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This study aims to investigate the online learning readiness of first year students at the University of Mpumalanga in South Africa. This university uses Moodle as its online Learning Management System. This is a quantitative, non-experimental study within a positivism paradigm. 150 students were randomly sampled and were enrolled for a Diploma in Agriculture programmed. A Self-Directed Learning Readiness Scale (SDLRS) questionnaire was used to measure the readiness level for students’ SDL. The results reveal that more than two-thirds of the students have a medium self-directed readiness level with a total mean for all the questions of 2.91, a standard deviation of 0.79, and a variance of 0.77. This shows that first-year students are therefore not self-directed learners, which makes the transition to tertiary education difficult. This study is useful because assessing the level of readiness towards SDL among first year university students could help to introduce the modern method of student-centered teaching approach. The results of this study could assist universities to develop intervention strategies that will encourage self-directed learning.

The development and prevalence of technology has not only facilitated favorable conditions for self-directed learning but also made it a core competence of today’s world. Thus, cultivating K-12 learners’ capability of utilizing technology to engage in self-directed learning becomes an essential task in education. In this editorial of the special issue, we join the authors to search for insights into what to and how to support K-12 learners’ capacity of self-directed learning with technology. Through reviewing the framework of self-directed learning and exploring the role of technology, we call for research that examine mechanisms and issues that related not only to fostering learners’ regulation of their learning process, but also to supporting learners in initiating and taking responsibilities for self-directed actions to the benefit of oneself and one’s community.

Self-directed learning (SDL) is a basic individual ability in modern society. It is of great value to explore SDL and its relationship to learners’ online learning effectiveness. This study explored the relationships among online learners’ personality traits (neuroticism and extraversion), SDL (SDL-approach and SDL-attitude), and perceived online learning ineffectiveness (POLI). A total of 668 high school students who had received online learning completed the survey. Results revealed that neuroticism negatively predicted SDL-approach and SDL-attitude, whereas extraversion was positively correlated with SDL-approach and SDL-attitude, and SDL-approach and SDL-attitude were negatively correlated with POLI. In addition, the correlation between personality traits and POLI was significantly mediated by the two types of SDL. The findings provide educators with empirical evidence and insights about improving students’ SDL and understanding the importance of personality traits in online learning.

Self-directed learning with mobile technology (SDLMT) is critical to students’ learning success. However, only minimal research has been conducted on the manner by which significant aspects (e.g., self-efficacy, student engagement) are related to SDLMT. This study analyzed the answers of 485 Chinese students (seventh to ninth grades) who were surveyed, and evaluated the relationships among self-efficacy (Internet self-efficacy and online communication self-efficacy), student engagement (behavioral, cognitive, emotional, and social engagement), and SDLMT. Structural equation model revealed that SDLMT was positively predicted by self-efficacy, and SDLMT was positively impacted by student engagement. Moreover, the mediation analysis was performed using the PROCESS plugin in SPSS and determined that after controlling for gender and grade, the relationship between self-efficacy and SDLMT was partially mediated by student engagement. Findings established the value of self-efficacy for SDLMT, and further emphasized the vital mediating role of student engagement. Hence, developing K–12 students’ SDLMT entails enhancing self-efficacy and student engagement.

Technology continually changes day-to-day interactions, and emergent bilingual learners often multitask, using several digital tools, at times simultaneously, to communicate and learn. Students may text, post on social media, and listen to music as they complete their work. Studies have examined the affordances of technology for language learning, both inside and outside of traditional classroom settings. However, as we seek to better understand how teachers can incorporate students’ experiences and interests in academic settings, more research is needed on the nuanced ways that students leverage multiple digital tools as they multitask, or quickly alternate between technologies. This ethnographic study focuses on two high school classes of English to speakers of other languages in the United States. Through the lens of sociocultural theory, we examine how emergent bilingual students multitask with digital tools and how teachers facilitate technology use. Findings reveal that although teachers actively and explicitly approved specific assignments and digital tools that would lead to accomplishing daily language and content objectives, students also purposefully selected other digital tools that would help them co-construct knowledge with peers, and they often switched between various websites across multiple devices to examine content that was closely related to their interests and lived experiences. Evidence from previous studies supports that multitasking can be harmful to learning, but this study found that multitasking can also mediate learning, especially self-directed learning, which has important implications for how teachers implement digital tools in the classroom.

Self-directed learning (SDL) is acknowledged as an effective language learning paradigm because learning a language is time-consuming. As language and literacy education is now embracing a more multimodal approach in writing instruction, teachers’ multimodal technological, pedagogical, and content knowledge (TPACK) receives growing attention in language education. Based on a VR-supported L1 Chinese writing program, the present study collected and analyzed the VR courseware, lesson plans and student worksheets developed by a group of Chinese language teachers in Hong Kong. A coding scheme regarding multimodal TPACK for SDL was employed to assess the learning activities and to understand teachers’ multimodal TPACK literacies in L1 Chinese writing instruction. The findings revealed that teachers were able to use VR to immerse students in an authentic environment to develop students’ SDL ability and comprehension of nuanced socioemotional aspects of L1 Chinese writing. Nonetheless, there existed some limitations in the utilization of VR for teaching L1 Chinese writing which might be compensated for by pedagogical design. Moreover, teachers’ pedagogical conception revealed their teaching was driven by syllabus requirements and focused on students’ completion of writing, which might disregard the process of SDL in pedagogical implementation, and thus the process of collaborative knowledge building might be less developed. This study may contribute to the development of VR-based multimodal TPACK, which enhances multimodal lesson design for self-directed L1 writing.

As the HyFlex learning environment becomes increasingly popular, the role of self-directed learning (SDL) cannot be ignored. Therefore, this study aimed to find the levels of SDL behavior among communication arts undergraduate students learning in a HyFlex learning environment, to compare the levels of SDL behavior between gender and year of study at a government university in Thailand, and to confirm the dimensions of SDL among communication arts students.

Abstract Background Given the changes in the current learning environment health professionals are facing major challenges to keep up with current and updated information with the rapidly growing clinical and scientific knowledge base. Being able to identify relevant, high-quality articles, adapt or adopt to new learning strategies with an already intense workload are just a few of the main challenges. Self-directed learning is a key skill of competent health professionals and describes the process by which individuals evaluate their learning needs, goals and the resources needed for learning, however the emerging problems for professionals practicing SDL are manifold. Design A qualitative, exploratory approach based on four research questions was used to understand how skilled neurosurgeons maintain and update their professional knowledge. Twenty-six neurosurgeons within the University Hospital of Bern completed a semi-structured interview. Results One of the main findings concerns the differences between neurosurgeons regarding the SDL strategies they employ, which is compounded by their level of experience. All participants recognized that new or alternative learning approaches are necessary to manage the learning landscape, and for many this concerned their use of learning digital tools. Many, however, were unsure how to change their current behavior. Conclusion The results highlight that positive factors influencing SDL in the workplace include learning leadership and support in identifying new or alternative strategies, an internal culture committed to learning as well as digital learning tools and networks. All are vital in managing the continuously evolving learning environment.

