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Journal ArticleDOI

Self-Directed Learning, A Guide for Learners and Teachers

01 May 1976-Journal of Continuing Education in Nursing (SLACK Incorporated)-Vol. 7, Iss: 3, pp 60-60
About: This article is published in Journal of Continuing Education in Nursing.The article was published on 1976-05-01. It has received 1630 citations till now. The article focuses on the topics: Experiential learning & Personalized learning.
Citations
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Journal ArticleDOI
TL;DR: This article draws chiefly from Tinto's and Bean and Metzner's models and the results of research into the needs of online distance education students in order to synthesize a composite model to better explain persistence and attrition among the largely nontraditional students that enroll in online courses.
Abstract: Tinto's [Rev. Educ. Res. 45 (1975) 89; Tinto, V. (1987). Leaving college. Chicago: The University of Chicago Press; Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press] student integration model and Bean and Metzner's [Rev. Educ. Res. 55 (1985) 485] student attrition model have been influential in explaining persistence and attrition in higher education programs. However, these models were developed with on-campus programs in mind and, although they are broadly relevant to distance education programs, their ability to explain the persistence of online students is limited. Distance education students have characteristics and needs that differ from traditional learners and the virtual learning environment differs in important ways from an on-campus environment. This article draws chiefly from Tinto's and Bean and Metzner's models and the results of research into the needs of online distance education students in order to synthesize a composite model to better explain persistence and attrition among the largely nontraditional students that enroll in online courses.

649 citations


Cites background from "Self-Directed Learning, A Guide for..."

  • ...…described as ‘‘a process in which individuals take the initiative, with or without the help of others, to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes’’ (Knowles, 1975, p. 10)....

    [...]

Journal ArticleDOI
TL;DR: This study found that higher grade students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade students.
Abstract: The purpose of this study was to develop and validate a multidimensional instrument for college students' readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy. Research data gathered from 1051 college students in five online courses in Taiwan revealed that students' levels of readiness were high in computer/Internet self-efficacy, motivation for learning, and online communication self-efficacy and were low in learner control and self-directed learning. This study found that gender made no statistical differences in the five OLRS dimensions, but that higher grade (junior and senior) students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade (freshman and sophomore) students.

631 citations


Cites background or methods from "Self-Directed Learning, A Guide for..."

  • ...To sustain motivation, students must become active learners who have strong desires for learning (Candy, 1991; Knowles, 1975)....

    [...]

  • ...In the original research of Knowles (1975), SDL is defined as a process inwhich individuals take the initiative in understanding their learning needs, establishing learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and…...

    [...]

Journal ArticleDOI
TL;DR: This updated review found that key context (presage) and process factors reported in the previous review continue to have resonance on the delivery of IPE.
Abstract: Background: Interprofessional education (IPE) aims to bring together different professionals to learn with, from, and about one another in order to collaborate more effectively in the delivery of safe, high-quality care for patients/clients. Given its potential for improving collaboration and care delivery, there have been repeated calls for the wider-scale implementation of IPE across education and clinical settings. Increasingly, a range of IPE initiatives are being implemented and evaluated which are adding to the growth of evidence for this form of education.Aim: The overall aim of this review is to update a previous BEME review published in 2007. In doing so, this update sought to synthesize the evolving nature of the IPE evidence.Methods: Medline, CINAHL, BEI, and ASSIA were searched from May 2005 to June 2014. Also, journal hand searches were undertaken. All potential abstracts and papers were screened by pairs of reviewers to determine inclusion. All included papers were assessed for metho...

612 citations


Cites background from "Self-Directed Learning, A Guide for..."

  • ...In general, studies drew implicitly adult learning theories developed by Knowles (1975), Kolb (1984), and Sch€on (1983)....

    [...]

Journal ArticleDOI
TL;DR: This paper investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL) and concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth selfdirected learners.
Abstract: This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.

586 citations


Cites background from "Self-Directed Learning, A Guide for..."

