

Grandinetti, Maria

doi:10.17265/2161-623x/2015.07a.001

Cited by 5 publications

(3 citation statements)

References 11 publications

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“…Kebutuhan belajar akan sangat mempengaruhi kesiapan belajar dari mahasiswa (Asmah, 2021). Mahasiswa yang memliki kebutuhan belajar yang tinggi cenderung akan mempersiapkan dirinya sebelum proses pembelajaran dimulai, seperti mempelajari materi yang telah disampaikan oleh dosen dan yang akan dipelajari di kelas, serta mempunyai hasrat yang tinggi untuk berhasil dalam belajar (Grandinetti, 2015).…”

Section: Pembahasanunclassified

Kesiapan Belajar Mahasiswa Penjas Pada Perkuliahan Tatap Muka Semester Genap 2021/2022

Nopiyanto

Pujianto

Raibowo

et al. 2022

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Mengetahui tingkat kesiapan belajar mahasiswa penjas pada perkuliahan tatap muka semester genap 2021/2022 merupakan tujuan dalam penelitian ini. Untuk mencapai tujuan tersebut digunakan metode penelitian deskriptif kuantitatif. Penelitian ini melibatkan populasi sebanyak 128 mahasiswa. Total sampling untuk menentukan banyak sampel. Berdasarkan karakteristik tersebut diketahui sebanyak 128 mahasiswa ditetapkan sebagai sampel penelitian. Data diambil menggunakan angket yang terdiri dari 5 indikator yaitu: kesiapan fisik, kesiapan mental, kesiapan emosional, kebutuhan belajar, dan pengetahuan. Teknik analisis data menggunakan standar deviasi dan mean ideal untuk mengetahui tingkat kesiapan belajar mahasiswa. Hasil analisis data mendeskripsikan bahwa kesiapan belajar mahasiswa penjas pada aspek fisik sebesar 7,55 dengan kategori sangat tinggi; aspek mental sebesar 6,98 dengan kategori tinggi; aspek emosional sebesar 7,27 dengan kategori sangat tinggi; aspek kebutuhan belajar 6,88 dengan kategori tinggi, aspek pengetahuan sebesar 7,38 dengan kategori sangat tinggi. Disimpulkan bahwa kesiapan belajar mahasiswa penjas berada pada kategori sangat tinggi.

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Section: Pembahasanunclassified

Kesiapan Belajar Mahasiswa Penjas Pada Perkuliahan Tatap Muka Semester Genap 2021/2022

Nopiyanto

Pujianto

Raibowo

et al. 2022

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“…In it, students control learning objectives and the means for meeting them (Khalid, Bashir, & Amin, 2020; Knowles, 1975; Morris, 2019). SDL is central to studies in active learning and student-centered education (Grandinetti, 2013; Guglielmino, 1978).…”

Section: Introductionmentioning

confidence: 99%

Personality and universal design for learning in management education

Sanford

Tabak

2023

OMJ

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Purpose This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It explores how students’ personality (conscientiousness and openness to experience) affects their readiness to embrace UDL and investigate how that relationship is mediated by self-directed learning (SDL). Design/methodology/approach Analysis uses survey data from students in management courses. From these data are created multi-item constructs and control variables. A mediated regression model that uses bootstrapping to estimate parameters and standard errors generates the results. Findings The findings were that SDL is strongly related to student readiness for UDL and that SDL fully mediates the relationship between conscientiousness and UDL. Openness to experience, however, directly relates to UDL without any mediation. Research limitations/implications This research applies only to one institution and two management courses. The methodology used in this study is limited to one part of the UDL model, which is a measure of student readiness to engage in choice. Future research can extend this model to other courses and institutions and other parts of the UDL model. Practical implications These findings provide insight into the student characteristics that enable them to gain empowerment and motivation from the UDL approach. Implementation of UDL in management education may require learning management strategies that accommodate student readiness for UDL. This study makes progress in identifying student characteristics that explain this readiness. Social implications UDL can improve management education by making it more accessible to students with different personalities and learning styles. Originality/value This study developed a method for analyzing the applicability of UDL in management education. It also devised and implemented a new survey measure for student readiness for UDL.

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“…To equip individuals for lifelong learning throughout their lives, it's necessary that educational opportunities foster their ability to self-directed learning (Dunlap & Grabinger, 2003). Through self-directed learning activities, learners discovered subjects that piqued their interest and encouraged them to explore further (Grandinetti, 2015). Likewise, some individuals began devising short-term and long-term learning plans for professional advancement.…”

Section: 2mentioning

confidence: 99%

Effects of using self-directed learning to foster lifelong learning attitudes of functional literacy facilitators

Orn

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This study aimed to 1) investigate the effects of self-directed learning on lifelong learning attitudes of functional literacy facilitators; and to 2) propose recommendations for using self-directed learning to foster lifelong learning. The research used quantitative method by employing quasi-experimental design where pre-test and post-test are employed to explore whether self-directed learning activities would foster lifelong learning attitudes of functional literacy facilitators in the five aspects. With subject group consisted of 37 functional literacy facilitators who were working as teachers in functional literacy programs in Cambodia. Moreover, an in-depth interview with 5 adult educators has been employed to propose recommendations on using self-directed learning according to their practical experiences. The recommendations were significant to adult educators, trainers, or mentors who were interested to apply self-directed learning in their practice. The research findings were as follow: 1. Self-directed learning significantly enhanced functional literacy instructors' attitudes towards lifelong learning on the five aspects as 1) inquiring mind, 2) setting learning plan, 3) learning skills, 4) information literacy, and 5) belief in learning benefit professional development. With one group paired sample t-test, the result indicated that the pre-test score of the participants' inquiring mind to learn (X? =3.3475) was lower than the post-test (X? =4.2734), with p=0.00, which indicated that it was perfectly different. The result of the study revealed that self-directed learning activities positively affected lifelong learning attitudes and had positive impacts on the professional development of functional literacy facilitators. 2. Recommendations on using self-directed learning were proposed by the adult educators based on practical experiences such as 1) the crucial role of facilitators, 2) setting climate of trust and respect, 3) diagnosing learning needs, 4) setting learning goals, 5)�planning resources, 6) planning learning strategies, 7) monitoring the learning process, and 8) evaluating outcomes. Moreover, the research also indicated that effective self-directed learning required literacy, language proficiency, understanding of learning styles, ICT skills, and good communication, with a supportive mentor to guide learners through the process.

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Predictors of Self-Directed Learning Readiness of Nursing Students

Cited by 5 publications

References 11 publications

Kesiapan Belajar Mahasiswa Penjas Pada Perkuliahan Tatap Muka Semester Genap 2021/2022

Kesiapan Belajar Mahasiswa Penjas Pada Perkuliahan Tatap Muka Semester Genap 2021/2022

Personality and universal design for learning in management education

Effects of using self-directed learning to foster lifelong learning attitudes of functional literacy facilitators

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