Self-motivated and directed learning across the lifespan

Cronin-Golomb, Lucy M.; Bauer, Patricia J.

doi:10.1016/j.actpsy.2022.103816

Cited by 32 publications

(12 citation statements)

References 178 publications

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“…On the contrary, they failed to exercise autonomy in studying the language subjects. Therefore, learner motives play a considerably more important role in self-directed learning (Cronin-Golomb & Bauer, 2023). When the learners are motivated extrinsically with the right amount of mentorship the chances of learning increase.…”

Section: Fostering Learner Engagement Autonomy and Self-directednessmentioning

confidence: 99%

Reimagining English Language Teaching: Towards Developing a Heutagogical Framework

S.,

B.,

Karthika

2024

Higher Education for the Future

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Education in its essential meaning should beget a civilized and socio-emotionally intelligent, competent mindset in its stakeholders. However, this seems an ideal situation which is impractical owing to several conditions and constraints that impede the implementation of holistic education. Pedagogical practices initially relied on rote learning and thereafter several reforms in educational policies asserted the importance of nurturing global competency among the learners. However, this shift from rote learning to a more self-directed learning is a challenging transformation which is idealized to a great extent. In this article, we argue that a sudden shift may not be possible, and to realize learner autonomy and their self-directedness, there should be a gradual but steady progress from pedagogy to andragogy and then to heutagogy. Self-directedness and learner-centredness are the crucial aspects of heutagogy. Taking examples from a case study that we conducted with teachers of English from select higher education institutions in India, we analysed the various tenets of heutagogy and its practicality in the Indian context. We investigated how teachers are incorporating aspects of heutagogy in their English classrooms and what major challenges are encountered. Their individual classroom episodes may serve as an initial reservoir of ideas to orient further research in the field. The possibility of embedding the PAH continuum in classrooms is analysed through the lens of socio-constructivist theory. The insights from this study will be valuable for teachers and students who wish to gain a deeper insight into the heutagogical learning paradigm and its integration into language teaching in the classroom.

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Section: Fostering Learner Engagement Autonomy and Self-directednessmentioning

confidence: 99%

Reimagining English Language Teaching: Towards Developing a Heutagogical Framework

S.,

B.,

Karthika

2024

Higher Education for the Future

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“…Other-directed learning has been defined as a process in which someone other than the learner controls the learning including the requirements, objectives, resources, activities and evaluations [114]. Under other-directed conditions, learning occurs as a result of guidance and direction of an "other," such as family, friend, colleague, broadcaster, teacher or researcher [115]. In this regard, examples of pursuits promoting other-directed learning concern media employed by these "others" and may include listening to a phone conversation, reading message boards, following an online a group chat, watching telecasts, studying podcasts, completing courses, attending lectures, taking part in conferences, and participating in workshops.…”

Section: Other -Directed Versus Self-directed Learning In Extraversio...mentioning

confidence: 99%

Extraversion in COVID-19 Coping

Nash¹

2023

Preprint

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Extraversion, a Big Five personality trait, has been identified as a significant factor in COVID-19 positive coping—yet, relevant research is conflicting. Studies have not situated the influence of extraversion within a geographical and historical context. Thus, a sound base is lacking for assessing when opposing results regarding extraversion and COVID-19 positive coping are likely to result. Furthermore, extraversion with respect to COVID-19 coping has not been considered concerning other-directed learning in contrast to self-directed learning. To establish a sufficiently sound base, an examination of the range of high-ranking Google Scholar results on extraversion and COVID-19 coping from different countries during the pandemic’s various waves—pre and post vaccine introduction—is undertaken. The same are then considered for insights into public opinion. Following, extraversion is compared with other-directed learning and differentiated from self-directed learning. An understanding is thus presented for assessing when extraversion will necessarily be an effective personality trait for COVID-19 positive coping and when it will not. Extraversion’s effect will be found inherently inconsistent for identifying COVID-19 positive coping as a result, because of its dependence on other-directed learning. The conclusion: COVID-19 positive coping stability is contingent on personal values that guide self-directed learning, rather than other-directed extraversion.

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“…Critically, learning is self-directed in the absence of explicit direction. 4 In the face of a vast array of learning resources and a learning environment that lacks explicit direction, self-directed learning (SDL) is a skill that they need to acquire in continuing education. 5 However, studies have reported that medical professionals encounter many difficulties during the process of SDL.…”

Section: Introductionmentioning

confidence: 99%

“…The professional study in school in these years has only built a knowledge base; they must extract new information without explicit direction after beginning work. Critically, learning is self-directed in the absence of explicit direction 4. In the face of a vast array of learning resources and a learning environment that lacks explicit direction, self-directed learning (SDL) is a skill that they need to acquire in continuing education 5.…”

Section: Introductionmentioning

confidence: 99%

What learning strategies are commonly used by hospital pharmacists in the process of self-directed learning? A multicentre qualitative study

Yao

Wen

et al. 2023

BMJ Open

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ObjectiveAs lifelong learners, hospital pharmacists must continually improve their self-directed learning skills. Reasonable learning strategies have been proven to enhance self-directed learning (SDL) significantly. Therefore, this study aims to investigate the SDL strategies used by hospital pharmacists in depth to provide them with a reference for the development of their SDL skills.SettingThe study was conducted in three tertiary hospitals in Henan, China.Design and participantsThis study employed a multicentre qualitative design and lasted 12 months. One-on-one interviews and focus group discussions were used to collect data. All interviews were transcribed verbatim, and the interview data were analysed using the thematic analysis method. Purposive sampling was used to select interviewees (n=17) from three tertiary hospitals in Henan province in central China.ResultsAfter conducting data analysis, we summarised 12 learning strategies related to SDL, which were grouped into four themes: use of information resources, application of cognitive strategies, development of learning plans and use of learning platforms.ConclusionThe findings suggest that classic learning strategies, such as cognitive strategies and the development of learning plans, remain the cornerstones of hospital pharmacists’ SDL abilities, while contemporary advances in information technology and changes in learning concepts have enriched the learning resources and learning platforms that are available to hospital pharmacists and have confronted contemporary hospital pharmacists with certain challenges.

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Self-motivated and directed learning across the lifespan

Cited by 32 publications

References 178 publications

Reimagining English Language Teaching: Towards Developing a Heutagogical Framework

Reimagining English Language Teaching: Towards Developing a Heutagogical Framework

Extraversion in COVID-19 Coping

What learning strategies are commonly used by hospital pharmacists in the process of self-directed learning? A multicentre qualitative study

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