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Web-based technology has proven itself indispensable in education, especially in distance education and in developing countries. Technological advances and the Covid-19 pandemic have forced higher education institutions to be innovative in delivering education in their countries. This paper seeks to demonstrate the role and value of e-portfolios as an alternative teaching and learning tool in distance education and the online environment, especially in developing countries. A systematic review of peer-reviewed academic studies of e-portfolios between 2010 and 2020 was conducted. A total of 18 papers were selected according to the inclusion criteria. The review shows that the use of e-portfolios is still a relatively new trend in developing countries. The study also revealed that e-portfolios can infuse important skills such as self-directed learning, critical thinking and lifelong learning. These results have the potential to help institutions to creatively design appropriate support tools and strategies alongside the implementation of e-portfolios in their contexts.

The present study aimed to investigate Indonesian second language (L2) learners’ level of resilience and the relationship between their resilience and their self-directed learning (SDL) in an online learning setting at the time of the Covid-19 pandemic. The present study used a survey method by distributing Google Form questionnaires. The participants were 187 university student participants taking English for Academic Purposes (EAP) classes online in their respective departments. It was conducted to fill the void in resilience literature in the Indonesian L2 context and to find out the Indonesian learners’ resilience in the online learning setting as well as to know whether learners’ resilience was associated with their SDL, a critical element to succeed in online learning. The study found that learners possessed a high level of resilience. Learners were found to have a high level of realistic optimism and self-discipline, prominent characteristics of resilience. However, they reported a slightly lower level of capability in handling multiple tasks at the same time. The study further found that learners’ resilience was significantly, moderately, and positively correlated with their SDL. Based on the findings, possible contributions and implications are stated alongside the limitations of the study and possible directions for future research.

This research is aimed at questing adult EFL learners’ self-directed learning performance in an Indonesian University. A case study is purposely employed to probing the learning behavior performed by adult learners when English language learning is taken as the context of this research carried out. Three student teachers are determined to be interviewed to obtain data. The acquired data is analyzed using thematic analysis by Braun and Clarke (2006). The study discovers that the EFL learners performed various activities presenting their self-directed learning in terms of learning motivation, learning strategy, selfmonitoring, and social competence. This research contributes to body knowledge of English language learning at higher education in which a teacher will be able to choose or select appropriate teaching strategies dealing with learners’ learning behaviour promoting autonomous learning. The findings also suggest the learners to conduct learning process properly since selfdirected learning enables the learners to maximize their both internal and external potentials in order to achieve better English achievement.

In the early modern period, ignorance was commonly perceived as a sin, a flaw, a defect, and even a threat to religion and the social order. Yet praises of ignorance were also expressed in the same context. Reclaiming the long-lasting legacy of medieval doctrines of ignorance and taking a comparative perspective, Sandrine Parageau tells the history of the apparently counter-intuitive moral, cognitive, and epistemological virtues attributed to ignorance in the long seventeenth century (1580s1700) in England and in France. With close textual analysis of hitherto neglected sources and a reassessment of canonical philosophical works by Montaigne, Bacon, Descartes, Locke, and others, Parageau specifically examines the role of ignorance in the production of knowledge, identifying three common virtues of ignorance—as a mode of wisdom, a principle of knowledge, and an epistemological instrument—in philosophical and theological works. How could an essentially negative notion be turned into something profitable and even desirable? Taken in the context of Renaissance humanism, the Reformation and the "Scientific Revolution"—which all called for a redefinition and reaffirmation of knowledge—ignorance, Parageau finds, was not dismissed in the early modern quest for renewed ways of thinking and knowing. On the contrary, it was assimilated into the philosophical and scientific discourses of the time. The rehabilitation of ignorance emerged as a paradoxical cornerstone of the nascent modern science.

