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Since the world has been transformed through technology and global competition, children of the twenty-first century need much higher literacy and mathematical skills than their grandparents. Yet, at the same time, children need time to play and time to develop at a natural pace. In this article, the author shares and explains "triangulated learning," which takes a team approach to instruction and gives teachers the time and techniques to meet higher standards without stifling young children's natural desire to play and explore. Triangulated learning uses technology, hands-on learning, and paper-and-pencil activities to engage students in challenging work. Children benefit because they are allowed to work at their own pace in diversified classrooms, using a variety of learning modes that best meet their individual learning styles; and teachers benefit because they become less isolated.

Background: Medical institutions are progressively transforming their medical curriculum from a traditional approach to Competency-Based Medical Education (CBME), which is a student-centered curricular activity. Self-assessment of the teaching methods by the students is an important tool to ensure the best possible academic environment for the students. The main aim of the study was to assess the teaching learning methods under CBME among 2nd-year medical students based on student’s feedback, in the Dept of Pharmacology. Materials and methods: A cross-sectional study was conducted using a questionnaire distributed to the 2nd year MBBS students who met the inclusion criteria. Data was analysed and expressed as percentages. Results: A total of 95 students met the inclusion criteria and all responded to the questionnaire. Majority responded positively towards the current teaching-learning methods. Small group discussion (SGD) seemed to be the preferred teaching learning method garnering a total of 67% vote. Most of the students mentioned their preference of learning in small groups but found the adult learning principles like Self Directed learning (SDL) to be less useful. Conclusion: Majority responded positively towards the current methods. It was evident from the study that facilitators need to focus on inclusivity in SGD. Incorporation of teaching learning methods suggested by the students would be an ideal tool to ensure the best academic environment for the students. Implementation of more problem based & critical thinking centric methods may encourage students to utilize the adult learning principles like SDL etc.

The surge in Internet-connected mobile devices and media availability has heightened students' fascination with technology. This has prompted considerable attention from the research community toward understanding the correlation between media/technology usage and academic performance, along with metrics such as student engagement and self-initiated learning. Improving students' selfregulation abilities is preferable to prohibiting or restricting technology use if lack of self-control and technology-enabled multitasking behavior are indicators of academic achievement. Additionally, a specific sort of media and technology has been the focus of the majority of studies in literature. The precise influence of diverse media types on academic success remains ambiguous, necessitating further investigation into the impact of various media consumption and technological practices on academic achievement. This quantitative research endeavors to scrutinize the correlation between academic success and the utilization of media and technology among university students. Additionally, it seeks to delve into the association between student engagement, self-directed learning, and their consequential impact. [ABSTRACT FROM AUTHOR]

This research aimed to uncover the implementation of self-directed learning with video prompting on autism spectrum disorder student’s writing skill. This research was conducted on student of SLB Samudra Terra Athena in academic year of 2023-2024. The school located at Masaran village, Tragah, Bangkalan, East Java. The subjects of this research that will be observed by researcher is a student in SMPLB grade at SLB Samudra Terra Athena. The researcher took only 1 student as the subject. A qualitative research approach was employed in this study to describe the current settings in which video prompting is applied to writing skills. The instruments used were field noted observation, interview, and documentation. To draw a conclusion, the data is next examined. The results, self-directed learning with video prompting demonstrates that video prompting can be a useful teaching tool and aid in the practice of writing abilities for students with ASD.

Learning models are increasingly varied according to the developments and needs of the times. The delivery of learning materials in elementary schools is usually based on books provided by the government, even though learning materials should be taken from local wisdom in the students' environment. This study aims to determine the effect of the self-directed learning model based on local wisdom values on student learning outcomes. This study used a quasi-experimental research type with a one-group pre–test–post–test research design with a total of 27 students, including 15 boys and 12 girls. The data collection method used a questionnaire. The data analysis used was: 1) Descriptive statistics; 2) Analysis assumption test; and 3) Hypothesis testing. The results show that the self-directed learning model based on local wisdom has a significant effect on student learning outcomes, as evidenced by 27 students, 19 students experienced an increase, and no students experienced a decrease in learning outcomes. This research has implications for the education sector to increase knowledge about self-directed learning models that can improve student learning outcomes to become individuals better prepared to face the challenges of the times.

The advance of mobile technology combined with aggregating customers viewing habits have increased the growth of subcription vidio on demand (SVoD) services. Although this SVoD services potentially offer some benefits in L2 learning. Little has known about the benefit of SVoD in term of L2 learning. Therefore, this study aimed to find out EFL students’ perception in UIN Maulana Malik Ibrahim Malang about the effect of watching English movies and series in Netflix as digital L2 learning aid on their listening and speaking skills. The study used mixed-method approach focusing on sequential explanatory research design. Questionnaire and interview were used in collecting the data. The respondents for questionnaires were fifteen students of English Education Department of UIN Maulana Malik Ibrahim Malang, and the informants for the interview were five students. Then they were analyzed and interpreted through percentage and qualitative procedures. The findings indicated that English Education Department students have positive perception about Netflix as digital L2 learning aid. It showed that Netflix has direct influence in comprehending English Education Department Students’ listening and speaking skills.

Background: Didactic lectures are one of the commonly used instructional methods used for curriculum delivery in medical colleges. These lectures have a limited scope for interactions. Flipped classroom constitutes both an instructional approach and a form of blended learning, designed to enhance student engagement and comprehension. This intentional shift to a learner-centric model allocates initial exposure to new subjects beyond traditional classroom settings, thus enabling classroom time to be dedicated to in-depth exploration of topics, fostering significant learning experiences. Hence, a study was conducted to compare the academic scores of students taught in the flipped method versus traditional classroom and to assess the perception of students regarding the flipped classroom. Methodology: One hundred students were divided into two Batches A and B of 50 students each. Topic one was taught, by the flipped classroom method for Batch A and by the traditional method for Batch B. Topic two was taught by flipped classroom for Batch B and Batch A had traditional class. A multiple-choice question test was done for all the batches at the end of the classes. Perception of students regarding flipped classrooms was assessed through a prevalidated questionnaire on a Likert scale. Results: The mean value of the academic scores of the tests conducted was higher after flipped classroom sessions compared to traditional teaching sessions with a significant P < 0.001. Analysis of the open-ended questions revealed that the flipped class had advantages of in terms of better student involvement. Conclusions: Flipped classroom can be an effective student-centered teaching strategy when properly planned and implemented for higher education. In medical colleges, it can be incorporated as one of the teaching–learning methodologies to teach must know topics.

