Development of the self-directed learning skills scale

The purpose of this study was to develop a valid and reliable scale for assessing high school students’ self-directed learning skills. Based on a literature review and data obtained from similar instruments, all skills related to self-directed learning were identified. Next, an item pool was prepared and administered to 255 students from various high schools. To test the suitability of the gathered data, exploratory factor analysis was performed. The results revealed that there were correlations between the items, factor analysis could be conducted and nine factors were obtained. A confirmatory factor analysis (CFA) was performed concerning the quality of the factor structure. The results of the CFA confirmed the nine-factor solution. The final version of the scale has a nine-factor structure and includes a total of 40 items. This instrument uses a five-point Likert-type scale and was termed the Self-Directed Learning Skills Scale (SDLSS).     

School readiness and teachers' ratings: A validation study

Predictive validity of a test of school readiness (the Preschool Screening System (PSS) was investigated through administration of a teacher rating scale (the Rhode Island Pupil Identification Scale) to six groups of kindergarten children of both sexes (N = 245). The six groups were not pooled because teachers rated their groups significantly different from one another on the criterion measure. Using age, sex. and the four scores from the PSS as predictors, multiple correlations for each group ranged form .67 to .80. Prior knowledge of results did not improve prediction of the criterion. All six potential predictors contributed to the prediction in one or more groups. The most powerful predictor in group was the “Information Processing” score of the PSS.     

Developing an instrument to assess student readiness for online learning: a validation study

Given the continued growth in online learning as well as reports of high attrition rates in it, understanding student readiness for online learning is necessary. Over the years several surveys have been developed to assess student readiness as a predictor of success in online programs; however, a review of the literature yielded limited results of their translation and criterion‐referenced validity. The researchers of this article sought to develop a more rigorous survey instrument for students to self‐assess readiness for online learning. The authors report on findings from a three‐phase study during which the instrument was developed, evaluated, and validated. Through the process of validation, the researchers systematically engaged in an iterative process to refine the instrument, which resulted in not only a more rigorous instrument but one that more clearly defines ready and situates it within the literature on learner characteristics, digital divide, and information and communications technology (ICT) engagement.     

Self-regulated learning and self-directed study in a pre-college sample

Self-regulated learning (SRL) is a multi-dimensional construct that has been difficult to operationalize using traditional, variable-centered methodologies. The current paper takes a person-centered approach to the study of SRL in a sample of 205 high-school students. Using latent profile analysis on self-reports of seven aspects of SRL, three groups were identified: high SRL, low SRL, and average SRL. Student self-reports of goal orientation were used as validation for the profile solution, with the high academic self-regulation group reporting the highest levels of mastery orientation while the low self-regulation group reported highest levels of avoidant orientation. Profiles were also compared on independently collected, behavioral measures of study behaviors, with the highly self-regulated group tending to study more material and for a longer time than less self-regulated individuals.     

Teacher ratings in the validation of Guglielmino's Self-Directed Learning Readiness Scale

The complexity of life and the increasing importance of learning across the lifespan puts an added emphasis on self-direction in learning. Guglielmino's Self-Directed Learning Readiness Scale (SDLRS) is one of the most frequently reported instruments designed to measure self-directed learning readiness. Therefore, the validity of the instrument is an important topic. This is the second study by the authors that is designed to contribute to knowledge of the validity of the SDLRS. In the first study, the authors concluded that general findings support the validity of the instrument. Questions generated by the lack of association between faculty ratings on self-direction and student scores on the SDLRS, however, needed further study.The second study, reported here, was specifically designed to examine the effects of two teacher rating scales as used in the two investigations. The extremely low(0.03) correlation between faculty ratings and the SDLRS scores noted in the first study is compared to the findings in the second study. A correlation of 0.20, significant at the 0.056 level, was noted in this study. It is concluded, therefore, that the rating scale as used in the first study may have been seriously flawed. A persistent tendency of the faculty to rate black students lower in self-direction and older students higher in self-direction raises additional questions concerning faculty rating procedures. Other findings reported in this study are similar to those reported in the earlier study     

