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Background: Scottish Graduate Entry Medicine (ScotGEM) is a new four-year graduate entry medical programme. During the third year, students undertake a Longitudinal Integrated Clerkship (LIC) where they are integrated into one General Practice for two and a half days a week. The remaining time is 'white space', allowing students to undertake placements and portfolio work; while directing their learning. Aims: To explore the students' perceptions of the utility of the 'white space' of the ScotGEM LIC. Secondary aims were to explore the positive aspects of this space, the challenges of utilising this space and to explore any difference in the 'white space' between LIC regions. Methods: An explorative case study methodology was utilised and semi-structured interviews were conducted with third and fourth-year students. 13 interviews were transcribed for inductive thematic analysis. Findings: Four themes were established: the students' usage of the 'white space'; the tools they used to guide learning in this space; regional variations in LIC experiences and they offered suggestions to improve the utility of this space. Discussion and conclusion: The findings are detailed and integrated with relevant literature to inform recommendations for future LIC practice and suggestions for future research are offered. [ABSTRACT FROM AUTHOR]

Self-directed learning (SDL) is necessary for successful learning in MOOCs. Motivation is one of the critical elements of SDL. This mixed-method study examined the design and delivery of MOOCs to motivate learners for SDL. The data collection methods included semi-structured interviews with 22 MOOC instructors, a document review of 22 MOOCs, and an online survey with 198 participants. The researchers found that MOOC instructors valued motivating learners for SDL. The strategies to motivate learners included entering motivations (i.e. decisions to participate in a course) and task motivations (i.e. learners' persistence in learning activities). For entering motivation, MOOC instructors used strategies, such as identifying the value and needs of learning, increasing self-efficacy, and using incentives. For task motivation, MOOC instructors adopted engaging instructional strategies, well-designed learning materials, immediate and constructive feedback, and social interaction. Besides, technology played an essential role in motivating learners. Implications for instructors and instructional designers were discussed at the end of the paper. [ABSTRACT FROM AUTHOR]

Research in STEM education has focussed on integrated STEM projects that combine knowledge and skills across science, technology, engineering, and mathematics. These integrated STEM projects are typically designed by teachers or researchers addressing a limited range of topics that do not always cater well to the diversity of interest among children and adolescents. By contrast, self-selected projects where students have more choices and autonomy in selecting their own projects are relatively rare. Consequently, there is a gap in the literature on students' learning experiences when they choose and develop their own STEM projects. This study aims to examine the classroom experience and enactment of a high school STEM course designed for Grade 9 and 10 students (14 to 16 years old) to carry out a project of their choice aligned with the theme of sustainability. A case study methodology was used to investigate eight students' lived experiences in making connections to STEM. The study reveals the nature of students' self-directed learning experiences as they chose their own topics of exploration and subsequently developed their respective STEM-related projects. It also illuminates the alignments and tensions between STEM integration and various aspects of students' self-directed learning, including intrinsic motivation, open-ended tasks, goal setting, design thinking, collaboration with external partners, curriculum constraint, and time management. The implications of the study encompass student autonomy and agency, the significance of authentic problems and themes in STEM education, and the role of curriculum in facilitating self-selected projects. [ABSTRACT FROM AUTHOR]

This study examines lifelong learning as it pertains specifically to professional growth for university educators in Kuwait. Moreover, it looks at how self-directed and lifelong learning are interrelated. The findings of this study indicate a significant direct relationship between lifelong learning factors, including motives, attitudes, and conditions, and the professional development of educators, except for the attitude with the reflection activities. The current study employs a deductive and quantitative research approach through a questionnaire survey. Partial least square-structural equation modelling (PLS-SEM) was used to analyze the data. The findings underscore the effectiveness of self-directed lifelong learning in meeting educators' professional development needs and improving their practice. Educational institutions should prioritize and support lifelong learning initiatives to foster educators' growth and enhance teaching and learning in post-compulsory education settings. [ABSTRACT FROM AUTHOR]