Post-event debriefing has been described as an effective tool in improving learning achievements in simulator-based teaching. This article examines the effect of structured post-event debriefing sessions in simulator-based veterinary clinical skills training. Nineteen Namibian veterinary students took part in instructor-led practice, self-directed practice with structured post-event debriefing and self-directed practice without debriefing (control) at three different learning stations in a veterinary clinical skills laboratory. Students evaluated their practice experience using Likert-type scales, and learning achievements were assessed using an objective structured clinical examination (OSCE). The results show that the choice of practice model had no significant effect on learning achievements overall. However, at individual learning stations, different practice models showed significant differences regarding effect on learning achievements. Students generally preferred practice sessions with some form of instructor involvement but the importance of instructor guidance was rated differently at each individual learning station.

We examined the impact of emotional leadership on employees' mental health by establishing a cross-level theoretical model to test this relationship as a function of employees' sense of job security, selfdirected learning, and organizational identification. The research sample consisted of 304 employees of 10 high-technology companies in China. Results show that emotional leadership was positively associated with employees' mental health, and that job security mediated this relationship. Organizational identification and selfdirected learning positively moderated the relationship between job security and employees' mental health, resulting in a moderated mediation effect on the model. The conclusions of this study have implications for improving employees' mental health via interactions with emotional leaders.

Purpose: This study aimed to identify the influence of learning presence and self-directed learning ability on nursing students’ learning satisfaction according to the online learning method.Methods: The participants of this study were 167 nursing students attending three universities in different cities. The data were collected from July 16 to July 23, 2021, via an online self-reported questionnaire. Using SPSS WIN 27.0, data were analyzed by descriptive statistics, Pearson’s correlation coefficient and a multiple regression analysis.Results: The most effective online learning method experienced by nursing students was asynchronous online learning according to 58.2% of the respondents, while 30.3% of the respondents answered synchronous online learning. The main merit of asynchronous online learning was that it was possible to listen repeatedly (61.7%) to lectures, and the top advantage of synchronous online learning was that the location of the class was free (53.3%). In asynchronous online learning, the factors that significantly affected nursing students’ learning satisfaction were cognitive presence (β=.60, p

In massive open online learning courses (MOOCs) with a low instructor-student ratio, students are expected to have self-directed learning abilities. This study investigated the relationship among motivation, self-monitoring, self-management, and MOOC learners’ use of learning strategies. An online survey was embedded at the end of three MOOCs with large enrollments asking for learners’ voluntary participation in the study. The survey results from 470 participants indicated that motivation positively influenced self-monitoring, self-management, and learning strategies. In addition, self-monitoring and self-management did not affect the utilization of learning strategies. This underscores learners’ motivation and the need to encourage them to adopt appropriate learning strategies for successful learning. The results also revealed that self-monitoring positively affected self-management. The findings highlight the critical need to enhance self-monitoring skills to further promote self-management skills in MOOCs. In addition, self-monitoring and self-management did not encourage learners to use related learning strategies in this study. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies.

The purpose of this study is to analyze the English learning experience of college students using Colaizzi's method, which is one of the qualitative research methods, using self-coaching technology as a tool to improve self-directed learning ability. In-depth interview were conducted to collect data, and 9 significant statements, 4 theme clusters, and 2 categories were derived.The results are as follows. First, it showed that the participants clearly set the reasons and goals for learning English. Second, it was confirmed that they had time to return to the positive motivation they experienced in the past and strengthened their will to overcome difficulties caused by self-coaching. Third, it was reported that they had a valuable experience of asking the questions presented for the first time, and they recollected the feelings of when they happily learned English, thereby gaining new vitality for learning English. Finally, it also showed that they experienced risk factors such as a desire to procrastinate, a desire to give up, and a rush to complete a task due to difficulty in self-control, which could lead to poor learning.Based on these results, it was suggested that self-coaching contributed to the improvement of learning English, the importance of questions, necessary factors when expanding to regular classes, and the expansion of coaching research.