Abstract Background Self-directed learning ability is crucial for lifelong learning. The inadequate self-directed learning ability of nursing students in China may be due to their deficiency in self-management or learning initiative. Objective To explore the effect of online learning platform (Tronclass) combined with team-based learning on nursing students’ self-directed learning and academic performance. Design Pretest-posttest design. Participants From March to July 2023, 69 undergraduate third-year nursing students from a university in Hunan Province were selected through a whole-group sampling method. Methods This study used Tronclass to carry out team-based learning in the teaching process of pediatric nursing courses. It compared the self-directed learning ability nursing students before and after courses, and juxtaposed their academic performance with those of their counterparts who graduated in previous years. Results When comparing compare motivation, self-management, teamwork and information literacy, which are four subscale aspects of the self-directed Learning Ability Scale, the post-survey scores for these four dimensions are greater than the pre-survey results. The results of the study showed a statistically significant difference (P

Introduction: Knowing and interpreting the Electrocardiogram correctly and taking care based on it is one of the most important ways to save the patient’s life. Therefore, this study aimed toinvestigate the effect of online gamification on the ability to interpret Electrocardiograms and Self-Directed Learning in nursing students.Methods: The present study was carried out quasi-experimentally on 44 nursing students (22 participants for each group) in the fifth semester in Ilam city in 2023 using a convenience sampling method by four permutations balanced block randomization to control and intervention groups. During four sessions in four weeks, the participants in the intervention group receivedElectrocardiogram interpretation as training on the Storyline platform and playing games in the Socrative software. The control group received the same content in the form of education from the same lecturer. ECG Interpretation Learning Test, Self-Directed Learning, Mini-Mental Status Examination, and demographic questionnaires were filled out before the intervention (pre-test).Then, Electrocardiogram Interpretation Learning Test and Self-Directed Learning questionnaires were completed two weeks after the end of the intervention (post-test), and the data were analyzed in the standard error of 0.05 using Shapiro-Wilk, independent t-test, paired t-test, chi-square, and multiple linear regression tests in SPSS V.16. Results: The mean and standard deviation of the participants’age was 21.35±1.02, and 59% of the samples were male. Before the intervention, no significant difference was observed between the two groups, but after the intervention, the mean and standard deviation of the ECG interpretation scores in the intervention group increased significantly (14.1±2.94) compared to the control group (8.8±1.36) (P=0.007). Also, Self-Directed Learning in the intervention group (168±10.42) compared to the control group (125±4.3) showed a statistically significant difference (P=0.003).Conclusion: Using online gamification as a new educational method in nursing students improves the ability to interpret Electrocardiograms and Self-Directed Learning. It is suggested that this method should be used to teach lessons that are more useful and important at the hospital.

Abstract Background As indispensable reserves for the nursing workforce, undergraduate nursing students must possess self-directed learning abilities to consistently update their professional knowledge and adapt to the evolving demands of professional development. The acquisition of self-directed learning abilities can help undergraduate nursing students augment their theoretical knowledge and refine their clinical practice skills, thus fulfilling the demand from patients for high-quality nursing services. Hence, comprehending and investigating the factors that influence the development of self-directed learning abilities in nursing students is of paramount importance for nursing education and advancement of the nursing profession. Objectives This study investigated the status of and associations between perceived stress, psychological capital, and self-directed learning abilities among undergraduate nursing students. Additionally, it examines the mediating role of psychological capital in the relationship between perceived stress and self-directed learning abilities. Thus, aiming to provide nursing educators with new directions for enhancing self-directed learning abilities. Design A cross-sectional descriptive study. Methods In February and March 2023, 900 undergraduate nursing students from 10 nursing schools completed an online questionnaire. The questionnaire included measures of perceived stress, psychological capital, and self-directed learning ability. Data were analyzed using SPSS 27.0 and the PROCESS macro tool. Results The scores for perceived stress, psychological capital, and self-directed learning ability among undergraduate nursing students were 40.07 ± 5.90, 99.89 ± 16.59, and 87.12 ± 9.20, respectively. Self-directed learning abilities were negatively correlated with perceived stress (r = -0.415, p

Purpose This study evaluated the underlying subdomain structure of the Self-Directed Learning Readiness Scale (SDLRS) for medical students and refined the instrument to measure the subdomains to provide evidence for construct validity. Developing self-directed learners is a well-recognized goal amongst medical educators. The SDLRS has been frequently used, however, lack of construct validity makes it difficult to interpret results. Methods To identify the valid subdomains of the SDLRS, items were calibrated with the graded response model (GRM) and results were used to construct a 30-item short form. Short-form validity was evaluated by examining the correspondence between the total scores from the short form and the original instrument for individual students. Results A five-subdomain model explained the SDLRS item response data reasonably well. These included: (1) initiative and independence in learning, (2) self-concept as an effective learner, (3) openness to learning opportunity, (4) love of learning, and (5) acceptance for one’s own learning. The unidimensional GRM for each subdomain fits the data better than multi-dimensional models. The total scores from the refined short form and the original form were correlated at 0.98 and the mean difference was 1.33, providing evidence for validation. Nearly 91% of 179 respondents were accurately classified within the low, average, and high readiness groups. Conclusion Sufficient evidence was obtained for the validity and reliability of the refined 30-item short-form targeting five subdomains to measure medical students’ readiness to engage in self-directed learning.