Development and validation of the preschool learning behaviors scale

This article presents the design, national standardization, and validation of the Preschool Learning Behaviors Scale (McDermott, Green, Francis, & Stott, 2000). A normative sample (N = 100) of 3‐ to 5–1/2‐year‐olds was configured to the U.S. Census, wherewith factor analyses yielded distinct and reliable dimensions of Competence Motivation, Attention/Persistence, and Attitude Toward Learning. The solution was invariant in an independent national sample (N = 170) and generalizable across child sex, age, ethnicity, and parent education level. Three‐week stability and interobserver agreement were supported with a local Head Start sample (N = 52). Bivariate and canonical correlations demonstrated validity convergence with indices of social skills, divergence from behavior problems, and substantial independence from cognitive ability. Implications and future research are considered. © 2002 Wiley Periodicals, Inc.     

Computer conferencing: a contribution to self-directed learning

This article describes computer conferencing in its educational context, particularly as a tool for encouraging greater autonomy in the learner. Conferencing experiments at the Open University with a large undergraduate course (1000–2000 students) are described, and guidelines proposed: the conferencing system must be integral to the course and related directly to an assessment, the facility must be easy to use and the conference moderator needs special skills to manage the conference. Various problems can arise, such as the non-participant 'lurker' and the dominant personality. Ways in which conferencing can improve educational interaction are suggested. With an innovation as untested as conferencing, it is premature to expect definitive answers; rather this paper poses questions and identifies issues about the role of conferencing in education in the future.     

Effects of motivation,academic stress and age in predicting self-directed learning readiness (SDLR): Focused on online college students

The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who are taking online counseling classes at one online university in Korea. A total of 186 students responded to the web-survey questionnaire. The Pearson correlation is used to examine whether there are significant correlations among motivation, academic stress, age, and SDLR. Results show that motivation and academic stress have an influence on the level of SDLR. However, there is no significant relationship between age and SDLR. Also, the multiple-regression is used to analyze any influence on three predictors (motivation, academic stress, and age) in predicting SDLR. As a result, motivation and academic stress turn out as significant predictors which are influential in predicting the level of SDLR. However, the variable of the age among online college students is not influential in predicting the level of SDLR. Lastly, suggestions and implications are discussed for future study.     

Content effects in self-directed inductive learning

A study is presented into the effect of familiar and abstract task content on self-directed inductive learning. Two groups of learners performed a self-directed inductive learning task in which they conducted experiments to discover the model describing the relations between five independent variables and a dependent variable. One group performed a task of familiar content, the other performed an isomorphic abstract task. During learning, indicators of the inductive learning process were gathered by means of think-aloud protocols and asking standardized questions to the learners. As expected, learning outcome was higher in the group performing the concrete task. It appeared that the number of hypotheses, research plans and inferences stated were predictive for successful learning outcome, especially in the abstract task. The content effect was explained in terms of a narrowing down of the number of possible hypotheses to be considered in the concrete task, compared to the abstract task.     

Teacher-directed learning to self-directed learning transition barriers in Pakistan

Present paper explores the implications and barriers associated with the transition from teacher-directed learning (TDL) to self-directed learning (SDL) in the EFL classroom in Pakistan. This study intends to explore teachers’ views about the nature and viability of implementing the SDL approach to teach English in Pakistan. A qualitative approach is followed in data collection and a contrastive thematic method is employed for analysis. With a sample of 16 English language teachers from four public universities, data is collected through semi-structured interviews. The results show that teachers view SDL with a potential to make students self-sufficient and autonomous, but Pakistani education system, cultural background, and learners’ psychological aspects hinder the process of transition. These obstacles may be removed through creating awareness among teachers and students, and by bringing more flexibility into syllabi and teaching methods, and most importantly, through training local teachers.     

