The potential for digital technology to support self-directed learning in formal education of children: a scoping review

Morris, Thomas Howard; Rohs, Matthias

doi:10.1080/10494820.2020.1870501

Cited by 53 publications

(30 citation statements)

References 42 publications

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“…The immersion of digital culture in education is one of the main pillars of teaching innovation as indicated in recent literature on digital education (Mace, 2020;Mahlow & Hediger, 2019;Monteiro & Leite, 2021;Morris & Rohs, 2021;Pangrazio & Sefton-Green, 2021;Sancho-Gil, Rivera-Vargas, & Miño-Puigcercós, 2020;Williamson, 2019). This is innovation which, according to Marcelo and Vaillant (2018), must be disruptive due to the commitment acquired to ensure the principles of accessibility, quality and improvement in changing contexts.…”

Section: Introductionmentioning

confidence: 99%

UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain

Villar

Herrero

López

2022

J. New Approaches Educ. Res.

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This paper examines initial teacher training policies in the context of youth digitalisation. Based on international ICT competency frameworks for teachers (UNESCO, 2008, 2019) and information literacy, MIL (UNESCO, 2011), we analyse how Spanish (public and private) universities represent digital innovation, and the identity practices of young people, linked to hyperconnectivity. Focusing on initial training received by future secondary teachers, the sample was selected according to the criteria of non-presential learning (online, distance, blended) applied in the teacher training process. Results confirm ongoing deficiencies in critical teacher digitalisation management, highlighting certain asymmetries between the categories constructed. Data reveals the prevalence of intervention more geared towards formal knowledge than towards decoding digital grammar (which is how digitalisation is used in education). The paper concludes by advocating convergence strategies as a circular mechanism that must underpin all teacher training policies in the age of hyperconnectivity.

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Section: Introductionmentioning

confidence: 99%

UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain

Villar

Herrero

López

2022

J. New Approaches Educ. Res.

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“…Schweder and Raufelder ( 2021 ) also suggested that studies could further explore how SDL with technology foster youths’ need of autonomy and competence as well as intrinsic and extrinsic motivation. Recently, Morris and Rohs ( 2021 ) conducted a literature review on how previous empirical studies facilitate SDL with technology during the formal education of children. Although it was found that the scaffolding of SDL and digital technologies is necessary for children, there has been rare research exploring such facilitation of SDL with technology.…”

Section: Literature Reviewmentioning

confidence: 99%

Comparison of primary four students’ perceptions towards self-directed learning and collaborative learning with technology in their English writing lessons

Choy

Cheung

2022

J. Comput. Educ.

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The purpose of this study is to examine Primary school students’ perceptions towards self-directed learning (SDL) and Collaborative learning (CL) with and without the integration of Information and Communication Technologies (ICT) in English writing lessons in Singapore. There were 408 students participated in this study voluntarily. The results showed that the participants’ perceptions for SDL and CL were positive in both control and ICT-enhanced experimental groups, with means ranged from 3.73 to 3.90 out of a 5-point Likert scale. Both groups’ perceptions for SDL with technology and CL with technology were consistent lower than without technology, ranged from 2.98 to 3.72. MANCOVA was used to compare the difference in perceptions between the control and the experimental groups. The results showed that there were significant differences between the two groups in the perceptions of SDL with technology and CL with technology. The experimental group used a variety of technology tools, such as tablets, online writing assistant tools and online notice boards to facilitate their narrative writings during the 5-week intervention. They have opportunities to develop self-direct learning skills through the online writing assistant tool, they practiced collaborative learning skills through sharing their narratives and providing constructive peer feedback on online notice boards. The results indicated that students in the ICT-enhanced experimental group perceived significantly more positive perceptions towards both SDL with technology and CL with technology. As the Covid-19 pandemic continues to sweep across the world, learning activities conducted in this study could be applicable to blended or online English lessons to facilitate the development of students’ Self-directed learning and Collaborative learning skills through the ICT-enhanced learning activities. Some recommendations will be discussed in the paper.

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“…The pace of the community spread of the Covid-19 pandemic resulted in a nationwide lockdown being imposed in South Africa, which accelerated the implementation of distance learning underpinned by SDL and digital learning. Baez (2019) and Morris and Rohs (2021) argue that SDL is a process that makes students responsible for planning, undertaking and reviewing aspects of their learning process. This sentiment has also been advanced by Voskampa et al (2020), who call this transition the biggest undertaking of the 21st century.…”

Section: Understanding Self-directed Learningmentioning

confidence: 99%

Online Learning as a Catalyst for Self-directed Learning in Universities during the COVID-19 Pandemic

Maphalala

Mkhasibe

Mncube

2021

RESSAT

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The COVID-19 pandemic accelerated the use of online learning and self-directed learning to motivate and engage students. Therefore, this study sought to determine how online learning fostered self-directed learning at a South African university during this period. Higher education institutions worldwide had to shut down indefinitely following guidance from health experts to contain the spread of the COVID-19 pandemic. Since education is regarded as a pillar of development for all countries, some means had to be found to keep teaching and learning going irrespective of the ongoing health crisis. Hence, online learning made it possible for university students to continue learning during the emergency university closure. This was a period of reckoning, however, as many students began experiencing challenges related to poor internet connectivity and accessing digital learning devices. Despite these challenges, the solution was to reach out to all students to ensure that they were not excluded from the learning process. The sudden transition to online learning meant that students could no longer follow a well-coordinated, structured learning schedule that was guided and supervised on campus; rather, online learning meant they had to become more independent in their learning. Independent learning encourages students to be proactive and independent, a philosophy aligned to self-directed learning (SDL). This study explored the experiences of third-year student teachers in navigating SDL through online learning platforms. The study was underpinned by self-directed learning theory and adopted a qualitative case study research design, generating data from ten student teachers using a Zoom App focus group discussion. Data were analyzed using an inductive thematic analysis framework. The study found that although SDL is appropriate because it promotes learning independently, the majority of student teachers encountered several challenges when adopting online learning, catching them off guard because they were not formally introduced to it.

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The potential for digital technology to support self-directed learning in formal education of children: a scoping review

Cited by 53 publications

References 42 publications

UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain

UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain

Comparison of primary four students’ perceptions towards self-directed learning and collaborative learning with technology in their English writing lessons

Online Learning as a Catalyst for Self-directed Learning in Universities during the COVID-19 Pandemic

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