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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.

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...

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...

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...

The management of self-directed learning is especially critical for massive open online course (MOOC) learners. This mixed-method study investigated MOOC instructors’ strategies to facilitate learn...

Self-directed learning (SDL) ability, its usefulness in higher education and life-long learning have been highlighted in previous literature. However, there has been much less understanding of the ...

This study explores the relationships between learner autonomy (LA), self-directed learning (SDL), goal commitment (GC) and academic achievement in English and also examines the scores which Turkis...

This study aims to investigate the influence of learners’ characteristics on their engagement during online education due to the COVID-19 pandemic. The investigated learner characteristics included digital literacy, self-directed learning, motivation for learning, and perceived stress. The data were collected from the undergraduate learners and the proposed moderated mediation model was tested. The findings showed that all learner characteristics are significant predictors of online learner engagement. Besides, self-directed learning and motivation significantly mediate the relationship between digital literacy and engagement while perceived stress significantly moderates the relationship of digital literacy with self-directed learning, but not with motivation for learning. © 2021 ISTE.

This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in the PERFLECT group reported higher levels of self-direction, intrinsic goal orientation, and self-efficacy than students in the REGULAR group. Using an electronic development portfolio with a student self-coaching protocol constitutes a promising approach to support students' self-directed learning skills and motivation.

Information literacy (IL) instruction is a key role of academic libraries, and split-screen tutorials are emerging teaching resources that are quite effective for delivering online IL training. Sid...

Assessment and feedback have been intensively studied to promote effective learning. However, less attention is given on its role in self-directed learning (SDL) context. Despite being recognised a...

Using a sample of 787 German students in 6th/7th grades (Mage = 12.9; SD = .70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, an...

Self-directed learning is a critical competence for living and working in our increasingly complex and unpredictable world. The concept of self-directed learning grew out of the adult learning field and scholars highlight the need to examine how self-directed learning competence can be fostered during childhood. However, there are very few empirical studies that seek to understand how self-directed learning is facilitated in the formal education of children in our digital age. In order to review empirical studies that contribute toward understanding this research question, a literature search was conducted. The potential for digital technology to support learners in this process was highlighted in the studies reviewed, but commonly learners lacked the competence to use digital technologies for educational purposes. Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that focus on understanding the facilitation of self-directed learning in childhood education are seldom. Further studies on self-directed learning in childhood education are vital – given that this is a fundamental competence for preparing our youth to deal with work and life in our rapidly changing world.

3D design and modeling is an important part of design education. Self-directed learning (SDL) has been considered in order to effectively learn and teach 3D design and modeling. Exploring the relat...

The current study investigated the contribution of a mobile application for self-directed and autonomous learning of academic vocabulary among English as a Foreign language (EFL) university student...

While online learning is increasingly used to provide continuation and facilitate interaction between students, institutions are challenged by low participation rates on their learning management s...

In this study, Japanese university students learning English in Japan were asked to keep a confidence-building diary (CBD) for one week in order to understand the benefits of maintaining a positive...

Although self-directed learning is considered important in both educational practice and theory as a 21st century skill and as a means to motivate students, most teachers find it difficult to integ...

Fostering adolescents’ self-efficacy and positive emotions through learning contexts which induce beneficial achievement goals can prevent motivational decline in adolescents. Achievement goal theo...

The purpose of this study is to examine which, and how, reflective practices as instructional strategies affect students’ self-directed learning (SDL) competencies in second language university cla...

There is much controversy within education about the purpose of lifelong learning and how to encourage it within educational institutions, including public libraries. Therefore, this article distin...

While retrieval practice has been studied for over a century, it has gained a significant body of research within the past fifteen years in cognitive psychology and the learning sciences. However, ...

Middle school teachers are being urged to involve students in inquiry learning to counter disengagement from learning common in this group. To do this, teachers need to develop students’ self-direc...

This article reports on a study that examined teaching and learning in multi-grade classrooms using the Learning Environment, Learning Processes and Learning Outcomes (LEPO) conceptual framework. T...

Shoreline Community College is near Seattle in Washington state, a growing community that has evolving needs. The library at the college planned and implemented events for National Poetry Month to ...

An important skill in the modern workplace is the ability to learn new skills. However, students are ill-prepared for such self-directed requirements, as changes in academic curricula are typically...

Clinical legal education is a self-directed learning environment in which students learn from experience with the support of the design of the environment and the teacher (supervisor). There is emergent research concerning the response of individual students and groups of students in these environments but our understanding of how these environments are shaped and responded to remains at the exploratory stage. As part of my doctoral research I am undertaking a reflective inquiry into the experience of my students and my own teaching practice to inquire further into this phenomenon. This article provides a reflexive personal context for the research that I am currently undertaking in terms of how I came to the research, its purpose and design. I intend reporting the results of the research in a future publication. At the time of writing, I have completed collection of the data for my research and am in the process of analysing the results and writing up my research.