الملخص: أهداف البحث: تزيد استراتيجية التعلم المرتكز على الطالب من احتمالية تخريج أطباء أكفاء ومعتمدين على أنفسهم وقادرين على حل المشكلات. اعتمدت كلية الطب بجامعة بيشة التعلم الموجه ذاتيا ممثلا بالتعلم القائم على حل المشكلات، والتعلم الذاتي الموجه ممثلا بالتعلم القائم على الفريق. طريقة البحث: تم جمع ما مجموعه 502 سؤالا من أسئلة متعددة الخيارات من اختبارات منتصف المقرر والامتحانات النهائية من قبل خبراء المواد ذات الصلة من تسع دورات خلال الفترة من سبتمبر 2020 حتى يونيو 2023 والتي اعتمدت التعلم القائم على حل المشكلات والتعلم القائم على الفريق؛ 247 سؤالا متعدد الأسئلة تتعلق بالتعلم القائم على حل المشكلات و255 سؤالا يتعلق بالتعلم القائم على الفريق. تم استخدام التحليل السيكومتري لتحديد الأسئلة الصعبة والسهلة والأمثل. نقطة ثنائية حيث تشير إلى نقطة ثنائية ضعيفة وهامشية وجيدة وممتازة على التوالي. وأخيرا، تمت محاولة عدد المشتتات الوظيفية بنسبة تزيد عن 5% من المرشحين. النتائج: لا توجد فروق ذات دلالة إحصائية في أداء الطلاب في الاسئلة متعددة الاختيارات المتعلقة بالتعلم المبني على المشكلات (يمثل أداة التعلم الموجه ذاتيا للمجموعات الصغيرة)، والتعلم المبني على الفريق (يمثل أداة التعلم الموجه ذاتيا للمجموعات الكبيرة) فيما يتعلق بمؤشر الصعوبة، ووظائف تشتيت الانتباه. الاستنتاجات: لوحظ أنه لا يوجد فرق في أداء الطلاب سواء تم استخدام التعلم القائم على حل المشكلات أو التعلم القائم على الفريق لتعلم مقررات العلوم الطبية الأساسية. يحتاج التعلم في مجموعات صغيرة مثل التعلم القائم على حل المشكلات إلى موارد أكثر مقارنة بالتعلم في مجموعات كبيرة كما هو الحال في التعلم القائم على الفريق، وبالتالي يمكن لأي كلية أن تقرر استراتيجية التعلم المعتمدة على مواردها وعدد طلابها. Abstract: Background: Student-centered learning strategy increases the likelihood of graduation of competent, self-dependent, and problem-solving physicians. The University of Bisha, College of Medicine (UBCOM) adopted self-directed learning (SDL) represented by problem-based learning (PBL), and directed self-learning (DSL) represented by team-based learning (TBL). Aim: To compare the students’ performance in SDL and DSL among UBCOM students. Methodology: A total of 502 multiple choice questions (MCQs) from the mid-course and final exams were collected by the relevant subject experts from nine courses during the period from September 2020 till June 2023 that adopted PBL and TBL; 247 MCQs related to PBL and 255 related to TBL. Psychometric analysis was used to determine difficult, easy, and optimum questions (≤25%, ≥90%, and 26–89%, respectively). Point biserial as 0.40 which indicate poor, marginal, good, and excellent point biserial, respectively. Finally, the number of functional distractors was attempted by >5% of the candidates. Results: No significant differences were noted for the students’ performance in MCQs related to PBL (representing self-directed, small group learning tool), and TBL (representing directed-self, large group learning tool) regarding difficulty index (DI), point biserial, and distractors functionality. Conclusion: It has been observed that there is no difference in students’ performance whether PBL or TBL is used for learning Basic Medical Science courses. Small group learning such as PBL needs more resources in comparison to large group learning as in TBL, therefore any institute can decide on the adopted learning strategy depending on its resources and the number of students.

In response to the growing need for self-directed learning (SDL) skills in a rapidly changing world, research was conducted to map interventions that support SDL skills, aiming to find a model for supporting SDL skills in NEETyouth. SDL competencies support continuous personal development and coping with change. There is a significant number of young people in society who do not participate in working life, education, or training (NEET-youth) and are characterized by a low level of education. Little has been done to support SDL skills interventions for them; however, bringing young people back to the education path is a crucial issue. This raises important questions about which supportive approach and tools are most beneficial for developing SDL skills in NEET-youth, and how best to implement them. This literature review is based on the analysis of 25 articles. The results of the study showed that SDL interventions have not been used for NEET-youth, and therefore, the new model was created. In the case of NEET-youth the SDL intervention should be seen as a non-formal learning process that combines various activities that enable self-reflection and real-life experiences for acquiring new positive learning experiences. [ABSTRACT FROM AUTHOR]

Introduction: Self-directed learning (SDL) stands as a contemporary approach to learning, offering efficient and sustainable strategies for enhancing knowledge and practices. Given the pivotal role of nurses in ensuring patient safety and care effectiveness, this study aims to assess the impact of the SDL model compared to the traditional learning model (TLM) on elevating nurses' airway management (AM) competencies and minimizing airway-related incidents. Methodology: The study employed an experimental research design using a posttest-only control group structure within a two-group comparison framework. Seventy-two nurses participated, with 35 in the study group and 37 in the control group at the Obstetrics and Gynecology Hospital affiliated with Cairo University, Egypt. The trial was carried out between February 2020 and July 2021. Following an assessment of SDL readiness for the intervention group, they received SDL model training based on Knowles' SDL principles, while the control group received TLM. The primary endpoint was a significant elevation in nurses' airway management competency, with the secondary outcome being a significant decrease in airway-related incidents reported by nurses. Competency assessments occurred immediately after completion of the intervention and again three months later. Results: A statistically significant difference was observed between the control and intervention groups regarding their practice and knowledge scores, with p-values of 0.02 and < 0.01, respectively. Additionally, the clinically relevant difference between control and intervention groups was evidenced by the effect size (ES) Cohen's d in both practices and knowledge levels (-0.56 and − 1.55, respectively). A significant difference was also noted between the first post-assessment and the paired second post-assessment concerning nurses' knowledge and practices among control and intervention groups, as indicated by the paired t-test with p <.01. Over three months, the intervention group reported 18 airway incidents, while the control group reported 24, with no statistically significant difference (> 0.05). Conclusion: The SDL model significantly enhanced nurses' competencies in AM compared to the TLM. However, the efficacy of both learning models diminishes over time. Although nurses who underwent SDL model reported fewer airway incidents compared to those who received TLM approach of learning, no statistically significant difference was detected. Trial registration: The study has been registered with Clinical Trials.gov under the registration number (NCT04244565) on 28/01/2020. [ABSTRACT FROM AUTHOR]

