Self-directed online learning: A theoretical model for understanding elementary teachers' online learning experiences

Beach, Pamela

doi:10.1016/j.tate.2016.10.007

Cited by 119 publications

(107 citation statements)

References 54 publications

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“…The flexible structure of these learning environments enables learners to accommodate their own needs in their own time, place, and pace and consequently makes it possible for them to have more control over their own learning (Beach, 2017;Vonderwell & Turner, 2005). As a result, a well-designed online learning environment that provides a flexible structure, collaboration opportunities, and choice and control over learning can provide learners with the opportunity to pursue SDL process effectively.…”

Section: Sdl With Technologymentioning

confidence: 99%

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

Şumuer

2018

AJET

107

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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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Section: Sdl With Technologymentioning

confidence: 99%

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

Şumuer

2018

AJET

107

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“…Also in some studies there have been recommended models for development of university students (Aly et al, 2003; Mamary and Charles, 2003; Beach, 2017; Sawatsky et al, 2017). Most of the participants in the studies are university students and adults.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Self-Directed Learning Skills of Undergraduate Students

2018

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The aims of this study were to reveal university students' self-directed learning skills and determine whether these skills vary based on university type, gender, field of study, year of study, academic success, type of university entrance score, income level, and the desire to pursue a graduate degree. Also, this study explored the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The study group of the survey comprised 2,600 first and fourth-year students from same departments of Hacettepe and Başkent Universities. The study collected its data by using “Self-Directed Learning Skills Scale” designed by Aşkin (2015). Moreover, Diker-Coşkun's “Lifelong Learning Tendencies Scale” was used to explore the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The results revealed that university students' self-directed learning scores were above the median score of the scale. Self-directed learning skills were found not to vary based on university, year of study, income level. However, gender, field of study, university entrance score type, academic success and the desire to pursue a graduate degree made a significant difference on university students' self-directed learning skills. Finally, a moderate positive relationship was detected between self-directed learning skills and lifelong learning tendencies. In summary it can be said that, undergraduate students have self-directed learning skills and these skills are related to lifelong learning.

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“…Teacher training institutions have made use of web 2.0 tools, such as social media, learning management systems and course management systems, to provide teachers with online learning environments. Such environments allow teachers discuss teaching problems and share education resources and experience online (Beach, ; Ching & Hursh, ). Teacher training institutions actively build the online professional learning community (OPLC) according to the theories of social constructivism and practice of community (Cho, ; Patton & Parker, ; Tsiotakis & Jimoyiannis, ).…”

Section: Introductionmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

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The contextual influences on technological pedagogical content knowledge (TPACK) enactment and the method of TPACK assessment remain to be important research topics. Discourse data of 81 teachers in an online professional learning community were collected and analyzed based on the framework of TPACK. Frequency distribution and time series characteristics of teachers’ knowledge domains were analyzed. In addition, epistemic network analysis was used to compare the epistemic network characteristics of teachers in the higher‐score and the lower‐score groups, different age groups, and post and reply groups. Results showed that teachers’ knowledge domains enacted in the context of online discourse were mainly pedagogical content knowledge and general pedagogical knowledge. The teachers in the higher‐score group had a rich, organized and flexible knowledge structure of TPACK. Younger teachers had more connections between pedagogical knowledge and pedagogical content knowledge, while senior teachers had more connections between technological knowledge and pedagogical knowledge. The teachers in the reply group had more connections among the different categories of knowledge as compared to the post group. Finally, implications, limitations and future research were discussed.

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Self-directed online learning: A theoretical model for understanding elementary teachers' online learning experiences

Cited by 119 publications

References 54 publications

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

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

An Investigation of Self-Directed Learning Skills of Undergraduate Students

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

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