Background: Understanding Physiological concepts is the backbone of !Medicine. Active learning strategies can strengthen this process. The aim of this study was to introduce Model construction and its presentation as a selfdirected learning tool (SDL) for the subject of Physiology. Method: The 2٠٥ semester, Ist MBBS students Batch 2021-2022 actively worked in groups to construct physical models. Outcome of the educational intervention was calculated through post test scores, assessment of the models by judges, and student feedback regarding tie SDL activity of model construction and presentation. Results: The comparison between scores for pre-test (8.1 ± 0.8) and post-test (12.8 ± 2.6) taken at the end showed that there was a statistically significant difference (p<0.05) in the scores. Evaluation of the model showed that groups scored well for all criteria except in their ability to answer queries. Students strongly supported Competitiveness (87%) and group discussions (79%). Some agreed that this activity was time consuming and tiring (45%). Conclusion: Application of a Physiological concept in form of case scenarios acted as a trigger hence the search for answers initially generated interest and curiosity. The active engagement learning strategy resulted in knowledge gain as evidenced by student's performance in the post test and their ability to represent information on a physical model. Conventional teacliing can be accompanied by similar strategies which are realistic, assure student participation and desirable learning outcomes. [ABSTRACT FROM AUTHOR]

Introduction: Cooperative learning is a method of education in which the learner is responsible not only for his learning but also for the learning of others. One of the methods in cooperative learning is Jigsaw. Given the benefits of cooperative learning, the current researchers were interested to conduct teachinglearning sessions using the jigsaw method to teach "Enzymes" in Biochemistry. Aim: To estimate the effectiveness of Cooperative learning by the jigsaw method in understanding Biochemistry for 1st year Bachelor of Medicine and Bachelor of Surgery (MBBS) students. Materials and Methods: This randomised interventional study was conducted at East Point College of Medical Sciences and Research Centre, Bangalore, India from March 2021 to August 2021. The 150 first Year MBBS students for academic year 2020- 2021 were divided into two groups (control and interventional groups). Both control and intervention groups were subjected to pretest before learning sessions. In the intervention method, the students were divided into nine home groups with eight students each. Eight subtopics from enzymes were given for self study and to discuss with other members The control group had a learning session by traditional method. Following the learning sessions, both groups took post-test and their feedback was taken on the likert scale. The mean and standard deviation of pre and posttests were subjected to paired samples test and independent samples test. All the data obtained was entered into MS excel and analysed by Statistical Package for the Social Sciences (SPSS) version 20.0 using descriptive statistics. Paired student “t” test and independent test were used. Results: Interventional group had 72 students (26 male and 46 female students) and the control group had 75 (26 male and 49 female students). Students aged between 17 to 19 years participated in the study. The mean score in pretest was 15.70±3.04 and in post-test 21.02±2.31 for the interventional group, whereas it was 15.34±4.03 and 20.78±3.22 for pre and post-test respectively in the control group. This intragroup comparison was found to be significant (p0.05). Conclusion: Grades between pre and post-tests of both groups implied that tutorial sessions by jigsaw method helped to improve knowledge gain. Students felt the session helped to improve their communication skills and requested to implement other topics which is the need of the hour.

The discourse of educational philosophy has gradually shifted over years from pedagogy to andragogy to heutagogy. In pedagogy, what is learnt, and how, is both determined and directed by the teacher; in andragogy, it is determined by the teacher and directed by the learner; in heutagogy, both determination and direction shift to the learner (Blashke,Kenyon & Hase, 2014)[1]. This write up is a review of the publication entitled: Radical Solutions for Education in Africa: Open Education and Self-directed Learning in the Continent. The book under review explores the concept of self-directed learning (SDL) within the context of open education. It foregrounds open education as the preferred approach to addressing educational challenges in Africa, using technology and open education resources (OER). It also explores possibilities of enhancing SDL from different angles, like through online learning environments, through use of Open Education Resources (OER), and through professional and vocational education. The book makes a sound argument about developments that need to happen to leverage education and what needs to preoccupy the minds of educationists, policy makers and researchers in Africa. In this regard, the book only scratches the surface regarding approaches and tools that work to transform education in the content. This review strongly recommends that research that is more targeted at specific aspects dealt with in the book should be conducted in order to establish their efficacy in bringing about educational transformation in the different contexts in Africa. [1]Blashke, L.M., Kenyon, C. & Hase, S. (2014). Experiences in self-determined learning. New York: Amazon.

Abstrak: Penelitian ini bertujuan untuk menghasilkan modul elektronik berbasis model pembelajaran mandiri yang Valid, Praktis dan Eefektif. Sehingga dapat membatu siswa belajar mandiri dan memahami teori pengelasan busur manual SMAW. Penelitian ini adalah penelitian dan pengembangan (R&D) yang mengukur pada model pengembangan instruksional ADDIE. Tahapan dalam prosedur pengembangan ADDIE yaitu Analysis, Design, Development, Implementation dan Evaluation . Hasil Penelitian berdasarkan hasil validator ahli materi dan ahli media, modul elektronik yang dikembangkan valid. Berdasarkan respon guru dan siswa, modul elektronik yang dikembangkan memiliki praktikalitas tinggi.Hasil yang dapat diketahui dari peningkatan pemahaman teori siswa serta uji efektifitas dari materi yang di ujikan dengan hasil yang efektif. Abstract: This study aimed to produce an modul elektronike based on a self-directed learning model that was valid, practical and effective and was able to help students learn independently and understand SMAW manual arc welding theory. This study is a Reset and Development (R&D) study which refers to the ADDIE instructional development model. ADDIE development procedures namely Analysis, Design, Develop, Implementation and Evaluation. The results of the study are based on the evaluation of material expert validators and media experts, the developed electronic module is valid. Based on teacher and student responses, the developed electronic module has high practicality. The results of effectiveness are known from the increase in the results of students' understanding of the material and the effectiveness test of the material being tested with quite effective results.