Self-directed learning (SDL) has been recognised as an imperative skill for students. To meet the demands in today's educational atmosphere, SDL is indispensable. Numerous higher education institut...

Student self-assessment has been increasingly used as a formative assessment tool in interpreter education to help students foster learner autonomy, self-regulation and life-long learning. However,...

The aim of this paper is to critique the individualistic ontological premises of ‘self-directed learning’, as it has been developed in humanist education literature in the tradition of Carl Rogers. The authors suggest instead that social-transformative education and its critical social ontology serve the emancipatory promise of education better while offering the possibility to tackle the collective challenges of our time. Beginning with an analysis of Rogers’ concepts of Self, Knowledge and Society, the authors aim to show that self-directed learning fails to live up to its emancipatory promise. Instead, the paper picks up and develops on a debate in the early SDL literature between Rogers and Paulo Freire, suggesting that Freire’s ontological premises are incompatible with those of Rogers, yet better prepare students to identify and face social problems. The authors further develop this point through the cultural-historical analysis of speech of Lev Vygotsky, cementing a social understanding of the Self as the foundation of social-transformative education. The paper concludes on the implications of this analysis for educational practice.

Medical education has undergone a wave of creative innovation over the last decade, with new curricular structures, pedagogy, content, and team-based approaches. Augmenting these changes, integration of clinical and scientific principles increasingly occurs across all years of training. Given success in innovation and integration, as well as recent interest and national pilots in time-variable (competency-based) education, we propose the next important step in medical education evolution is individualization.

An awareness of preservice geography teachers’ learning styles and self-directed learning skills can assist geography lecturers in the creating of effective and meaningful learning environments. Th...

The term self-directed learning has since its seminal definition in 1975 by Malcolm S. Knowles acquired a range of meanings, which has led to communication difficulties about this subject. Examinat...

Recent research has linked the development of self-directed learning of building and construction apprentices to the quality of relationship between the apprentice and their sponsor. This relations...

The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital educ...

This article reports on the research findings from a qualitative study of adult learners in Scotland taking part in a u.lab [massive online open course] MOOC. As a new phenomenon in adult learning, u.lab has been extremely popular yet, at present, there exists little empirical data about either the process or outcomes of the learning experience. This study aims to provide a starting point for further study of u.lab and other emergent trends in adult learning. Here, the accounts of 12 women and men participating in u.lab were analysed using a grounded theory framework. The inductive nature of this approach allowed us to build up a picture of participant experience. Of significance in the findings were participants' relationship to course content, experience of learning in community and engagement in shaping the learning experience. We draw on Illeris' model of the learning field to deepen our understanding of participant experience and to illustrate how the particular constellation of content, incentive and interaction dimensions of learning in u.lab creates a learning space where the possibility for self-direction and self-organisation is extended beyond existing practice.

Self-directed learning (SDL) has become a significant concept adopted by higher education institutions. In this context, academic libraries become an essential entity as they create these better le...

It is well known that self-efficacy positively affects students’ learning behavior. However, less is known about this association in self-directed learning, which additionally promotes stud...

Informed by self-directed learning theory, we explored the relationship between community college students’ ages and their use of academic advising. Although academic advising has been shown to be an important part of student success, few studies have explored academic advising at community colleges and among adult learners. We performed regression analyses on data representing two incoming classes (n = 4207) at an urban community college in the Northwest. We investigated if older students used first-year academic advising services similarly to younger students while controlling for time commitments such as work and family. We found as students’ age increased they were less likely to participate in academic advising. Women students showed a steeper decline in their participation from ages 20 to 25, and they continued to have lower probabilities than men students across the life span. Our findings simultaneously support assumptions of self-directed learning theory and highlight that not all student...

This article reports on an explorative study into the relationship between the implementation of cooperative learning strategies and students’ self-directedness in learning. Participants in this st...

Fostering the skills necessary for self-directed learning is an important endeavour of vocational education and training in many contexts internationally. However, there is a distinct lack of studies that investigate the extent to which facilitation of self-directed learning is present within vocational education and training in different contexts. An exploratory thematic qualitative analysis of inspectors’ comments within general Further Education college Ofsted inspection reports was conducted to investigate the balance of control of the learning process between teacher and learner within vocational education and training of young adults in England. A clear difference between outstanding and inadequate provision is reported. Inadequate provision was overwhelmingly teacher-directed. Outstanding provision reflected a collaborative relationship between teacher and learner in directing the learning process, despite the Ofsted framework not explicitly identifying the need for learner involvement in directing the learning process. The present paper offers insight into the understanding of how an effective balance of control of learning between teacher and learner may be realised in vocational education and training settings and highlights the need to consider the modulating role of contextual factors.