A learning environment that offers the opportunity for the child to explore the world, express him/herself and use everyday life as a learning experience forms the basis for a child’s self-directed learning. This research’s objective is to discover the determining factors of the child's self-directed learning, revealing the challenges faced by the teachers in organizing self-directed learning process. This is a phenomenological research study, designed as a mixed sequential qualitative and quantitative study, which implies a qualitative processing of the initial data. 150 teachers from different regions and cities of Latvia completed the survey. The interviews were conducted with seven participants. In this study, 50 self-assessments of pre-school teachers were analysed focusing on the quality of their professional activity. We discovered a shift in teachers' understanding of their professional pedagogical activity, its content and implementation methods related to metacognitive abilities, in order to effectively plan, organize and evaluate their pedagogical strategies. Keywords: pre-school; child's self-directed learning; teaching.

A professional skill that permits nursing students to carry out nursing interventions in the workplace is the ability to solve health care problems. This is essential if they want to become professional nurses. Educators have been attempting to establish effective instructional techniques to improve nursing students’ problem-solving abilities. This study examined the relationship between problem-solving ability, academic self-efficacy, and self-directed learning readiness (SDLR) among nursing students. This study utilized a descriptive correlational study and recruited 170 nursing students in a private higher education institution in the Philippines. Standardized questionnaires were distributed, and data were analyzed using descriptive and inferential statistics. Results show that there is a significant indirect association between problem-solving ability and SDLR ( r = -0.525, p < 0.001). Secondly, there is a significant direct association between SDLR and academic self-efficacy ( r = 0.549, p < 0.001). Lastly, there is a significant indirect association between academic self-efficacy and problem-solving ability ( r = -0.505, p < 0.001). The findings substantiate the assumptions of the study that academic self-efficacy, SDLR, and problem-solving ability of students have relationships with each other. Thus, students who are self-directed learners and are confident with their abilities of success in school tasks are able to solve complex problems or issues. Future research may be explored using longitudinal designs to be able to ascertain the causal link and directionality of the variables related to the present study. https://doi.org/10.26803/ijlter.20.10.5

PurposeThis qualitative study explores the issue of library management support in providing a self-directed learning environment for research-support librarians which is an under-explored feature of librarianship in Malaysian public university libraries.Design/methodology/approachA total of nine research-support librarians purposely selected from these libraries took part in in-depth interview sessions. The responses were analysed using Miles and Huberman's technique, which involves data reduction, data display, conclusion-drawing and verification.FindingsFive emerging themes and 31 sub-themes were identified. There was a general consensus among the respondents that their library management does provide research-support librarians with a self-directed learning environment to enhance their competencies as academic librarians. Nevertheless, these librarians also highlighted some challenges, issues and barriers related to the initiative and support received. Some suggestions are advanced for improvements to support self-directed learning by research-support librarians working in public university libraries.Originality/valueEmpirically, this study attempts to fill the gap in the knowledge that needs to be addressed from the perspective of Malaysian librarians, especially the research-support librarians, who serve in public universities in Malaysia, who have received little attention from local librarianship researchers.

Vocational education and training (VET) is faced with the challenge of developing 21st century learners for rapidly changing workforces. As the industry is impacted by external market forces, great...