Introduction: The abundant usage of mobile devices, its applications and access to information has changed the learners’ way of study, communication and work. Structured and strategically planned usage of this application would support traditional teaching and learning. Based on this widely used WhatsApp social network has been chosen for complementing learning of Anatomy amongst the learners of first year MBBS (Bachelor of Medicine Bachelor of Surgery). Aim: To assess the first year MBBS students learners’ perceptions on WhatsApp group discussions conducted during their study period in Anatomy. Materials and Methods: A cross-sectional study was conducted at Government Medical College, Nizamabad, Telangana, India, in which all the first year MBBS learners (100) of Anatomy from September 2016 to May 2017 and which were on WhatsApp group were included. Discussions using mobiles with facilitator and later perceptions of the learners with a questionnaire were analysed on the implementation and utility of the application. Results: A total of 98 learners answered the questionnaire on perceptions. A 91% of learners admitted that the application was useful to them by >50%. It was observed that 87% of learners were able to communicate with peer group and with their co-learners. A total of 95% felt this could be done with every subject and continued for juniors too with an added advantage of learning academics. A total of 84%, 94% and 95% of learners felt it helped them to prepare for theory, practical and viva-voce exams, respectively. Conclusion: The study concludes that the WhatsApp group discussions can be continued to inculcate learning environment amongst the learners in Anatomy and it should be combined with traditional teaching to enhance learning.

Background: Now, when the Medical Council of India is stressing upon the Self-Directed Learning (SDL); and the UG medical curriculum is shifting towards the Competency based medical education; this study has been conducted to observe the acceptability and the academic utility of the SDL by making WhatsApp- group, in Anatomy learning of the students. Aim & Objective: To implement the WhatsApp Group Discussion (WGD) sessions in SDL in Anatomy and to assess its effectiveness in academic performance of students. Methodology: In parallel to traditional classroom teaching, in a three-month’s span module-based discussion was carried on in WhatsApp group framed with all the 199 students. After the formative assessment (FA), students’ feedbacks were obtained for acceptability of the WhatsApp based discussion and their achieved marks were compared to the previous result to assess the utility of such. Result: [A] Majority of the students have replied that it helped them to (1) clear doubts, (2) get in touch with peers as well as the facilitators, (3) study at their own place, at own time, (4) participate in the group discussion, even when they stayed apart. (5) It provoked them to find the internet to solve the answers of the questions. [B] Overall less students failed in examination held afterwards than the previous exam. Students who have participated more actively in the WhatsApp session, had better differential score. Conclusion: Self-directed learning, peer assisted group discussion perceived as the positive attributes for the WhatsApp based group discussion. It opened the avenue for 24x7 academic utility of social media.

Background: The conventional teaching modalities like lectures if practiced alone can’t transfer concepts as effectively as active learning approaches like quiz and serve only as a data transferring tool. There is a wide range of educational benefits of quiz like enhanced learning, conceptualization and improved academic performance which makes it the right candidate to be explored as an adjunctive learning tool. Purpose: This study was undertaken to document perception of students regarding utility of quiz as a complementary teaching modality. Methodology: In this interventional study conducted in the Department of Microbiology, Govt. Medical College, Datia, India. Second MBBS students were divided into two groups of 34 students each. The topic standard precautions were covered through two learning modules. One module through didactic lecture to one group and through self study followed by quiz to another. Cross over was done for the other module. The students’ perceptions regarding the utility of quiz as an adjunctive learning tool were recorded on the five point Likert scale in addition to the general feedback. Results: On analyzing the feedbacks, majority of students were found to be very receptive and inclined towards the active learning methods like quizzing. They felt more involved, interested and motivated through such sessions. Conclusions: The students’ perception regarding quiz was very positive. So, there is a need to explore the prospects of incorporating such active teaching learning modalities as adjunctive learning tools in medical education.

Objectives: Small group teaching in the form of Case Based Learning (CBL) -a guided inquiry approach was used to teach Endocrine Physiology. The aim was to assess the effectiveness of case-based learning in the first year MBBS students. The objectives were to promote self directed learning, to enhance reasoning skills in the students & to motivate faculty to adopt new integrated teaching methodology. Methods: The study was conducted in the department of Physiology. The study group of 150 students (n=150), was divided into 2 groups A & B based on their roll numbers. Group A students experienced CBL & Group B students experienced Didactic lectures. Both groups were examined by MCQs, pretest & posttest respectively. The scores of the two tests were compared for student's comprehension. Students & faculty feedback was evaluated for the teaching method using Likert scale. Appropriate parametric & non-parametric tests were used to analyze the data. Results: The student's performance in MCQ tests was statistically significantly better after CBL (Mean±SD, 10.0±1.96)) as compared to after traditional teaching (Mean±SD, 7.7±2.17) (Paired t test, p-value of 0.004). In student's feedback 86% agreed that CBL encouraged active learning & improved problem solving ability. 76.8% considered it to be more informative & helpful in relating & retaining knowledge. 80.2% students acknowledged that it helped to develop communication skills & 72.6% agreed that it improved group dynamics. More than 90% of the students felt that CBL would promote a better teacher-student relationship. Faculty feedback stated CBL useful for developing interest, improving understanding & clinical reasoning of the students. They also showed their willingness to participate in such sessions in future & acknowledged Case Based Learning as a better method of teaching. Conclusions: Students performance & strong preference for CBL inferred more modules of CBL should be implemented in medical education. [ABSTRACT FROM AUTHOR]