Self-directed learning is a core theoretical construct of adult learning. Importantly, self-directed learning represents a fundamental meta-competence for living and working in our increasingly complex and unpredictable world. Nonetheless, the construct of self-directed learning has become obfuscated. In order to redress this concern, this theoretical paper presents a model of Four Dimensions of Self-Directed Learning. The present paper highlights two original theoretical points (1) that there are four key dimensions of the self-directed learning construct, and (2) responsibility and self-regulation required for self-directed learning is not equivocal to that required for teacher-directed learning. Theoretically, the latter point may, in part, explain why practice of years of teacher-directed learning in formal schooling does not prepare persons for competent self-directed learning in adulthood. So, adult education represents a primary opportunity to foster self-directed learning competence in adult learners, but adult education practitioners must be ready to provide support to facilitate the process. [ABSTRACT FROM AUTHOR]

This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners' ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning. [ABSTRACT FROM AUTHOR]

This study uses Panadero et al.'s (2021) Deep Learning Strategies Questionnaire to discover EFL learners' strategies from a new perspective. The questionnaire is a newly designed selfreport instrument with ground-breaking features constructed with validity and reliability to measure students' actual strategies in real situations. The current study is the first in an EFL context to use this innovative tool. It investigates self-regulation strategies for learning English as a foreign language (EFL) among 430 male EFL college students in Saudi Arabia. The questionnaire enabled us to adopt a micro-level inspection of strategy functions based on an innovative model that can help identify possible avenues for strategy interventions. The results mostly showed a high use of deep language learning strategies in all four questionnaire categories: basic learning, visual elaboration and summarizing, deep information processing, and social learning. Consequently, all the categories had a strong, positive, and significant correlation. In addition, the most used strategies were basic learning strategies, whereas the least used were visual elaboration and summarizing. Our findings provide useful pedagogical implications for promoting EFL learning strategies and strategy instruction. Successfully replicating the Deep Learning Strategies Questionnaire scrutinizes this methodological instrument's validity and reliability and encourages other researchers to use it. [ABSTRACT FROM AUTHOR]

Online and blended learning have increased drastically during the pandemic, and their popularity has persisted as we emerge from this global crisis. This study aims to adapt and validate the Online Learning Readiness Scale (OLRS) to assess high school students. Secondary school students were recruited (n = 296) for the study. The OLRS scale included five components: Technology Readiness, Learner Control, Online Communication Self-efficacy, Self-directed Learning and Motivation for Learning. Results supported the OLRS scale in terms of reliability and internal construct validity in context of the study by confirmatory factor analysis and Rasch measurement with partial credit analysis. The differential item functioning analysis revealed no bias issues regarding gender, confirming the measurement invariance statistics achieved. The study also found that the majority of students (73.7%) engaged in online learning solely through their mobile phone. ICT familiarity, i.e., interacting with friends regularly, browsing online learning materials, and watching educational videos on YouTube, had a positive association with students' readiness for online learning. Students' access to social networks, online forums and online music did not have a significant effect on their readiness for online learning. The scale demonstrated the capacity to function as an assessment instrument for evaluating readiness for online learning in the context of secondary education. Educational implications were considered, including key requirements of supporting technology and pedagogical practice in online and blended learning environments. [ABSTRACT FROM AUTHOR]

This study evaluated learning agreements (LA) as a teaching-learning tool when administered to eleven postgraduate students in Pediatrics, with each learner moving at an individual pace. After LA, the median (IQR) Gap-Kalamazoo Communication Skills Assessment Score (GKCSAC) of students increased from 14 (11, 14) to 27 (27, 33); P = 0.003. The scores on all the nine distinct components of the GKCSAC exhibited a statistically significant increase (P < 0.01). Additionally, all students perceived themselves as more competent and confident in their communication skills. [ABSTRACT FROM AUTHOR]

Introduction: Developing L2 speaking proficiency can be challenging for learners, particularly when it comes to fostering self-regulation and maintaining engagement. Intelligent Personal Assistants (IPAs) offer a potential solution by providing accessible, interactive language learning opportunities. Methods: This mixed-methods study investigated the effectiveness of using Google Assistant within a learning-oriented feedback (LOA) framework to enhance L2 speaking proficiency, self-regulation, and learner engagement among 54 university-level EFL learners in China. Convenience sampling assigned participants to either an experimental group (n = 27) using Google Assistant with tailored activities or a control group (n = 27) using traditional methods. The Oral Proficiency Interview (OPI) assessed speaking performance. Self-reported questionnaires measured L2 motivation and the Scale of Strategic Self-Regulation for Speaking English as a Foreign Language (S2RS-EFL) evaluated speaking self-regulation. Additionally, semi-structured interviews with a subsample of the experimental group provided qualitative insights. Results: The Google Assistant group demonstrated a statistically significant improvement in speaking performance compared to the control group. While no significant difference in motivation was found, thematic analysis of interviews revealed perceived benefits of Google Assistant, including increased accessibility, interactivity, and immediate pronunciation feedback. These features likely contributed to a more engaging learning experience, potentially fostering self-regulation development in line with the core principles of LOA. Conclusion: This study suggests Google Assistant as a promising supplementary tool for enhancing L2 speaking proficiency, learner autonomy, and potentially self-regulation within an LOA framework. Further research is needed to explore its impact on motivation and optimize engagement strategies. [ABSTRACT FROM AUTHOR]

Background: Given the changes in the current learning environment health professionals are facing major challenges to keep up with current and updated information with the rapidly growing clinical and scientific knowledge base. Being able to identify relevant, high-quality articles, adapt or adopt to new learning strategies with an already intense workload are just a few of the main challenges. Self-directed learning is a key skill of competent health professionals and describes the process by which individuals evaluate their learning needs, goals and the resources needed for learning, however the emerging problems for professionals practicing SDL are manifold. Design: A qualitative, exploratory approach based on four research questions was used to understand how skilled neurosurgeons maintain and update their professional knowledge. Twenty-six neurosurgeons within the University Hospital of Bern completed a semi-structured interview. Results: One of the main findings concerns the differences between neurosurgeons regarding the SDL strategies they employ, which is compounded by their level of experience. All participants recognized that new or alternative learning approaches are necessary to manage the learning landscape, and for many this concerned their use of learning digital tools. Many, however, were unsure how to change their current behavior. Conclusion: The results highlight that positive factors influencing SDL in the workplace include learning leadership and support in identifying new or alternative strategies, an internal culture committed to learning as well as digital learning tools and networks. All are vital in managing the continuously evolving learning environment. [ABSTRACT FROM AUTHOR]