Giriş: Sağlık okuryazarlığı; yeni bilgiler elde etmeye, daha pozitif tutumlara, daha fazla öz yetkinliğe, olumlu sağlık davranışlarına ve daha iyi sağlık sonuçlarına ulaşmak için bir yol olarak tanımlanmaktadır. Yapılan çalışmalar sosyal medya kullanım amacı ve teknoloji ile kendi kendine öğrenme çocukların sağlık okur-yazarlığını etkilediğini vurgulamaktadır. Amaç: Bu çalışma öğrencilerin sosyal medya kullanım amaçları ve teknoloji ile kendi kendine öğrenmelerinin sağlık okuryazarlığına etkisini değerlendirmek amacıyla yapılmıştır. Yöntem: Çalışma Türkiye’nin Ege bölgesinde yer alan iki ayrı ortaokulda 507 öğrenci ile yapılmıştır. Çalışmada veri toplama aracı olarak “Tanımlayıcı Bilgi Formu”, “Sosyal Medya Kullanım Amaçları Ölçeği”, “Çocuklar İçin Teknolojiyle Kendi Kendine Öğrenme Ölçeği” ve “Okul Çağındaki Çocuklar İçin Sağlık Okuryazarlığı Ölçeği” kullanılmıştır. Bulgular: Regresyon analizi sonucunda, çocukların sosyal medya kullanım amacı toplam puan ortalamaları ve sağlık okur-yazarlığı arasında pozitif orta derecede anlamlı bir ilişki (β = .60, p, Background: Health literacy is described as a means to obtain new information and reach more positive attitudes, more competence, positive health behaviors and better health outcomes. Social media use and self-directed learning with technology affecting health literacy of children. Objectives: This study is to examine the effect of social media and their self-directed learning with technology on health literacy. Methods: The study was conducted with a total of 507 students from two secondary schools located in Turkey's Aegean region. Descriptive Information Form”, “Social Media Purpose Use Scale”, “Self-Directed Learning with Technology Scale” and “Health Literacy Scale for School-Aged Children” were used as data collection tools. Results: Result of the regression analysis showed, there was a positive moderate significant correlation between the mean total scores of the purpose of social media use (β =.60, p

Construct: We sought to assess medical education faculty members’ ability to support students in the development of self-regulated learning skills. Background: It is broadly agreed that medical stu...

Background: Learner-centred methods for teaching knowledge in the undergraduate medical curriculum utilizing an integrated approach include active learning approaches such as Problem-oriented learning and self-directed learning are two types of education. Aim and objectives: The study aimed to see if self-directed learning and a problem-solving approach to physiology may benefit first-year medical students. Material and methods: 250 students enrolled in Phase I MBBS for two physiology modules: CVS and RS, were involved in this cross-sectional study. Group A (n=125) received self-directed learning sessions for similar topics, whereas Group B (n=125) received problem-oriented learning sessions. An objective evaluation of all subjects covered was done after each SDL and POL session, and the results were analyzed using an unpaired t-test. Results: Cardiovascular physiology self-directed learning sessions, 25.6 % (32/125) of students received maximum scores (group A), whereas 21.6 % (27/125) received moderate grades. 31.2 % (39/125) of problem-oriented sessions received maximum points, whereas 47.2 % (59/125) of pulmonary system module (group A) sig. SDL sessions received intermediate points. The p values (n=0.008) (n=0.009) for both modules indicated a significant difference between 32.8 % (41/125) of those who earned maximum scores and 48 % (60/125) of those who received intermediate grades. With p values of 0.0192, 0.0190, and 0.01179, respectively, pupils achieving 80–89 %, and 70–79 % in both SDL and PBL, had significant variations in their total scores in their internal evaluation when SDL and POL were compared to their overall scores. Conclusion: Self-directed learning sessions are less successful than problem-oriented learning sessions at communicating concepts. It takes time to raise learner’s awareness and prepare them for active; Techniques for learning that are centered.

The lack of active involvement of students in learning is caused by the lack of students' skills in critical thinking, for example, by asking questions, expressing opinions, and solving problems so that students only memorize existing concepts, theories, and formulas without wanting to dig further to be understood in depth. This study aims to determine the increase in independence and critical thinking skills on momentum and impulse material at SMAN 9 Banda Aceh. The method in this study was quasi-experimental, then the instruments used were questionnaire sheets, observation sheets, and questions. The results of the study indicate that the application of the Self Direct Learning learning model can increase student learning independence. The results of the t-test analysis (independent sample t-test) obtained a significance value of 0.000

Part one of this article considered the value of using educational evidence to teach student veterinary nurses (SVNs), discussed the characteristics of SVNs as learners, and described the importance of developing SVNs—not only in their anaesthetic skills, but also in becoming more self-directed professionals. As part one highlighted some of the challenges that SVNs experience as they attempt to learn in a veterinary practice, this second part will consider some common questions about veterinary nursing teaching and provide examples of techniques that can be used by registered veterinary nurses (RVNs) to improve teaching strategies for anaesthesia in the workplace. While some of the educational theories mentioned may be dated, this article aims to use supportive contemporary evidence to show how they are still relevant to help guide our teaching.