This essay explores Self-Directed Learning in voice training for the performing arts. It begins with a philosophical discussion of adult learning theory, Self-Directed Learning, and the essay ends with tangible and practical steps for including Self-Directed Learning in the higher education classroom. Ultimately, the author encourages instructors to explore Self-Directed Learning teaching practices and for the field of voice studies to examine Self-Directed Learning further. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Objectives Methods Results Conclusions Implications for Nursing Management and Health Policy Patient or Public Contribution Reporting Method Self‐directed, lifelong learning is essential for nurses' competence in complex healthcare environments, which are characterised by rapid advancements in medicine and technology and nursing shortages. Previous studies have demonstrated that ChatGPT technology fosters self‐directed learning by motivating users to engage with it.To explore the relationships amongst socio‐demographic data, attitudes towards ChatGPT use, and self‐directed learning amongst registered nurses in Taiwan.A cross‐sectional study design with an online survey was adopted. Registered nurses from various healthcare settings were recruited through Facebook and LINE, a widely used messaging application in East Asia, reaching over 1000 nurses across five distinct online groups. An online survey was used to collect data, including socio‐demographic characteristics, attitudes towards ChatGPT use, and a self‐directed learning scale. Data were analysed using descriptive statistical methods, t‐tests, Pearson's correlation, one‐way analysis of variance, and multiple linear regression analysis.Amongst the 330 participants, 50.6% worked in hospitals, 51.8% had more than 15 years of work experience, and 78.2% did not hold supervisory positions. Of the participants, 46.7% had used ChatGPT. For all nurses, work experience and awareness of ChatGPT statistically significantly predicted self‐directed learning, explaining 32.0% of the variance. For those familiar with ChatGPT, work experience in nursing and the technological/social influence of ChatGPT statistically significantly predicted self‐directed learning, explaining 35.3% of the variance.Work experience in nursing provides critical opportunities for professional development and training. Therefore, ChatGPT‐supported self‐directed learning should be customised for degrees of experience to optimise continuous education.This study explores nurses' diverse use of and attitudes towards ChatGPT for self‐directed learning. It suggests that administrators customise support and training when incorporating ChatGPT into professional development, accounting for nurses' varied experiences to enhance learning outcomes.No patient or public contribution.This study adhered to the relevant cross‐sectional STROBE guidelines. [ABSTRACT FROM AUTHOR]

ABASTRACTObjectiveMaterials and methodsResultsConclusionsThis study aims to assess the impact of LearnGuide, a specialized ChatGPT tool designed to support self-directed learning among medical students.In this 14-week randomized controlled trial (ClinicalTrials.gov NCT06276049), 103 medical students were assigned to either an intervention group, which received 12 weeks of problem-based training with LearnGuide support, or a control group, which received identical training without AI assistance. Primary and secondary outcomes, including Self-Directed Learning Scale scores at 6 and 12 weeks, Cornell Critical Thinking Test Level Z scores, and Global Flow Scores, were evaluated with a 14-week follow-up. Mann-Whitney U tests were used for statistical comparisons between the groups.At 6 weeks, the intervention group showed a marginally higher median Self-Directed Learning Scale score, which further improved by 12 weeks (4.15 [95% CI, 0.82 to 7.48]; p = 0.01) and was sustained at the 14-week follow-up. Additionally, this group demonstrated notable improvements in the Cornell Critical Thinking Test Score at 12 weeks (7.11 [95% CI, 4.50 to 9.72]; p < 0.001), which persisted into the 14-week follow-up. The group also experienced enhancements in the Global Flow Score from 6 weeks, maintaining superiority over the control group through 12 weeks.LearnGuide significantly enhanced self-directed learning, critical thinking, and flow experiences in medical students, highlighting the crucial role of AI tools in advancing medical education. [ABSTRACT FROM AUTHOR]

An educational project in medical undergraduate otorhinolaryngology teaching-learningmethodology was designed with the aimof objectively studying the impact of self-directed learning on the topic of tracheostomy, since the latter has been included by the National Medical Commission as a core-competence for students. 150 third-year medical undergraduates participated in the study. They were divided into two groups, namely A and B. Group A was guided to undertake self-directed learning on tracheostomy while Group B underwent a lecture on the sametopic. Thereafter, both the groups responded to a validated feedback performa. Both the groups were assessed before and after the teaching-learning sessions by way of validated multiple-choice questions. Seventy-eight percent of participants from Group A agreed with the fact that they had acquired adequate knowledge on tracheostomy following the self-directed learning session as compared to 93.3% of those in Group B. Lacunae in the knowledge at the end of the teaching sessions were found to be more (27.4%) in Group B as compared to Group A (22%). The results obtained through the preand post-tests found Group A students to be performing significantly better than those in Group B, indicating that self-directed learning had been a more effective method for teaching the skills of tracheostomy as compared to the conventional lecture involving a large group. Self-directed learning, when used alone for a topic like tracheostomy, is more effective than a lecture in terms of reduced lacunae in knowledge and students performance in examinations. [ABSTRACT FROM AUTHOR]