The purpose of the study was to determine the barriers to single-use plastic (SUP) reduction, specifically in the back-of-house (BOH) of restaurants, based on preexisting attitudes and perceived barriers. The associated psychological barriers were reflected upon in the context of adult learning theory and self-directed learning, as a novel setting in which to apply these theories. This study assessed the barriers to SUP reduction in restaurants by conducting fourteen qualitative interviews with small- to medium-sized restaurant operators in Canada which were digitally transcribed verbatim and analyzed using thematic content analysis. The study found that the most common barriers to reducing SUPs in the BOH are: cost, lack of time, and suppliers. The study also finds that there is a disconnect between the participants’ attitudes toward SUPs and their perceived barriers, and that there is a lack of access to resources for learning as a barrier. This study adds to self-directed learnings theory’s influence and limitations on sustainability behaviors and the application of self-directed learning to a unique setting. It also concludes that the restaurant BOH environment is akin to a self-directed learning environment. This study has implications for restaurant owners and operators attempting to reduce their SUP consumption. [ABSTRACT FROM AUTHOR]

Background: Self-directed learning ability is crucial for lifelong learning. The inadequate self-directed learning ability of nursing students in China may be due to their deficiency in self-management or learning initiative. Objective: To explore the effect of online learning platform (Tronclass) combined with team-based learning on nursing students' self-directed learning and academic performance. Design: Pretest-posttest design. Participants: From March to July 2023, 69 undergraduate third-year nursing students from a university in Hunan Province were selected through a whole-group sampling method. Methods: This study used Tronclass to carry out team-based learning in the teaching process of pediatric nursing courses. It compared the self-directed learning ability nursing students before and after courses, and juxtaposed their academic performance with those of their counterparts who graduated in previous years. Results: When comparing compare motivation, self-management, teamwork and information literacy, which are four subscale aspects of the self-directed Learning Ability Scale, the post-survey scores for these four dimensions are greater than the pre-survey results. The results of the study showed a statistically significant difference (P < 0.05), in the students who engaged in Tronclass combined with team-based learning. Specifically, these students received higher midterm and final grades than to those who had already graduated and did not participate in these activities. (P < 0.05). Conclusion: Combining Tronclass with team-based learning enhances nursing students' ability to engage in self-directed learning and improves their performance in midterms and finals, thereby fostering the development of comprehensive competence. [ABSTRACT FROM AUTHOR]

This paper describes (1) the reasoning behind a self-directed learning assignment in an advanced qualitative research methods course, and (2) doctoral students' experiences with that assignment. Drawing on instructor and student perspectives, a professor and four doctoral students collaborated to reflect and report on the process and product of one assignment within a course. The doctoral students approached the assignment in unique ways: delving into one specific research methodology, comparing multiple research designs, and exploring current uses of qualitative research at a research conference. The piece contributes to the body of literature about students' and instructors' experiences in graduate qualitative research methods courses and argues for providing more opportunities for students to direct their own learning in graduate coursework. [ABSTRACT FROM AUTHOR]

Background: The significance of self-directed learning has become increasingly prominent within the current educational system in Iran. Various psychological aspects engage students who actively participate in learning through self-directed methods. While the existing literature has focused on self-directed learning, influential variables such as emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have been largely overlooked. Aims: The aim of this study is to design and test the causal model of selfdirected learning based on emotional creativity, critical thinking disposition and academic buoyancy with the mediation of Achievement motivation. Methods: In terms of purpose the present study is applied and the descriptive method is correlational. The statistical population includes all the male students of the second secondary school in Izeh city. The sample size in this study is 400 students based on Cochran's formula, who were selected using a proportional multi-stage random sampling method.The data collection tools in this study include Fisher King and Tagos self-administered learning readiness scale questionnaire (2001(Critical Thinking disposition Questionnaire of Ricketts (2003), Martin and marshs Academic buoyancy Questionnaire (2006), Avrils emotional creativity questionnaire (1999) and the Herman’s AchievementMotivation Questionnaire, (1970). Results: The results indicated a relationship between emotional creativity, self-directed learning and Achievement motivation.there is also relationship between critical thinking with self-directed learning and Achievement motivation. Academic buoyancy, self-directed learning and Achievement motivation.there is a relationship between Achievement motivation and self-directed learning. The results showed that the critical thinking disposition is related to self-directed learning through the Achievement motivation of and academic buoyancy through Achievement motivation to the selfdirected learning. Conclusion: Based on the results of this study, the variables of emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have significant direct and indirect effects on self-directed learning. This model demonstrates its potential as a suitable framework for enhancing self-directed learning among students. Further studies with larger sample sizes can provide a more comprehensive perspective on these relationships and contribute to a deeper understanding of the factors influencing self-directed learning. [ABSTRACT FROM AUTHOR]

Technology continually changes day-to-day interactions, and emergent bilingual learners often multitask, using several digital tools, at times simultaneously, to communicate and learn. Students may text, post on social media, and listen to music as they complete their work. Studies have examined the affordances of technology for language learning, both inside and outside of traditional classroom settings. However, as we seek to better understand how teachers can incorporate students' experiences and interests in academic settings, more research is needed on the nuanced ways that students leverage multiple digital tools as they multitask, or quickly alternate between technologies. This ethnographic study focuses on two high school classes of English to speakers of other languages in the United States. Through the lens of sociocultural theory, we examine how emergent bilingual students multitask with digital tools and how teachers facilitate technology use. Findings reveal that although teachers actively and explicitly approved specific assignments and digital tools that would lead to accomplishing daily language and content objectives, students also purposefully selected other digital tools that would help them co-construct knowledge with peers, and they often switched between various websites across multiple devices to examine content that was closely related to their interests and lived experiences. Evidence from previous studies supports that multitasking can be harmful to learning, but this study found that multitasking can also mediate learning, especially self-directed learning, which has important implications for how teachers implement digital tools in the classroom. [ABSTRACT FROM AUTHOR]