The massive open online courses model with self-directed learning was developed by the researcher as a tool to promote learning out-side the classroom for the learners in digital age. The concept is based on the combination of new technologies and teaching methods with an attempt to create new ideas and innovations that can promote learning for the modern learners, and meanwhile can directly respond to their learning experiences. Thereby, the instructors are responsible for organizing the environment and creating teaching materials appropriate for the learners by making use of existing technology, which can lead to learning society in digital universities. In reference to the development of this research, the researcher has applied the new principles, the new concepts, the new theories and the new teaching innovations of the Era 4.0 in order to respond to and accommodate the cur-rent situations of learning in order that they can learn by their own any-where and anytime. The objectives of these learning styles are to encourage the learners to have self-learning experiences, skills, and capability to set up learning plans and evaluate their learning by themselves, with the aid of instructional activities to promote their learning and mutual interaction through the social networks.

One way of promoting student success in a nursing program is through curricular revision. However, significant curricular revision coupled with a simultaneous move to active learning strategies can have an impact on the educational and emotional well-being of students. This descriptive correlational study examined student stress, engagement, and self-directed learning in a convenience sample of junior-level nursing students ( N = 164) after a transition to a new curriculum and active learning methods. The researchers identified moderate stress levels in students, which affected both classroom engagement and self-directed learning. Select demographic variables also impacted study outcome variables. The findings of this study highlight the need for interventions to promote stress reduction and self-care for students. Faculty and curriculum committees must remain vigilant when restructuring the curriculum ladder to decrease the academic burden on already stressed students. [ J Nurs Educ . 2021;60(10):566–569.]

Background: Self-directed learning is a higher educational learning paradigm where learners take both learning initiatives and evaluate learning outcomes. Since students have control over their own learning, they can understand their own strengths, interests, limitations and style of receiving new information. The objective of this study was to assess the factors associated with self-directed learning readiness of the undergraduate nursing students from the nursing school of Purbanchal University. Methods: A descriptive, cross-sectional study was conducted from January 2019 - August 2020 among undergraduate nursing students from Purbanchal University School of Health Sciences where 253 students participated. Census sampling method was adopted. Ethical clearance was taken from Institutional Review Committee of Purbanchal University School of Health Sciences. Self-administered, valid and standard tool i.e. Williamson’s Self Rating Scale for Self-directed Learning (SRSSDL) was used. Data was collected using online google forms and analysis was done with SPSS 16.0 version using mean, median, standard deviation, range, chi-square test, and multivariate logistic regression analysis at p

The purpose of the study was to find out the relationship between social support, time management and self directed learning in students of the Faculty of Education. Data obtained from students of the class of 2017-2020 majoring in Counseling Guidance, Education Technology, Out-of-School Education, Elementary Teacher Education, PAUD Teacher education, and Psychology with a sample of 320.This research includes quantitative. Sampling using cluster random sampling .Data collection tools social support scale, time management scale, self directed learning scale. His research data analysis techniques are descriptive analysis and multiple correlation analysis. This research shows a positive and significant relationship between social support and time management with self directed learning. These results show that the higher the social support and time management, the higher the independence of learning.Keywords: social support; self directed learning; time management