Self-Directed Learning is the emerging trend in education. This study was based on the meta-analysis of self-directed learning. The purpose of the meta-analysis was to study the trends in recent years and to devise a tool for meta-analysis systematic review. Five years (2013-2018) were taken as sample period for the study. Analysis was made regarding effectiveness of the SDL, factors that contribute in adopting self directed approaches for development of learning domains and finally, the use of ICT as selfdirected learning approaches. A largenumber of articles were available during this time period. Three dimension of SDL were focused. The variables were the SDL effectiveness, factors contributing to SDL and the use of ICT in self directed learning. PRISMA technique was utilized for this meta-analysis. In this study each aspect was reviewed using critical lenses on the basis of eight articles. The focus was on the title, objectives, methodology, variablesand its findings and recommendations. The study revealed that in last five years the research on self directed learning focused on the use of ICT and factors contributing self directed learning. Merging of self-directed learning techniques helps to improve the efficiency of learning in digital era. [ABSTRACT FROM AUTHOR]

Introduction: Medical education needs to be changed both in content and in teaching methodology . The students need to be prepared with high level of knowledge, analytical skills, critical thinking, self-directed learning and group dynamism. Problem Based Learning (PBL) can be used as a tool for teaching undergraduate students. PBL is not problem solving but problem analysing. Here the students need to analyse the problem after they have been taught in the conventional method. Objectives: Find The attitude of students towards PBL. Methodology: After a year of PBL practise, a twenty two set feedback questionnaire based on Elizondo–Montemayor with 5 point Likert scale was taken from 98 students with 1 as least acceptable to PBL, 5 as most acceptable and 3 as ambivalent response. The data was analysed by using one sample Wilcoxon’s test for two-tailed hypothesis. Results: Search phase and preparation phase had a median score greater than 3, indicating a positive attitude for these phases. Presentation phase showed ambivalent response towards PBL objectives. Overall response had a mean location above 3 suggesting students acceptance towards the objectives of PBL. Conclusion: The future PBL sessions can be modified, planned accordingly and executed in a more productive way so as to nurture the development of reflective learning in students to bring maximum improvement in the educational outcome. To have better educational outcome, PBL must be used as an adjunct along with the traditional method. [ABSTRACT FROM AUTHOR]

This study contributes to the growing body of literature about what makes a successful online learning environment. Specifically, it addresses assumptions made about online learning environments — that privilege self-determination and adult learners — by measuring students’ preferences for teaching behaviors that they believe help them succeed in online classrooms. Using two waves of survey data, only seven teaching behaviors were consistently related to online learners based on differences in age and class standing among students, and those behaviors do not fit neatly within the assumptions typically made about adult learners. These findings should begin to raise questions about whether the assumptions made about adult learners actually manifest in online learning environments. This study reveals evidence of a more pragmatically-minded group of adult learners, particularly when considering the impact of age and class standing for online students.

An estimated 70 percent of adult learning is self-directed learning (Cross 1981). Self-directed learning has been 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). Mocker and Spear (1982) included self-directed learning in a descriptive model of lifelong learning based entirely on the locus of control for decision making about the objectives and means of learning. The model is a two-by-two matrix of learner and institution; the self-directed learning situation occurs when learners--not the institution–control both the learning objectives and the means of learning. The following situations occupy the other cells of the matrix: (1) formal learning, in which institutions, not learners, control objectives and the means of learning; (2) nonformal learning, in which learners control the objectives and institutions control the means; and (3) informal learning, in which institutions control the objectives but learners control the means of learning(lowry,1996).Self directed learning is very significant for adults and represent a very practical learning method for them, therefore this paper discusses the following issues: the concept of self directed learning, the importance of self directed learning for adults, educators role in self directed learning for adults. [ABSTRACT FROM AUTHOR]

Background & objective : Self directed learning is increasingly used in dentistry and medical programs in order to improve students lifelong learning skills Since there are a limited number of studies about self directed learning in Iran any research on students readiness for selfdirected learning seems necessary This study was aimed to explore Medical and Dentistry students perceptions of self directed learning and its relationship with students personal traits (age gender high school and university grade point averages and score of basic sciences program) Methods: In this descriptivecorrelation study 81 extern intern completed the standard self directed learning scale consisted of 40 items in 3 subscales Students scores in the applied scale and basic sciences program together with the average and mean of all past terms scores were considered as indices for academic achievement One way ANOVA Pearson correlation coefficient multiple regression were used for analyzing data Results: Selfdirected learning readiness showed a significant relationship with students grade point average but a negative relationship with basic sciences score (p

Conventional teaching became debatable since early nineteenth century due to many factors. The most important was lack of basic science teacher that initiated to involve clinical teachers to teach basic sciences. Due to paucity of subject expert teacher, different forms of teaching modules were adopted namely problem-based learning, problem-solving learning, task-based learning, and so on. In mid nineteenth century controversy raised regarding outcome of new horizon of teaching. Therefore an effort was made to find out the opinions of the students and teaching fraternity about the applicability of conventional lecture based teaching by a subject expert in anatomy as well as other basic science subjects through literature survey. It is observed that conventional teaching, guided by subject expert is well appreciated by the students and that has been reflected in National Board of Examination part –I and United State Medical Licensing Examination. There are some inherent demerits also observed. To overcome weakness, study result suggests to adopt hybrid module of teaching that is combination of the merits of conventional and problem-based or problem-solving teaching. Horizontal integration is essential to correlate basic science subjects for firm foundation of basic knowledge before entering into clinical field. Care should be taken that under no circumstance novice is over loaded by the transmission of factual knowledge.

La propuesta de un modelo centrado en la persona que aprende y el desarrollo de estrategias de aprender a aprender persigue que los estudiantes sean más reflexivos y más autónomos en su propio proceso de aprendizaje y que se conviertan en los protagonistas de dicho proceso. Se trata, en definitiva, de dar los elementos necesarios a los estudiantes para que puedan autogestionar un proceso de aprendizaje permanente a lo largo de toda su vida profesional, una cuestión crucial en un contexto de evolución constante de los conocimientos. El feedback sería el retorno de información sobre su proceso de aprendizaje de acuerdo con unos objetivos preestablecidos. El feedback presenta información y no juicio, a diferencia de la evaluación, en consecuencia siempre es formativo. El feedback no es un fin en sí mismo sino un instrumento que informa al estudiante sobre su proceso de aprendizaje y facilita los cambios necesarios. El feedback estructurado y centrado en quien aprende se caracteriza por: autorreflexión del estudiante, centrado en quien aprende, preparación previa y relación de confianza tutor-residente.The proposal of a learner-centered model and the development of strategies for learning to learn, intends that students are more reflective and more independent in their own learning process and that they become the protagonists of this process. It really tries to give the students the necessary elements so that they can selfmanage a process of permanent learning throughout their professional life, a crucial question in a context of constant evolution of the knowledge. The return of information on the process of learning, in agreement with preestablished objectives. Feedback presents/displays information and is nonjudgemental, unlike the evaluation. Feedback always is formative. Feedback is not an aim in itself, but an instrument that informs the student on its process of learning and facilitates the necessary changes. Structured and centered learning feedback is characterized by: student self reflection, centered in the learning person, previously prepared and a confident relationship between tutor and student.