Self-directed learning (SDL) is acknowledged as an effective language learning paradigm because learning a language is time-consuming. As language and literacy education is now embracing a more multimodal approach in writing instruction, teachers' multimodal technological, pedagogical, and content knowledge (TPACK) receives growing attention in language education. Based on a VR-supported L1 Chinese writing program, the present study collected and analyzed the VR courseware, lesson plans and student worksheets developed by a group of Chinese language teachers in Hong Kong. A coding scheme regarding multimodal TPACK for SDL was employed to assess the learning activities and to understand teachers' multimodal TPACK literacies in L1 Chinese writing instruction. The findings revealed that teachers were able to use VR to immerse students in an authentic environment to develop students' SDL ability and comprehension of nuanced socioemotional aspects of L1 Chinese writing. Nonetheless, there existed some limitations in the utilization of VR for teaching L1 Chinese writing which might be compensated for by pedagogical design. Moreover, teachers' pedagogical conception revealed their teaching was driven by syllabus requirements and focused on students' completion of writing, which might disregard the process of SDL in pedagogical implementation, and thus the process of collaborative knowledge building might be less developed. This study may contribute to the development of VR-based multimodal TPACK, which enhances multimodal lesson design for self-directed L1 writing. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Effective clinical training is essential for healthcare personnel with clinical skill requirements. This study aimed to identify an effective learning medium for anesthesia residents by comparing text-based and video-based online training. Materials and Methods: This online, randomized, multicenter study was conducted between October 2020 and March 2021. Three Thai institutions were involved: the Faculty of Medicine Siriraj Hospital, Mahidol University; the Faculty of Medicine, Ramathibodi Hospital, Mahidol University; and the Faculty of Medicine, Songklanagarind Hospital, Prince of Songkla University. In all, 126 anesthesia residents were randomized into a "text group" and a "video group." Four residents were excluded due to contamination of their learning material. The 122 eligible students undertook 3 knowledge and skill assessments ("Pretest," "24-hour posttest," and "3-month posttest"). The primary outcome was the gain score after training. This was measured in 2 ways: the difference between the 24-hour posttest and Pretest scores and the difference between the 3-month posttest and Pretest scores. Results: The mean gain scores for Pretest and 24-hour posttest were higher in the text group with no significant difference (P = 0.347). The mean differences between the 3-month posttest and Pretest scores were higher in the text group without a significant difference (P = 0.488). The mean satisfaction score was higher in the video group. Conclusion: Video-based e-learning training provided better satisfaction without significantly improving gain scores compared to text-based e-learning training. Online video-based was beneficial over text-based for ease of understanding in clinical learning points. [ABSTRACT FROM AUTHOR]

Background: As indispensable reserves for the nursing workforce, undergraduate nursing students must possess self-directed learning abilities to consistently update their professional knowledge and adapt to the evolving demands of professional development. The acquisition of self-directed learning abilities can help undergraduate nursing students augment their theoretical knowledge and refine their clinical practice skills, thus fulfilling the demand from patients for high-quality nursing services. Hence, comprehending and investigating the factors that influence the development of self-directed learning abilities in nursing students is of paramount importance for nursing education and advancement of the nursing profession. Objectives: This study investigated the status of and associations between perceived stress, psychological capital, and self-directed learning abilities among undergraduate nursing students. Additionally, it examines the mediating role of psychological capital in the relationship between perceived stress and self-directed learning abilities. Thus, aiming to provide nursing educators with new directions for enhancing self-directed learning abilities. Design: A cross-sectional descriptive study. Methods: In February and March 2023, 900 undergraduate nursing students from 10 nursing schools completed an online questionnaire. The questionnaire included measures of perceived stress, psychological capital, and self-directed learning ability. Data were analyzed using SPSS 27.0 and the PROCESS macro tool. Results: The scores for perceived stress, psychological capital, and self-directed learning ability among undergraduate nursing students were 40.07 ± 5.90, 99.89 ± 16.59, and 87.12 ± 9.20, respectively. Self-directed learning abilities were negatively correlated with perceived stress (r = -0.415, p < 0.001) and positively correlated with psychological capital (r = 0.465, p < 0.001). Perceived stress was negatively correlated with psychological capital (r = -0.630, p < 0.001). Psychological capital partially mediated the relationship between perceived stress and self-directed learning abilities among undergraduate nursing students, with a mediation effect of -0.166, accounting for 49.55% of the total effect. Conclusion: This study found that undergraduate nursing students perceived high levels of stress, possessed low levels of psychological capital, and had moderate levels of self-directed learning. Perceived stress and psychological capital directly influenced undergraduate nursing students' self-directed learning abilities, and perceived stress indirectly affected self-directed learning abilities through psychological capital. Nursing managers and educators should alleviate the perceived stress of undergraduate nursing students and cultivate their positive psychological capital to enhance self-directed learning abilities. [ABSTRACT FROM AUTHOR]

AbstractFeedback literacy includes students’ abilities to understand, use and benefit from feedback processes; it is important for the development of self-directed learning, SDL. Considering all of the places where students can potentially learn, especially the clinic, we would argue that feedback has been too narrowly defined. This study aims to explore the different shapes feedback can take for students in their clinical practice. Nursing students at different educational levels were interviewed about their learning after completing a five-week clinical placement within elderly care. Their narratives were explored using a qualitative content analysis of both the manifest and latent content. Interestingly, feedback was shown to be generated by the students themselves: Noticing what others do and what happens on site; Active participation providing first-hand experiences; Getting and taking responsibility; and Understanding what you know and what you need to learn. Although not termed feedback by the students, comparison with their own thoughts, feelings, and behaviours as they observed, participated, and reflected emerged as important to their learning. For this internal feedback to become useful in the development of feedback literacy and SDL, students’ reflections are paramount. [ABSTRACT FROM AUTHOR]

Background: Self-directed learning in the workplace should lead to the mastery of predefined learning objectives, with subjective competence judgements steering learning and promoting acceptance of feedback. Rotations should support self-directed learning in basic training by allowing junior physicians (JPs) to apply basic clinical competencies in various internal medicine and surgical departments. Aim: The study hypothesises that rotations support self-directed learning, as measured by self-judgements and supervisor judgements. Additionally, it describes JPs' willingness to reflect on their learning needs at the end of their basic training. Methods: This longitudinal study comprises 147 pseudonymised logbooks completed by JPs from three Vienna healthcare group (WIGEV) clinics. The logbook accompanies JPs' training, requiring them and their supervising specialist physicians to rate their training goal completion (10-level % scale) in training months 2, 3, 5, 6, 8 and 9. In addition, in months 3, 6 and 9, the JPs document the level of competence (knowledge, experience and proficiency) they feel they have achieved for each learning objective specified by the Austrian medical association (ÖÄK). Results: The self-judged level of training goal completion demonstrates a multi-peaked distribution with an increasing trend; the supervisors' judgement of JPs' level of training goal completion is almost parallel. The share of learning objectives where the required level of competence is seen as not yet mastered decreases throughout the training. In the 9th month of training, approximately ¼ of the JPs indicated a need to learn in ≥10% of the learning objectives, independent of the training clinic. Conclusions: After switching departments, JPs downgraded their rating of training goal completion. Rotation supports realistic self-judgement, as competencies must be applied and reassessed in a new context. Most JPs consider the required level of competence per learning objective to be mastered at the end of basic training, yet they remain prepared to reflect critically on their learning needs. [ABSTRACT FROM AUTHOR]