Aims: The absence of data complementing independent learning, which is vital in the pandemic-induced distance learning, propelled the conduct of study. The study aimed to assess Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students, and investigated what demographic variable may influence each. It also sought to determine the correlation between the constructs. Methodology: The study utilized descriptive and correlational design. Respondents were the 332 Grade-12 students from the Schools Division of Cadiz City, School Year 2020-2021, determined using multi-stage random sampling. Data were generated using the Self-Directed Learning Inventory, Self-Efficacy in Learning Form, and Academic Motivation Scale – High School Version. Data were analyzed using mean, standard deviation, chi-square test of association, and Spearman rho rank correlation. Results: There was no significant relationship between demographics and Self-Directed Learning, likewise with Academic Motivation. There was no significant relationship between sex and Self-Efficacy in Learning, however the latter had a significant relationship with family income (P=.05) and track (P=.03). There was a significant relationship between self-directed learning and self-efficacy in learning (P=.000), and between self-directed learning and academic motivation (P=.000). Conclusion: Student demographics do not influence their disposition to engage in learning activities and with their perceived reasons to participate in it. Family income, together with the track where they belong, may influence their belief in their innate capabilities. Students who are internally driven to learn, and who have strong belief in their capabilities, will find all means to master competence on academics, even without the help of other people.

Registered veterinary nurses (RVNs) are often required to take up the role of a teacher for student veterinary nurses (SVNs) during workplace learning. Formal education training is not a routine part of the veterinary nurse curriculum and so it is common that RVNs undertaking this role do so without background knowledge of education theory. In the same way that evidence-based medicine guides clinical decisions, evidence can guide educational practice and the ways that RVNs teach SVNs. Evidence-based education is particularly valuable for workplace learning, which can be an environment where it is particularly challenging to teach and learn. This may be particularly the case during anaesthesia, when the RVN is responsible for the safety and wellbeing of the anaesthetised patient. Part 1 of this article will discuss the importance of evidence-based education, give an insight into the characteristics of SVNs as adult learners, and discuss the importance of developing SVNs as self-directed learners. While many of the educational theories and initially conceived frameworks discussed may be dated, this article aims to contextualise them into the niche area of veterinary nurse workplace education, using supportive contemporary evidence, to show how they can be used to help us understand the challenges RVNs face. Part 2 will focus on using these ideas to develop strategies to strengthen our teaching approaches.

In this review, I aim to convey my ideas on the Self-Directed and Advising in Language Education Conference from an English teacher’s point of view. I watched both plenary sessions and some of the concurrent sessions in which I learned a lot. I will briefly mention the topics in the plenary sessions and concurrent sessions, my related ideas, and the implications I drew. I attended the conference as an English teacher seeking solutions for learners’ language learning issues and the specific problems that I personally faced during distance education times. This event encouraged me to reflect more deeply about education during post-COVID times, which, I believe, underlines the importance of self-directed learning and advising in language learning.

Student-led seminar (SLS) is an interactive peer-led teaching learning method which offers several advantages for both the student learners and the student tutors including helping the learners to develop self-directed learning (SDL) skills. The aim of this study was to analyze the perception of first year medical undergraduate students towards a recently conducted SDL module in Anatomy utilizing student-led seminars as the teaching learning technique. Participation in the study was voluntary and all 100 first year students consented to participate in the study. Informed consent was taken from the participants. The module was implemented across 2 sessions. In session 1, a clinical case scenario on Shoulder Joint was discussed. Students were then asked to identify knowledge gaps and brainstorm in small groups to formulate the learning objectives. Session 2 was conducted as a student-led seminar after a 6-day gap. Student perception was then obtained using a Google Forms based questionnaire.: Thematic analysis was conducted for the responses. Major themes that emerged were that the participants learnt, enjoyed and felt motivated. Students appreciated the role played by the facilitators in guiding them and some of the respondents wanted to take up leadership roles for their teams in future sessions. As medical educators, we should not only encourage the acquisition of SDL skills by the learners but also provide a conducive environment for self-directed learning. To our experience the student-led seminar can be an excellent teaching-learning method for incorporating SDL skills among undergraduate medical learners.