El objetivo de la experiencia educativa descrita en este artículo, es la utilización del portafolios como recurso para impulsar la autodirección de los estudiantes en el proceso de aprender a aprender y potenciar la construcción personal del conocimiento. Material y métodos: La experiencia se desarrolló durante tres cursos académicos en la Escuela Universitaria de Enfermería La Paz (Universidad Autónoma. Madrid). El portafolios fue elaborado por 21 estudiantes matriculados en la asignatura Ecología Humana y Salud Comunitaria, que no la habían superado en el curso anterior. Se llevó a cabo en dos fases, una de diseño y otra de aplicación de este recurso. Resultados: A excepción de un alumno, todos progresaron, con diferentes grados de excelencia, en la construcción del conocimiento y en la capacidad de autodirigir su aprendizaje, destacando la utilidad del portafolios para comprender los conceptos fundamentales de la asignatura y adquirir competencias como aprendices autodirigidos. Conclusiones: Se han logrado los objetivos planteados al iniciar la experiencia y consideramos conveniente realizarla con estudiantes repetidores ya que la evaluación formativa y el aprendizaje a través del diálogo con el profesor y sus compañeros les facilita la progresiva construcción de nuevos conocimientos e incrementa sus destrezas metacognitivas. Para utilizar el portafolios con un número elevado de alumnos, sería necesario que lo elaboraran en pequeños grupos y que se implicaran varios tutores para el seguimiento del proceso de aprendizaje de los estudiantes.The goal of this educative experience is to use the portfolio as a tool to drive self-direction in the learning to learn process and to stimulate individual knowledge construction. Material and methods: The experience was undertaken throughout three academic years at the Nursing School of La Paz (Universidad Autónoma. Madrid). The portfolio was made for twenty one students enrolled in the Human Ecology and Community Health class. None of them was having obtained a pass grade during last year course. The experience was developed in two phases, the design phase and the tool application phase. Results: All students, excepting one, made progress with different excellence degrees in critical knowledge elaboration and developing the capability to drive self-direction of learning process. All of them emphasized the usefulness of the experience to understand the most important guidelines of the course and to acquire competences as auto-guided learners. Conclusions: The objectives set for the portfolio experience have been achieved, and we believe it will be convenient to carry it out with rehearsing students. The formative assessment and the dialogue whit teacher or between students facilitate a progressively build capabilities to understand new concepts and increase metacognitive skills development. Using the portfolio with a higher number of students would require working it out in small groups and that several tutors took care of the learning process of the students.

Introducción: El Método de Aprendizaje Basado en Problemas se fundamenta en las teorías constructivistas del aprendizaje, en los principios del aprendizaje de los adultos y en el desarrollo de modelos andragógicos. Tiene el propósito de ayudar a los estudiantes a desarrollar habilidades para dirigir su propio aprendizaje. Objetivo: Analizar el papel de los profesores en su rol de facilitadores del aprendizaje autodirigido de los estudiantes de Licenciatura en Enfermería de la Universidad de Colima, México. Metodología: Estudio descriptivo y transversal; se utilizó una muestra por conveniencia de 121 estudiantes. Para evaluar si los profesores facilitan la formación de habilidades, se diseñó un instrumento tipo inventario con 20 reactivos, los cuales fueron integrados en tres áreas: administración de la información, proceso de grupo, reflexión y pensamiento crítico. Por medio del alpha de Cronbach se obtuvo una confiabilidad de 0.96. Resultados: Al aplicar la prueba Kruskal-Wallis se encontraron diferencias estadísticamente significativas sólo para la dimensión "Proceso de grupo" entre los grupos de 4º y 6º semestres (H = 6.77; P < 0.05). Sin embargo, aunque en las otras dimensiones no se encontraron diferencias estadísticamente significativas, sí se logra identificar cambios en la tendencia de la opinión de los estudiantes hacia el rol de los tutores. Conclusiones: La evaluación sobre las tareas del tutor es favorable; los estudiantes afirman que "casi siempre" facilita, ayuda, promueve o colabora en el desarrollo de las habilidades que les permitirán ser estudiantes autodirigidos.Problem-Based Learning method is based on constructivist theories of learning, the principles of adult learning and the development of andragogical models. Its objective is to help students develop skills to direct their own learning. Objective: to analyse the role of professors of the bachelor’s degree in nursing as facilitators of self-directed learning Licenciatura in nursing of the University of Colima Mexico. Methodology: with the use of a descriptive survey integrated with 20 items answered by 121 students, we assessed the role of the professors of a bachelor’s degree in nursing. The 20 items assessed three areas of the facilitation process: Management of information, group process and reflection and critical thinking. These items were verified with Cronbach’s alpha and a reliability of 0.96. Results: when the Kruskal-Wallis survey was conducted, statistically significant differences were found only with regard to the "Group processing" dimension among sophomores and juniors (H = 6.77; P < 0.05). Even though no statistically significant differences were found with regard to the other dimensions, it is possible to detect shifts in the students’ opinion trend about the role of tutors. Conclusion: The overall average score per scale makes it possible to conclude that the "the work of the tutor" is viewed favourably, considering that the students report that their tutor "almost always" facilitates, assists, promotes or collaborates on the development of the skills for being a self directed learner.