Problem-based learning can be implemented in South African geography teacher education to foster geography students’ self-directed learning skills. The purpose of this longitudinal case study was t...

This article describes the development of a flipped classroom instructional module designed by librarians to teach first- and second-year medical students how to search the literature and find evidence-based articles. The pre-class module consists of an online component that includes reading, videos, and exercises relating to a clinical case. The in-class sessions, designed to reinforce important concepts, include various interactive activities. The specifics of designing both components are included for other health sciences librarians interested in presenting similar instruction. Challenges encountered, particularly in the live sessions, are detailed, as are the results of evaluations submitted by the students, who largely enjoyed the online component. Future plans are contingent on solving technical problems encountered during the in-class sessions.

© 2018 Informa UK Limited, trading as Taylor & Francis Group. Background: Transition from a registered nurse to a clinical nurse educator (CNE) poses several challenges. Providing professional development opportunities to ease the transition from a registered nurse to a CNE is considered critical to a successful career and to effectively teach. A self-directed educational program and mentoring (SEM) program was designed and implemented to support nurse’s transition from a novice to a confident CNE. Aims: The aim of this studywas to explore noviceCNE’s experience of learning and beingmentored. Design: Qualitative methodology was undertaken to conduct focus groups. Methods: All CNEs who completed the SEM program were invited to participate in the study. Willing participants provided informed consent to complete an in-depth semi-structured focus group and to record the focus group interview. Focus groups were facilitated by an independent researcher. A second researcher attended the focus groups to collect detailed notes. Data were transcribed verbatim and participants were de-identified. Simple thematic analyses were undertaken. Results: A total of 11 (58%) CNEs participated in the focus groups. Overall participants described their experience of the SEM program as positive. Three themes were identified: (1) perceived transformation of CNE practice, (2) beneficial relationships and (3) feeling connected. Mentoring relationships for some participants have continued beyond the self-directed learning, education and mentoring program. Barriers to the mentoring program included a theme of lack of time, role ambiguity and insufficient face to face education. Conclusions: Study findings highlight the benefits of providing professional development opportunities and mentoring programs for novice CNEs. Programs, such as the SEM enable transformation of a novice educator’s practice, and the consolidation of new knowledge, skills and confidence to effectively educate less experienced nurses.

This article examines the education of library (MLS) graduate students in courses of library management or in special topic courses in project management in libraries and information centers. To ex...

This article explores the creation and implementation of a high-impact, hands-on assignment that both challenges and transforms students' perception of the power of information. The author created ...

Self-directed learning (SDL) is intentional self-planned activity where the individual is clearly in control of this process. Such learning may be formal (here it would be synonymous with adult edu...

The aim of the study was to evaluate our practice of self-directed learning (SDL) among pre-university students in Malaysia. Respondents provided data on their previous school learning experiences besides present SDL experiences in college. We carried out exploratory factor analysis based on the school data. We did a confirmatory factor analysis using College SDL experiences of students. Given high similarities between the measurement models, we decided to use the original structure of the instrument. Students provided feedback using a questionnaire based on Prociuk’s. A large majority declared that they needed SDL experiences which they lacked while at school. The study also showed that students had rated their SDL experiences in college more positively than in school, on four factors of SDL experiences. Pearson correlations showed that “knowledgeable and organised teachers” and “promotion of active learning” correlated significantly with students’ current satisfaction with SDL in college.

In his magisterial history of working-class autodidacticism in Britain, Jonathan Rose describes the late T.A. Jackson as “the most brilliant proletarian intellectual to come out of the British Comm...

This paper studies the difficulties encountered by the Italian Judicial Police (IJP) in gathering evidence and conducting interrogations. Our research study highlighted several problems derived from a lack of adequate training in the following activities: gathering evidence from witnesses; preparing JP for giving evidence during trial and conducting ethical interrogations. Based on the findings of a qualitative research study involving the IJP, the author identifies areas where training is required and offers suggestions on how to carry out interrogations that protect both the person under interrogation and the Judicial Police (JPs) interrogating. In response to the problems highlighted by the JP, we suggest the following best practices: video recording of interrogations as a monitoring and training instrument; compulsory transcription of interrogation reports; addressing specific training needs for gathering evidence, and finally, establishing operational protocols and shared guidelines which cou...