  • ...According to Knowles (1975, 1990), learning does not take place in isolation but in association with others such as teachers, tutors, and peers....

    [...]

  • ...This led to disappointment among students as well as difficulties with integrating subject matter of different medical disciplines (Barrows and Tamblyn 1980; Schmidt 1983)....

    [...]

Journal ArticleDOI
TL;DR: The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education and describes the role of Web 2.0 in supporting a heUTagogical learning approach.
Abstract: Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.

566 citations


Cites background from "Self-Directed Learning, A Guide for..."

  • ...A key attribute of andragogy is self-directed learning, defined by Knowles (1975) as a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning,…...

    [...]

  • ...Empathy helps create a comfortable learning environment for learners unaccustomed to self-determined learning, and, as with self-directed learning, it is important to create a climate of mutual trust and respect with a clear delineation of instructor and learner roles and one that supports dialogue (Knowles, 1975)....

    [...]

  • ...…a comfortable learning environment for learners unaccustomed to self-determined learning, and, as with self-directed learning, it is important to create a climate of mutual trust and respect with a clear delineation of instructor and learner roles and one that supports dialogue (Knowles, 1975)....

    [...]

References
More filters
Journal ArticleDOI
TL;DR: This article draws chiefly from Tinto's and Bean and Metzner's models and the results of research into the needs of online distance education students in order to synthesize a composite model to better explain persistence and attrition among the largely nontraditional students that enroll in online courses.
Abstract: Tinto's [Rev. Educ. Res. 45 (1975) 89; Tinto, V. (1987). Leaving college. Chicago: The University of Chicago Press; Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press] student integration model and Bean and Metzner's [Rev. Educ. Res. 55 (1985) 485] student attrition model have been influential in explaining persistence and attrition in higher education programs. However, these models were developed with on-campus programs in mind and, although they are broadly relevant to distance education programs, their ability to explain the persistence of online students is limited. Distance education students have characteristics and needs that differ from traditional learners and the virtual learning environment differs in important ways from an on-campus environment. This article draws chiefly from Tinto's and Bean and Metzner's models and the results of research into the needs of online distance education students in order to synthesize a composite model to better explain persistence and attrition among the largely nontraditional students that enroll in online courses.

649 citations

Journal ArticleDOI
TL;DR: This study found that higher grade students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade students.
Abstract: The purpose of this study was to develop and validate a multidimensional instrument for college students' readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy. Research data gathered from 1051 college students in five online courses in Taiwan revealed that students' levels of readiness were high in computer/Internet self-efficacy, motivation for learning, and online communication self-efficacy and were low in learner control and self-directed learning. This study found that gender made no statistical differences in the five OLRS dimensions, but that higher grade (junior and senior) students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade (freshman and sophomore) students.

631 citations

Journal ArticleDOI
TL;DR: This updated review found that key context (presage) and process factors reported in the previous review continue to have resonance on the delivery of IPE.
Abstract: Background: Interprofessional education (IPE) aims to bring together different professionals to learn with, from, and about one another in order to collaborate more effectively in the delivery of safe, high-quality care for patients/clients. Given its potential for improving collaboration and care delivery, there have been repeated calls for the wider-scale implementation of IPE across education and clinical settings. Increasingly, a range of IPE initiatives are being implemented and evaluated which are adding to the growth of evidence for this form of education.Aim: The overall aim of this review is to update a previous BEME review published in 2007. In doing so, this update sought to synthesize the evolving nature of the IPE evidence.Methods: Medline, CINAHL, BEI, and ASSIA were searched from May 2005 to June 2014. Also, journal hand searches were undertaken. All potential abstracts and papers were screened by pairs of reviewers to determine inclusion. All included papers were assessed for metho...

612 citations

Journal ArticleDOI
TL;DR: This paper investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL) and concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth selfdirected learners.
Abstract: This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.

586 citations

Journal ArticleDOI
TL;DR: The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education and describes the role of Web 2.0 in supporting a heUTagogical learning approach.
Abstract: Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.

566 citations