Background: Self-Directed Learning develops when students take the initiative for their learning, recognising needs, formulating goals, identifying resources, implementing appropriate strategies and evaluating learning outcomes. This should be seen as a collaborative process between the nurse educator and the learner. At the international level, various instruments have been used to measure Self-Directed Learning abilities (SDL), both in original and in culturally-adapted versions. However, few instruments have been subjected to full validation, and no gold standard reference has been established to date. In addition, few researchers have adopted the established tools to assess the concurrent validity of the emerging new tools. Therefore, the aim of this study was to measure the concurrent validity between the Self-Rating Scale of Self-Directed Learning (SRSSDL_Ita) - Italian version and the Self-Directed Learning Instruments (SDLI) in undergraduate nursing students. Methods: A concurrent validity study design was conducted in a Bachelor level nursing degree programme located in Italy. All nursing students attending the first, second or third year (n = 428) were the target sample. The SRSSDL_Ita, and the SDLI were used. The Pearson correlation was used to determine the concurrent validity between the instruments; the confidence of intervals (CI 95 %) bias-corrected and accelerated bootstrap (BCa), were also calculated. Results: The majority of participants were students attending their first year (47.9 %), and were predominately female (78.5 %). Their average age was 22.5 ± 4.1. The SDL abilities scores, as measured with the SRSSDL_Ita (min 40, max 200), were, on average, 160.79 (95 % CI 159.10-162.57; median 160); while with the SDLI (min 20, max 100), they were on average 82.57 (95 % CI 81.79-83.38; median 83). The Pearson correlation between the SRSSDL_Ita and SDLI instruments was 0.815 (CI BCa 95 % 0.774-0.848), (p = 0.000). Conclusions: The findings confirm the concurrent validity of the SRSSDL_Ita with the SDLI. The SRSSDL_Ita instrument can be useful in the process of identifying Self-Directed Learning abilities, which are essential for students to achieve the expected learning goals and become lifelong learners. [ABSTRACT FROM AUTHOR]

Children between 5 and 8 years of age freely intervened on a three-variable causal system, with their task being to discover whether it was a common cause structure or one of two causal chains. From 6 or 7 years of age, children were able to use information from their interventions to correctly disambiguate the structure of a causal chain. We used a Bayesian model to examine children’s interventions on the system; this showed that with development children became more efficient in producing the interventions needed to disambiguate the causal structure and that the quality of interventions, as measured by their informativeness, improved developmentally. The latter measure was a significant predictor of children’s correct inferences about the causal structure. A second experiment showed that levels of performance were not reduced in a task where children did not select and carry out interventions themselves, indicating no advantage for self-directed learning. However, children’s performance was not related to intervention quality in these circumstances, suggesting that children learn in a different way when they carry out interventions themselves. [ABSTRACT FROM AUTHOR]

The implementation of the competency based approach to the teaching of EFL in the middle and secondary schools has inspired new methods and techniques at the level of syllabus design and textbook writing; and more specifically at the level of the teaching/learning process with great concern on developing learners' different competencies and skills so as to achieve the ultimate educational objective, which is learners' autonomy. Following the same objective of reforming the educational system, the Ministry of Higher Education has also introduced a new system labeled the LMD system which, as far as the teaching/learning process is concerned, resembles the one the students have been accustomed to in the middle and secondary schools, in the sense that they both have the ultimate objective of enhancing competitiveness and autonomy in learning. Consequently, this new orientation in our educational system towards learner-centered methods where the learner is central in the teaching/learning process requires a radical change in the beliefs, attitudes and teaching practice. This can be done in the form of an explicit instruction of cognitive and metacognitive skills which would help the learner become an efficient self-directed learner who would carry on his learning even after he has left school and university. [ABSTRACT FROM AUTHOR]

Summary Background In accordance with Knowles's theory, self-directed learning (SDL) may be improved with tutorial strategies focused on guided reflection and critical analysis of the learning process. No evidence on effects on SDL abilities of different tutorial strategies offered to nursing students during the 1st clinical experience is available. Objectives To evaluate the effect of different tutorial strategies offered to nursing students on their SDL abilities. Design A pre–post intervention non-equivalent control group design was adopted in 2013. For the treatment group, structured and intensive tutorial interventions including different strategies such as briefing, debriefing, peer support, Socratic questioning, performed by university tutors were offered during the 1st clinical experience; for the control group, unstructured and non-intensive tutorial strategies were instead offered. Setting Two Bachelor of Nursing Degree. Participants Students awaiting their clinical experience (n = 238) were the target sample. Those students who have completed the pre- and the post-intervention evaluation (201; 84.4%) were included in the analysis. Methods SDL abilities were measured with the SRSSDL_ ITA (Self Rating Scale of Self Directed Learning-Italian Version). A multiple linear regression analysis was developed to explore the predictive effect of individual, contextual and intervention variables. Results Three main factors explained the 36.8% of the adjusted variance in SDL scores have emerged: a) having received a lower clinical nurse-to-student supervision (B 9.086, β 2.874), b) having received higher level and structured tutorial intervention by university tutors (B 8.011, β 2.741), and c) having reported higher SDL scores at the baseline (B .550, β .556). Conclusions A lower clinical nurse-to-student ratio (1:4), accompanied by unstructured and non-intensive tutorial intervention adopted by university tutors, seemed to be equivalent to an intensive clinical supervision (1:1) accompanied by higher level and structured tutorial strategies activated by the university tutors. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop a model of learning management system (LMS) for self-directed learning (SDL) in higher education in Iranian university. Scholars' researches presented, different models of SDL in various learning context. In this research SDL is used as a foundation to design a LMS that can help students to improve their abilities by motivation, self-management, monitoring, overall learning activities and personal attributes. Using a mix method methodology, 710 of 800 post graduate students participated and completed the survey, It measured SDL; that was adapted from Caffarella and Caffarella1 and prepared based on two factors (process learning and personal attributes) and seventeen IT managers answered the questionnaire in interview. Cronbach's alphas with 0.936 confirmed its reliability in quantitative research. Interview, observation and documents used to supporting validity and reliability in qualitative research. Case study, experimental research and correlation used to examine the research questions and hypothesized model. Results shown between pre and post-test in control group and experimental group after two semesters are significant. According to IT managers in interview, LMS need supporting system and some critical factors Such as; instructor, organization, and technology. The results of the study present a model of LMS on SDL. [ABSTRACT FROM AUTHOR]

