self-efficacy, and computer self-efficacy to predict their self-directed learning with technology. The data were analysed using sequential multiple regression and mediation analyses.
Self-directed learning Self-efficacy
22 Matching Annotations
- Oct 2020
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ajet.org.au ajet.org.au
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learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com
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Andragogy and Self-Directed Learning:Pillars of Adult Learning Theory
This chapter defines andragogy and reviews the early foundations of adult learning theory. Previous adult learning research performed with multiple constraints demonstrated that circumstance (education, training, health, speed of response) may have more of an impact in learning than age. Studies also revealed that age impacts the ability to perform some cognitive functions yet has little impact on others. While the characteristics of the adult learner have remained relatively consistent, perspectives in classifying the topic and its principles have varied. In discussion of self-directed learning, the authors address related objectives, ethos, self-directed attributes, and assessment methods. The authors report a decline in literature focused on self-directed learning within adult education and advocate for continued investigation and research. 8/10
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www.researchgate.net www.researchgate.net
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Creativity, Self-Directed Learning and the Architecture of Technology Rich Environments
(Click Download full-text PDF to read). In this article, the authors reflect on the need to cultivate creativity and self-directed learning through transition from conventional course design to a more comprehensive design, which includes technology, problem solving, and collaboration. Moreover, the authors contend that measures of success should not be limited to traditional assessment methods. Barriers to the success of a self-directed design within the typical learning environment are mentioned. Through case study review, the authors demonstrate that strategic course design (educator, setting, technology, expectations) fosters development of the self-directed learner. Dynamics supporting the success of the technology-rich, creative, self-directed design were included. With a methodological approach that incorporates technology, problem-solving, teamwork, and educator support, self-directed behaviors emerge.(8/10)
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educationaltechnologyjournal.springeropen.com educationaltechnologyjournal.springeropen.com
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Investigating self-directed learning and technology readiness in blending learning environment
Article primarily deals with blended learning environments and the effectiveness of SDL as leveraged through technology-enabled forms of communication. Other topics addressed include technology readiness and student motivation levels. Findings indicate technology has a positive effect on learning outcomes. Rating 7/10.
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scholarsphere.psu.edu scholarsphere.psu.edu
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Andragogy and Technology: Integrating Adult Learning Theory As We Teach With Technology
Article discusses the ways that adult learning theory can be applied to the design of technology-rich learning environments. Discussion of andragogy is relevant and helpful. Rating 6/10
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ceur-ws.org ceur-ws.org
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Studying these articles on ubiquitous learning, the following six elements could be identified: (a) Permanency in a u-learning environment implies for instance that the work is recorded continuously and saved until deleted (b) Accessibility implies anytime, anywhere availability of the learning environment (c) Immediacy implies learning environments with immediate access to information (d) Interactivity implies that the learning environment supports both synchronous and a-synchronous interaction with experts, teachers or peers (e) Situating of instructional activities implies that the learning is embedded in real life situations. (f) Adaptability implies access to the right information, at the right time, right place and right way.
This article seeks to identify "elements of self-directed learning that should be integrated into a ubiquitous learning environment." The authors outline five elements of a ubiquitous learning environment that support SDL. These include learner control, self-regulating learning strategies, reflection, interaction with the social world and interaction with the physical world. The authors identify multiple elements of a ubiquitous SDL learning environment.
Rating: 7/10
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eric.ed.gov eric.ed.gov
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Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion
Article explores learners' perspectives about their motivation and success in a four-week MOOC. Author states that while much attention has been given to the study of MOOCs very little of that research has leveraged participants interpretations of their personal experiences. This article delivers information about MOOC learners' motivations and goals for participation in a MOOC. Article interprets these factors from the perspective of SDL and self-determination frameworks. Rating 7/10
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www.learntechlib.org www.learntechlib.org
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Author explores characteristics of adult learners respective to online learning environments. Andragogy is discussed as a theory, along with SDL and transformational and experiential learning. Author applies theory to design of physical environments to produce optimal circumstances for adult learning. Rating 8/10
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- Jan 2020
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ollowing areas for investigation, all of which could expand our under-standing of adult learning through SDL:
SDL
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“the real challenge . . . is how totake the study of self-direction to a new level” (p. 543). The development ofanother instrument, a focus on the quality of the experience, studying howpeople engage and manage their self-directed learning, and asking about theethical use or misuse of SDL are suggestions for this new work (Brockett, per-sonal communication, September 28, 2000).
possibility of SDL; concern on quality; study of how students self-direct; ethical or misuse of SDL
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In an attempt to address this issue, Brockett et al. (2000) conducteda content analysis of 122 articles on self-directed learning published in four-teen periodicals between 1980 and 1998. They found that there has been asteady decline in the number of articles on SDL since the mid-1980s.
so SDL could be generally seen as in decline?
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Current Assessment of SDL
Assessment stage of paper
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the literature can be categorized accordingto the learner and the extent to which self-directedness is an a priori personalcharacteristic and associated with other variables such as educational level, cre-ativity, learning style, and so on.
Variables: education level, personality traits, learning styles, etc.
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The earliest models proposedby Tough (1971) and Knowles (1975) are the most linear, moving from diag-nosing needs to identifying resources and instructional formats to evaluat-ing outcomes.
early model
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self-directed learning positioned more for social and political action than indi-vidual learning. Both Brookfield (1993) and Collins (1996) call for a morecritical, political analysis of SDL. An example of this orientation is a recentstudy by Andruske (2000), wherein she investigated the self-directed learn-ing projects of women on welfare. She found that the women became “polit-ical change agents as they attempt[ed] to control and to initiate change intheir everyday worlds in response to oppressive external structures” (p. 11)
this field is all over the place, honestly.
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The third goal for self-directed learning is the promotion of emancipa-tory learning and social action.
Class consciousness, lmao
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our job as adult educators “to assistadults to learn in a way that enhances their capability to function as self-directed learners” (Mezirow, 1981, p. 137)
educator responsibility
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A second goal is the fostering of transformational learning (Brookfield,1986, Mezirow, 1985). Transformational learning as presented by Mezirow(see Chapter Two) posits critical reflection by the learner as central to theprocess (2000). This critical reflection is an “understanding of the historical,cultural, and biographical reasons for one’s needs, wants, and interests
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Thosegrounded in a humanistic philosophy posit that self-directed learning shouldhave as its goal the development of the learner’s capacity to be self-directed
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The Goals, the Process, the Learner.
Summary portion
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- Nov 2019
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lincs.ed.gov lincs.ed.gov
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The article explains three theories of adult learning: andragogy, SDL, and transformational learning. The authors additionally provide practical application of the theories in the classroom.
8/10
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Rossiter and Garcia evaluate the use of digital storytelling in adult learning classrooms, primarily through the use of "autobiographical learning" where learners share personal experiences and connections with the content. They outline "three key dimensions" that make storytelling valuable in adult learning: voice, creativity, and self-direction.
10/10
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