Self-directed learning (SDL) is an important aspect of lifelong learning. Medical knowledge is constantly changing, so, medical students need good SDL abilities to ensure improvement in their academic performance and future work service. This study aimed to evaluate the perceptions of SDL abilities among preclinical medical students at Universiti Teknologi MARA and identify the factors that motivated or discouraged them to undertake SDL. A validated 20-item SDL instrument (SDLI) was used to assess the SDL abilities of the students. They were also asked to respond to open-ended questions about the influencing factors in implementing SDL. The 232 respondents were comprised of Year 1 and Year 2 medical students. The mean SDLI scores of the respondents were higher than those obtained in other studies using the same instrument, indicating these respondents had good SDL abilities. No significant differences in SDLI scores were identified in terms of gender, academic background, or academic year. Important promoting factors for implementing SDL reports included guidance from lecturers or faculty, as well as support from friends and family. Distractions from current technology and social media were listed as significant discouraging factors for implementing SDL. The influencing factors reported in this study should assist the faculty in designing appropriate teaching-learning activities that guide and support SDL. [ABSTRACT FROM AUTHOR]

Purpose: This study evaluated the underlying subdomain structure of the Self-Directed Learning Readiness Scale (SDLRS) for medical students and refined the instrument to measure the subdomains to provide evidence for construct validity. Developing self-directed learners is a well-recognized goal amongst medical educators. The SDLRS has been frequently used, however, lack of construct validity makes it difficult to interpret results. Methods: To identify the valid subdomains of the SDLRS, items were calibrated with the graded response model (GRM) and results were used to construct a 30-item short form. Short-form validity was evaluated by examining the correspondence between the total scores from the short form and the original instrument for individual students. Results: A five-subdomain model explained the SDLRS item response data reasonably well. These included: (1) initiative and independence in learning, (2) self-concept as an effective learner, (3) openness to learning opportunity, (4) love of learning, and (5) acceptance for one’s own learning. The unidimensional GRM for each subdomain fits the data better than multi-dimensional models. The total scores from the refined short form and the original form were correlated at 0.98 and the mean difference was 1.33, providing evidence for validation. Nearly 91% of 179 respondents were accurately classified within the low, average, and high readiness groups. Conclusion: Sufficient evidence was obtained for the validity and reliability of the refined 30-item short-form targeting five subdomains to measure medical students’ readiness to engage in self-directed learning. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Taibah University Medical Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study focused on how kindergarten teachers engage pupils in developmental art activities in Dodowa in the Greater Accra region of Ghana. A case study design was used to collect data through interviews and observations. A purposive sampling technique was used to select eighteen teachers from the nine basic schools in Dodowa. While some of the kindergarten teachers had an understanding of process and product art, others were unfamiliar with these concepts. Product art is typically utilized by teachers to engage pupils in art activities, although this approach may deprive the pupils of the benefits of other developmentally appropriate art activities. Alternatively, process art helps the learners to construct their own knowledge, fosters self-confidence and creativity, and improves visual communication, problem-solving and decision-making skills. [ABSTRACT FROM AUTHOR]

There is a growing demand for comprehensive evaluations of the clinical learning quality of nursing education and the necessity to establish robust predictors and mediators for enhancing its outcomes within the context of mental health practice. This study is threefold: 1. Evaluating nursing students' clinical learning quality before and after mental health nursing practice; 2. Establish if the grade of a theoretical course in mental health nursing and the student's perception of their theoretical knowledge level predicts the grade of mental health nursing practice; 3. Explore how model learning opportunities, self-directed learning, safety, and nursing care quality mediate learning environment quality and tutorial strategies quality following mental health nursing practice. Using a before and after the study, 107 undergraduate nursing students at an Israeli university completed a questionnaire and the Clinical Learning Quality Evaluation Index tool to assess their perceptions of clinical learning quality before and after mental health nursing practice. The results showed a decline in students' perceptions of tutorial strategy quality following mental health practical learning in clinical settings, with the theoretical course grade predicting the practical experience grade and underscoring the mediating role of learning opportunities between the learning environment and tutorial strategies. The study's findings emphasize the importance of an adaptive learning environment and a solid theoretical foundation in fostering effective tutorial strategies and enhancing the overall learning outcomes for nursing students in mental health education. [ABSTRACT FROM AUTHOR]

In this article, the three authors (two learners of Italian at the A2 level, and one Italian instructor) review six diverse resources for self-directed learning of Italian. These resources are: two online courses (Busuu and EdX), a podcast, a Netflix extension, a book, and an AI tool. The article suggests how such resources can be used by learners of Italian outside the classroom as part of an autonomous learning plan. [ABSTRACT FROM AUTHOR]

This paper describes and discusses how two formats of advising in language learning offered at the Masaryk University Language Centre attempt to respond to students' needs in self-regulating their learning. The focus is on comparing the advising sessions incorporated into an elective L2 course aiming at learner autonomy development and the sessions offered in obligatory L3 courses. A small study was conducted in both settings, identifying differences between students' previous experiences, skills and expectations. Furthermore, two cases of individual advisees were analysed to gain a deeper insight into how similar students are supported by the different advising formats and available choices about their language learning. The case studies briefly portray how advising sessions navigate students in choosing their learning materials or methods. The aim of the paper is to illustrate that allowing students to make decisions about their language learning fosters their self-regulated learning. [ABSTRACT FROM AUTHOR]

The objective of this research is to detect if graphic design students have the abilities of Self-Directed Learning Skills (SDLS). In the Malaysian education system, students have consistently adapted to teacher-centered learning methods and are unable to master the skills of independent learning. This situation is further exacerbated by the prevalence of local academics in higher education institutions, who constantly practice pedagogical methods of delivery while mistaking them to be andragogical methods. As a consequence of this phenomenon, it is found that most of the students are facing various difficulties in learning and are increasingly experiencing emotional stress in the pursuit of high academic achievement. This study utilises an analysis based on andragogy, incorporated with the Self-Directed Learning Readiness Scale (SDLRS) to investigate the effectiveness of self-directed learning abilities based on the Self-Determination Theory (SDT) in helping the students achieve high academic performances. This study uses a mixed-method enquiry for data collection and analysis. This combination of methods can successfully overcome the following deficiencies such as; providing an opportunity to pay attention to measurement error, discovering incomplete information, eliminating variables, and assessing the certainty of conclusions. [ABSTRACT FROM AUTHOR]