Abstract: Concerning with lifelong learning has a noble pedigree, by considering the rapid growth of knowledge and technology after space age 1957, with the Soviet “sputnik” Satellite, the role of educational institutes has changed. It is impossible to expect curriculum to transfer necessary knowledge for living in this global village with different complicated challenges. In this situation, learners should be able to investigate the necessary knowledge and skills for better living and overcoming the facing problems. In this paper policy, strategy and culture of problem-based and self directed learning are examined. Lifelong learning as a policy for the expansion of the education and training system, should address problem solving and self directed learning. Lifelong learning as a strategy for the reform of the welfare state also should address problem-based and self directed learning. Lifelong learning as a cultural practice, should be provisioned by goals, means and evaluation in curriculum development. In this continuous process of social changes learners should be lifelong and self directed learners to be able to conquer their challenges and their problems. [Copyright &y& Elsevier]

The literature places great importance on lifelong learning, but leaves its meaning open to a wide range of interpretations. Much is written about lifelong learning after leaving school with little about business college preparation of lifelong learners. This is the departure point for the study's providing one college's operational definition of lifelong learning by identifying 8 specific characteristics the faculty said lifelong learners should possess. The authors identify 18 skills the faculty believes lead to the achievement of the lifelong learner characteristics and describes activities that develop these skills. Other institutions may benefit by adapting the enumerated characteristics, skills, and activities as well as the process used to determine them. [ABSTRACT FROM AUTHOR]

Prior learning assessment and recognition (PLAR) is the practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners have gained through experiential or self-directed (informal) learning rather than through formal education (Thomas, 2000). As our current economy and workplaces experience rapid and continuing change, PLAR offers a vital contribution to supporting lifelong and life-wide learning (Evans, 2000). Beyond significant benefits to individual adult learners in terms of confidence-building and enhanced reflective capacity, PLAR's process translates personal and workplace learning into a portable format, a common coin suitable for public recognition in many different venues. PLAR has hence become an integral feature of lifelong learning policies around the globe and is closely linked with the implementation of national and transnational qualification frameworks (Morrissey et al., 2008). PLAR scholars have a vital role in ensuring that policy and practice in this important field is informed by innovative research. This brief report describes a workshop on scholarly PLAR research, held in Ottawa, Canada on November 6 and 7, 2010 with funding from the Social Sciences and Humanities Research Council (SSHRC). [ABSTRACT FROM AUTHOR]

Course books and other aids play a major role as facilitators of learning in both educational institutions and for the individuals who wish to learn on their own. Despite several studies done and models designed on the nature and actualization of self learning, the models display diverse as well as common components; furthermore, when the work on the nature of educational materials is investigated, their required properties seem to have been gathered outside a desirable systematisation. Among the shortcomings of such disorganisation, different terms to denote the same concept and a lack of accuracy in categorisation can be mentioned only as a few. In the present article using the studies in the literature, the necessity of a model for educational aids is validated, and the basic points of such a model are set out. As a consequence, the structure of the model can be further discussed and presented for evaluation. [ABSTRACT FROM AUTHOR]

Abstract: The purpose of this study was to describe final year undergraduate nurses’ experiences of assessment through the use of a learning contract. Using a qualitative descriptive design, data was collected from a purposive sample of final (fourth) year undergraduate student nurses. Two approaches were taken for data collection, anonymous evaluative questionnaires and interviews. The study was approved by the local university research and ethics committee. Data was thematically analysed. This article presents and discusses the findings from the interviews. Findings suggest that students’ approach to the assessment strategy influenced engagement with the learning contract. Three themes were identified: skills, perceptions, and actions. Within these themes three types of learner were identified: happy, pragmatic and fearful. Factors found to influence successful completion of the learning contract were: support, relevant skills, prior experiential learning and required theoretical knowledge. Recommendations include the need for educators to consider module assessments that recognise the learning needs and preferences of the student within a supportive environment. [Copyright &y& Elsevier]

This paper seeks to review the traditional teaching practices in higher education in the field of business using relevant research studies and highlights the germane teaching knowledge of the author as a business postgraduate educator. It focuses on academics concerns in relation to the problematic transition issues from university to professional practice at a postgraduate level. It highlights the inability of postgraduate students (especially the Masters of Business (MBA) students) to problem solve in the 'real business world' situation and their limited exposure to self directed learning within the context of professional practice. Students tend to view a business education as simply a "right of passage," a necessary credential and an imposed set of hurdles with little significance to the real business world. Their education is often reduced to acquiring a degree (merely another commodity to be purchased in the marketplace), and the final grade becomes the overriding concern (rather than learning). The intent of the author is to advocate a student centered, self-directed learning environment for the students with an emphasis on 1) practical problem based learning tools linking to business cases (Business environment analysis tools) and 2) creative formal assessments to evaluate the students' problem-solving skills and self-directed learning skills. Problem-based learning therefore requires that students are active learners, responsible for their own learning and in due course develop selfdirected learning. [ABSTRACT FROM AUTHOR]

Background: Students doing traditional practical in biochemistry during their first MBBS training, lack in their understanding of applications, clinical relevance and utility of biochemical tests performed. Even though the SLO of Traditionally conducted practical involves analysis and interpretation of results, students are unaware due to lack of case based approach. (i) Development of understanding and applying the knowledge gained during practical and applying later is an important competency that needs to be developed. (ii,iii). This study to find if case directed practical can improve higher order learning interpretation skills gains more relevance with the implementation of competency based curriculum in medicine. Objectives: To assess the perception of students on case directed vs. traditional approach using validated Likert SAQ. To compare scores of test between case directed and traditional approach in interpretation skill of students using higher order questions. Description: Population-first year MBBS Students. Sample size-Case directed approach-n=72. Traditional approach-n=63. Intervention-Case directed practical was conducted by four different instructors for two hrs. Comparison-Traditional practical was conducted by four different instructors for two hrs. Outcome-Difference in perception of students. Difference in knowledge assessment score of students. Design-Quantitative, Non-Randomised Interventional. Setting-Biochemistry practical. Instrument-Validated eight item, 5-point Likert SAQ on perception- Knowledge assessment questionnaire of different types containing six items. Informed Consent and Ethic Committee approval were obtained prior to study. Statistical analysis-Independent t test to assess difference in knowledge assessment scores. Mann Whitney U test to assess difference in perception. Outcome: Difference in perception of students and difference in knowledge assessment score of students. Conclusion: Students perceived the case directed to be significantly better than traditional approach. There was no difference in knowledge assessment scores between case directed and traditional approach. [ABSTRACT FROM AUTHOR]