成人自我导向学习能力及其培养

时代呼唤自主性学习，成人的特点及信息社会的发展决定了自我导向学习是成人学习的主要主要，本梳理了自我导向学习的内涵，阐发了成人自我导向学习的客观依据及其培养途径。     

成人教育学和自我指导学习--成人学习理论的两大支柱

成人学习理论迄今没有形成一个统一的答案或者理论模式能够对有关成人学习的一切做出解释,但是,成人教育学和自我指导学习这两个基本理论却构成了成人学习的两大支柱型知识基础.     

自我导向学习及其与成人教育发展述评

自我导向学习孕育于成人教育,又推动成人教育的发展。自我导向学习对成人教育的发展影响巨大,奠定了成人教育学的学科基础,形成了成人学习的基本模式;澄清了成人学习认识上的误区,促进了成人学习研究的深化;推动了成人学习流派、学说的涌现和实践模式的建构。拓展理论基础、建构基本原理、加强课程领导和开发有效策略是自我导向学习在我国成人教育研究领域的发展趋势。     

Creativity through self-directed learning: three distinct dimensions of teacher support

ABSTRACT

Self-directed learning and creativity are critical workplace competences that are important to foster in formal educational settings. Previous studies have identified a relationship between self-directed learning and creativity, but the specific nature of this relationship is unclear. The purpose of the present theoretical paper is to examine through a literature review the possibility that creative learning outcomes can be supported through a self-directed learning process. The importance of considering self-directed learning in the context of adult learning – as a pragmatic learning process – is outlined. A conclusion is drawn that (1) creative learning outcomes are potentially supported through self-directed learning, and (2) in the process, teachers can provide support to learners in three distinct different ways. A variety of pragmatic educational activities that may enable self-directed learning and creative learning outcomes are discussed, including experiential learning; workplace simulations; and problem-, case-, and (e-) portfolio-based learning. In these activities, teacher support seems advantageous for many learners. The three distinct dimensions of teacher support identified in the present paper are important to consider in further empirical studies on self-directed learning.     

Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective

Self-directed learning is often embraced as an important educational goal, although for quite different reasons, from the improvement of school learning to the critical assessment of the claims of democracy. Most reasons imply that self-direction is important in learning throughout life. Therefore process-oriented teaching, which aims to foster self-directed lifelong learning, needs a broad and multidimensional theoretical basis. The important role of experiences in the social and cultural context, prior knowledge, and the emotional aspects of learning are highlighted, and related to self-directed learning in life. Important aspects of process-oriented teaching are summarized in four principles. A multidimensional approach to learning also provides a conceptual basis to teachers’ learning. Developing a process-oriented approach in teaching presents a major challenge for teachers as well as for schools.     

Cognitive preferences: A validation study

In 1964 Health introduced the cognitive preference construct and used it to evaluate a new science curriculum. Since then the construct, adapted from research on cognitive styles, has been used in many research and evaluation studies. More recently, however, a number of questions have been raised concerning the validity of findings and analytical techniques employed in these studies. Ultimately the validity of the cognitive preference construct itself is being questioned.In this article a framework for examining validity evidence for the cognitive preference construct is developed; the literature on cognitive preferences in the context of this framework is reviewed, and the validity evidence developed in one recent study is presented and discussed.     

A digital platform for supervised self-directed learning in emergencies: the case of the Syrian crisis

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 education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation.     

Authentic and self-directed learning in vocational education: Challenges to vocational educators

This article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted, including observation of lessons and interviews with teachers and students. The results show that schools meet various fundamental issues in realising this approach. A crucial question is how to stimulate the acquisition and use of a way of knowing and thinking that is based on vocational theory. Reflection, authenticity and coaching are relevant characteristics that are hardly put into practice yet. To understand these results the article reflects on factors that account for the distance between promising concepts and actual teaching practice.