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In distance learning educational environments like Moodle, students interact with their tutors, their peers, and the provided educational material through various means. Due to advancements in learning analytics, students' transitions within Moodle generate digital trace data that outline learners' self-directed learning paths and reveal information about their academic behavior within a course. These learning paths can be depicted as sequences of transitions between various states, such as completing quizzes, submitting assignments, downloading files, and participating in forum discussions, among others. Considering that a specific learning path summarizes the students' trajectory in a course during an academic year, we analyzed data on students' actions extracted from Moodle logs to investigate how the distribution of user actions within different Moodle resources can impact academic achievements. Our analysis was conducted using a Markov Chain Model, whereby transition matrices were constructed to identify steady states, and eigenvectors were calculated. Correlations were explored between specific states in users' eigenvectors and their final grades, which were used as a proxy of academic performance. Our findings offer valuable insights into the relationship between student actions, link weight vectors, and academic performance, in an attempt to optimize students' learning paths, tutors' guidance, and course structures in the Moodle environment. [ABSTRACT FROM AUTHOR]

The objectives of this research were to study and develop a learning management model that enhances creative self-directed learning skills among school students in Thailand and to prepare policy proposals and practical approaches for implementation in educational institutions. The study was conducted using a research and development methodology in four steps: literature review, development of a learning management model, model testing in sixteen classrooms with a total of 501 learners, and evaluation of the model's effectiveness for enhancing creative self-directed learning skills. The research results revealed that effective learning management models for enhancing creative self-directed learning skills consist of principles, objectives, and learning management procedures with well-defined roles for teachers and learners and continuous evaluation. As teachers play a role in coaching learners, they should engage, empower, and enliven their students according to the context of learning management and the nature of the learners. Testing of the learning management model found that elementary and secondary learners both developed their creative self-directed learning skills with statistical significance at the 0.01 level. The researchers propose a policy to promote self-directed learning management in educational institutions. [ABSTRACT FROM AUTHOR]

Mobile phones have become essential learning tools with their extensive features and functionalities, contributing to the emergence of mobile learning. These devices enable communication and collaboration both inside and outside the classrooms while also aiding in information seeking, collection, and content generation. Yet, the use of mobile phones in education is met with varying opinions; while some view them as potentially distracting, others see them as facilitators of learning environments. Personal traits, such as previous knowledge, motivation, and needs, significantly influence the educational use of mobile phones. Consequently, this study aimed to investigate undergraduate students' educational mobile phone use and explore the effect of certain learner characteristics (demographic characteristics, technology-use-related characteristics, the motives for mobile phone use, self-directed learning, and self-efficacy beliefs) on mobile phone use in an academic environment (MPUAE). The participants consisted of 1928 students from all departments of Middle East Technical University, which were selected by stratified sampling method. The results showed that students used their mobile phones primarily for communication and interaction, and then for getting/searching for information. To predict the contribution of the personal factors on the total MPUAE scores, a hierarchical regression analysis was performed. The findings revealed that personal factors, except self-directed learning, significantly predicted students' total MPUAE scores, which explained 32% of the variance in educational mobile phone use. Specifically, the motives of mobile phone use and self-efficacy beliefs were the most notable predictors based on the analysis. [ABSTRACT FROM AUTHOR]

This study was triggered by the challenges faced by South African higher education institutions in implementing pre-service teachers’ programmes before and during the COVID-19 pandemic. As such, the main objective of the study was to determine the influence of COVID-19 on self-directed learning of pre-service teachers at a rural university. The qualitative approach and case study method were suited to this research, which used an interpretive paradigm. Sixteen academics were purposively sampled to participate in the study. Semi-structured interviews were used to generate data. The findings were that the selected institution experienced staff shortages which affected pre-service teachers, and that the pre-service teachers lacked up-to-date material and equipment, consistent access to the internet, and technical support that would enable them to engage optimally with technological platforms. Inadequate mentoring of pre-service teachers during teaching practice was an additional finding of the study. [ABSTRACT FROM AUTHOR]

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores technology-based learner autonomy in Tunisian higher education, focusing on the Raqqada English department. It examines student engagement with technology-driven learning and the challenges faced by educators, highlighting a gap between students' theoretical readiness for self-directed learning and their actual use of digital tools. Utilising a mixed-methods approach, quantitative data were collected from 102 English students via questionnaires, and qualitative data from interviews with 25 educators. Findings reveal that while 80% of students engage in autonomous learning outside the classroom, in-class technology usage is significantly lower, indicating a disconnect with existing infrastructure. Furthermore, 76% of students acknowledge technology's role in supporting diverse learning styles, and 67% link smart classrooms to increased motivation. However, challenges such as limited digital literacy, inadequate training, and poor infrastructure hinder effective technology integration. Educators expressed concerns about rigid teaching methods and insufficient autonomy at earlier educational levels, suggesting that autonomy is better developed at the master's level. The study concludes that enhancing infrastructure, training, and digital resource availability is crucial for advancing learner autonomy. Recommendations include fostering intercultural collaboration through programs like Collaborative Online International Learning (COIL) and implementing varied assessment methods to evaluate learner autonomy better. Additionally, professional development programs for educators and students are necessary to promote autonomy and active learning strategies.

Objective The use of virtual simulation in nursing education is an effective approach for improving nursing critical thinking and self-learning abilities, but the previous studies were limited to providing the required evidence that supports the association. This study aimed to assess the relationship between virtual simulation and critical thinking disposition and self-directed learning abilities among nursing students. Methods This is a descriptive correlational, non-experimental study. It was conducted among 201 third- and fourth-year nursing students at the Academic Institution, Saudi Arabia. A non-probability convenience sampling technique was used to select the participants; then, an online, adapted questionnaire was sent to the participants, the data from which was analyzed by SPSS. Results The study findings showed that virtual simulation benefited nursing students. Most participants (56%) agreed that it helped them to think critically, and approximately 27% strongly agreed. It also enhanced their self-directed learning abilities, and the majority of the students agreed that they often review the way nursing practice is conducted. Furthermore, the results showed a significant, positive relationship between virtual simulation and the critical thinking disposition of nursing students (p-value = 0.03; correlation coefficient = 0.65), a strong positive relationship with self-directed learning abilities of nursing students (p-value = 0.004; correlation coefficient = 0.78), and a strong positive relationship between critical thinking disposition with self-directed learning abilities of nursing students (p-value = 0.01; correlation coefficient = 0.72). Conclusion There are significant relationships between virtual simulation and the critical thinking disposition and self-directed learning abilities of nursing students. Furthermore, virtual simulation made the students practice critical thinking and self-learning, so, they simulate events and try to seek out and solve the problems.