Systematic surveys of undergraduate medical education have cautiously supported the outcomes of Problem Based Learning (PBL) compared with traditional learning. This article provides a critical overview of PBL, its limitations in the developing country scenario and our proposed model of PBL triggered by Real cases, to address these limitations. Our hypothesis was to see whether the proposed CBL model would work in Indian set up in comparison with traditional teaching We followed a modified Barrow’s Model. A tutor selected a real case and created a problem scenario which was progressively disclosed to students, and learning issues were raised. In session 2 students presented self studied learning issues. The process was evaluated throughout with feedback from students and faculty. We were successful in establishing CBL. Study group (n=57) students scored better in SAQ((short Answer question) and EMQ((extended matching question)) assessment, (Mean study 21.15+/− 4.0565, control 18.5357+/−3.8632, n=56, p value 0.01.) Students appreciated it as good learning activity SAQ and EMQ, are compared in study vs. control groups by unpaired ‘t’ test & also by equivalent non-parametric Mann-Whitney test The training of doctors is too important an activity for bold experiments to be conducted without discovery what really happens. We had success in establishing Case based learning with faculty of almost all departments participating in the project as Resources. Although size of sample is small, CBL is found to be an effective modality of imparting medical education with effective integration of all departments. [ABSTRACT FROM AUTHOR]

Summary: Background: Problem- or evidence-based learning (PBL or EBL) has become more widely used in the education of health professionals. Although there has been research exploring its effectiveness and the student’s perspective, there has been little research exploring the perceptions of the teacher. The objective of this study was to investigate the experiences of teachers facilitating a problem based learning curriculum in midwifery. The study took place at Thames Valley University, which has implemented this approach across the entire curriculum. Methods: Semi-structured interviews were undertaken following random selection from two groups of teachers; those more experienced as teachers and those who had entered teaching more recently. Findings and discussion: Aspects of the teacher’s role identified included questioning students to draw out their knowledge and understanding and to help students challenge each other, discuss and evaluate their learning. Strategies used varied depending on the stage of the programme. Difficulties encountered were mostly in relation to facilitating groups of differing backgrounds and ability and seeking to enable the students to work well together. Key challenges for teachers were in relation to developing facilitation skills, balancing input or guidance with facilitating independent learning. Conclusions: Problem based learning was perceived to be beneficial in helping students relate theory to practice and in encouraging an active and enquiring approach to evidence, but teachers raised important questions about its practice. Tensions were identified between the constructivist theories on which the model of PBL rests and the formal requirements of an externally regulated professional curriculum. [Copyright &y& Elsevier]

Self-regulation in medicine depends on accurate self-assessment. The purpose of the present study was to examine the discrepancy between self and peer assessments for a group of specialist physicians from internal medicine (IM), pediatrics, and psychiatry clinical domains (i.e., patient management, clinical assessment, professional development, and communication). Data from 304 psychiatrists, pediatricians and internal medicine specialists were used. Each physician had data from an identical self and 8 peer (38 item/4 clinical domains assessment). A total of 2306 peer assessments were available. Physicians were classified into quartiles based on mean assessment peer data and compared with self-assessment data. The analyses showed that self and peer assessment profiles were consistent across specialties and domains. Physicians assessed in the lowest and highest quartiles (i.e., <25th and >75th) by colleagues tended to rate themselves 30–40 percentile ranks higher and lower than peers, respectively. This study suggests that practicing physicians are inaccurate in assessing their own performance. These data suggest that systems to provide practicing physicians with regular and routine feedback may be appropriate if we are to ensure physicians are able to accurately assess themselves in a profession in which self-regulation is predicated upon the assumption that physicians know their capabilities and limitations. [ABSTRACT FROM AUTHOR]

To compare the effectiveness of an interactive multimedia courseware package versus standard lectures regarding knowledge, understanding, and transfer of content, as well as problem-solving skills in orthodontics. Pre- and post-test assessments of final-year dental students ( n = 26), who either used an interactive multimedia courseware package ( n = 15) or attended standard lectures ( n = 11) on equivalent material of the undergraduate orthodontic curriculum were carried out. Both groups were tested by written and multiple-choice questions covering knowledge, understanding, and application areas in the curriculum. A one-way anova was carried out in order to check statistical difference between the two groups. The P-value was set at 0.05. There was no difference in prior knowledge between the groups at baseline. Generally, no significant difference was seen between the two groups in relation to answers to questions about knowledge, understanding, and application in the orthodontic curriculum. However, both groups improved their scores after the course. In one question investigating the extent of understanding the instructional content of the multidisciplinary orthodontic treatment, the multimedia courseware package group scored significantly better. In this study, the instructional interactive multimedia program was found to be at least as effective as the standard lecture of the orthodontic curriculum for undergraduate training in orthodontics. [ABSTRACT FROM AUTHOR]

As the trend in Nursing Education is changing, Clinical Nursing Education has become an integral part of academics. In order to enhance the integration of theory into practice, different teaching strategies have been used by nursing educators to facilitate student's learning. Among many strategies, Problem Based Learning is proved to be an effective approach to develop student's understanding not only in terms of problem solving skills but it also enhances self directed learning and critical thinking in them. In Pakistan, the component of Clinical Nursing Education is very challenging because of lack of knowledge, resources, and expertise in building connection between classroom teaching and clinical practice. To overcome these challenges the use of Problem Based Learning approach should be utilized not only in theoretical part of curriculum but also in the clinical aspect. Proper training should be given to educators to develop the skills of facilitating students at clinical site. [ABSTRACT FROM AUTHOR]