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

TARAMAWOS WOS:000683650400001 TARAMASCOPUS In light of the recent developments in mobile technologies and students’ increased uses of these platforms for educational purposes, research on mobileassisted learning is gaining increased attention. Within this line of inquiry, the current study explored vocabulary learning outcomes from paper and mobile application flashcards. The study used a repeated measures design, by exposing the participants (55 high-school students) to different learning conditions and testing their receptive knowledge of core vocabulary in English in three junctures of time over a year. The participants were asked to use digital or paper flashcards for vocabulary learning, and two standard measures of vocabulary knowledge in pre- and post-tests were used to compare vocabulary gains. The results revealed that both groups improved their vocabulary knowledge over time. Nevertheless, the participants in the experimental group who used mobile applications outperformed the control group (paper flashcards) in the post-tests, and the effect size of the observed differences was very large. The findings underscore the long-term impacts of mobile-assisted vocabulary learning, and the affordances provided by such platforms for learning a considerable number of words by EFL learners. The findings also promise implications for language learners/teachers and materials developers in English language teaching programmes.

This article presents and explores a framework for self-directed competence development (SDCD) for tertiary students to advance conceptual understanding and practical applications of self-developme...

With regards to gender, the research study aims to investigate the relationship between teachers' engagement in professional development activities, their attitudes towards professional development, and their readiness for self-directed learning. The study is designed in both correlation model and descriptive comparative model. The research sample is composed of 271 instructors of the English language working at state universities in Ankara. To collect the data, three questionnaires which are the scale of continuous professional development activities developed by De Vries et al. (2013), the attitude about professional development scale developed by Torff et al. (2005), and the self-directed learning readiness scale developed by Fisher et al. (2001) are used. SPSS 22 is used to analyze data and the results indicated that the level of participation of instructors in continuous professional development activities is not high. Besides, collaborative activities are the least preferred ones while reflective activities are the most preferred ones. The analysis of results also shows that the instructors have positive attitudes towards professional development while their attitudes did not differ significantly in terms of gender. Finally, it has been found that instructors’ levels of self-directedness are high and it does not differ significantly in terms of gender, the attitudes towards professional development activities, and self-directed learning readiness together exhibited a significant relationship with participation in all continuous professional development activities.

Purpose/objectives This study examined effects of active engagement (ENG) and spaced retrieval practice (SRP) on D1 dental students' self-assessment knowledge acquisition. Methods D1 dental students (N = 120) were randomly assigned to one of four conditions in a 2 (ENG or no ENG) X 2 (SRP or no SRP) design. Students were tested on their knowledge of a self-assessment grading rubric (on a 30-item multiple-choice exam) and their ability to apply the rubric (on a simulated dentoform assessment). Results There were significant main effects of both ENG and SRP on both outcome measures. Both ENG and SRP increased students' knowledge of, and ability to apply, the self-assessment rubric. Effects of ENG were larger than those of SRP. There was also a significant ENG X SRP interaction on the knowledge measure. The effect of SRP was larger in the no-ENG conditions than the ENG conditions, which may reflect a ceiling effect in the ENG conditions. Conclusions ENG and SRP have the potential to substantially enhance D1 dental students' learning outcomes. These results should motivate dental educators to reject outdated instructional techniques and thereby unleash students' full learning potential. Additional research is needed with a wider range of dental students and learner topics.

Self-directed learning (SDL) is an essential element in medical education to foster lifelong learning. Self-directed learning readiness is the extent to which an individual has the attitude, ability, skill and personality characteristics essential for SDL. This study aimed to analyze self-directed learning readiness among physiotherapy students. A cross-sectional study was conducted among 288 undergraduate physiotherapy students using Self-Rating Scale of Self-Directed Learning (SRSSDL) to assess self-directed learning readiness. Data were analyzed using the Statistical Package for the Social Sciences software version 21. Statistical significance was set at P