In recent years, discourse on topics like cultural humility, social determinants of health (SDOH), and health disparities and inequities has greatly increased in medical education as attention to their impact on health has magnified. Unfortunately, traditional medical education models may fail to optimize learning in this area. To address these complex social health issues, we must find innovative ways to engage students in an educational partnership in which they are challenged to critically think and reflect on their attitudes, role, and actions in health equity and culturally responsive care. Through reviews of existing literature coupled with our own experience with iterative implementation of a model that includes interpersonal engagement paired with individual self-directed learning, we assembled 12 tips on how to prepare diverse students to practice lifelong cultural humility and provide culturally and socially responsive care in an ever-changing social landscape. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this study was to identify demographic variables, the level of self‐directed learning (SDL), locus of control (LOC), and personality traits in dental hygiene (DH) students and to identify predictive variables for SDL. Methods: Cross‐sectional survey research was conducted with a convenience sample of DH students (n = 229) in the United States using a web‐based survey. The validated instruments used were the Self‐Directed Learning Instrument (SDLI) to determine level of SDL, the Academic Locus of Control (ALC) scale for college students to evaluate LOC, and the Big Five Inventory‐2‐Extra Short Form (BFI‐2‐XS) to identify personality traits. Descriptive, correlation, and regression analyses were performed. Results: The completion rate was 68.9% (n = 159). The average SDLI score of the sample was 82.59, indicating a high overall level of SDL. The average ALC score was 10.34, indicating an overall internal LOC. Internal LOC (B = −0.319, SE = 0.082, β = ‐0.330, p < 0.001) and an open‐minded personality trait (B = 1.156, SE = 0.363, β = 0.233, p = 0.002) emerged as significant predictors of learning motivation (B = −0.138, SE = 0.057, β = −0.214, p < 0.017) and self‐monitoring (B = 0.553, SE = 0.253, β = 0.167, p = 0.030) SDLI constructs. Conclusion: SDL among DH students can be cultivated by enhancing their learning motivation and self‐monitoring skills. This may be achieved by helping learners increase their internal locus of control and open‐mindedness. Future studies should explore exercises to help promote these traits. [ABSTRACT FROM AUTHOR]

Background: Smartphone/internet can be the major tool for self-directed learning (SDL), which has been implemented in the competency-based medical education, but studies show that the medical students predominantly use it for non-educational purposes. We hypothesized that motivating the students to spend more time on smartphone/internet for their academic development may help them to achieve their academic learning goal of life-long learner. Aims and Objectives: The aim of this study was to determine the duration, pattern of use of smartphone/internet, and information-seeking behavior of the students on the internet, to develop and introduce a motivational intervention for the effective use of the smartphone/internet for academic and educational purposes, and to study the effect of this motivational intervention on the duration and pattern of use of the smartphone/internet for academic purposes and SDL. Materials and Methods: The study was conducted in the Department of Physiology, Government Medical College, Akola, on 129 volunteer students. Initially, a pretest was given to assess the baseline knowledge. Followed by a questionnaire based on the smart/internet uses was given; the motivational intervention was designed based on the student's responses and introduced. After the gap of 3 months of pre-test, the post-test on the same topic was conducted; and at the end, a feedback Questionnaire was given. The whole data, compiled, processed, and analyzed using the Statistical Package for the Social Ssciences 16 statistical software. Frequency, percentage, paired t-test, and Chi-square tests were used to test the significance of the data at a significance level 0.01. Results: The smartphones are preferred for internet use, more than 4 h/week in 78.3% of the students; its main purpose was for entertainment and communication. Its use for academic purpose is only 25%. In post-intervention, the students were using it more for academic purposes and non-academic use has decreased as compared to pre-intervention times. The mean post-test score was highly significant. Conclusion: Our study demonstrated a positive effect on student's SDL which could improve the better academic performances. Simple intervention like motivating the students to use smartphone/internet for their academic and professional development could help them to achieve the goal of SDL and lifelong learning. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Presently, numerous universities in Saudi Arabia have embraced online learning following the experience gained during the COVID-19 pandemic. While several studies have assessed the quality of online learning and student satisfaction during that period, limited research has explored students' satisfaction post-pandemic control despite several universities planning to offer some courses online. Investigating student satisfaction post-pandemic is crucial for predicting the quality of online learning and assisting universities in enhancing the outcomes of online learning. Consequently, this study aims to examine student satisfaction with online learning by proposing a model derived from the updated Information System Success Model. The updated model factors include system quality, service quality, and information quality, supplemented by student–student interaction quality and self-directed learning. Data were collected from a sample of 150 undergraduates at King Saud University in the second semester of the 2023–2024 academic year. The research model was validated using the PLS approach. The findings indicated that only self-directed learning significantly affects students' satisfaction with online learning. This study contributes theoretically by expanding the existing literature and enhancing the understanding of the factors that drive student satisfaction. Moreover, it provides practical contributions to decision-makers and educators developing online learning strategies focusing on enhancing self-directed learning abilities. [ABSTRACT FROM AUTHOR]

Background: Previous studies have reported varying levels of self-directed learning readiness and time management skills among nursing students, and the relationship between these two skills has not been extensively explored. Consequently, this study aimed to assess self-directed learning readiness and its influencing factors, with a specific emphasis on the role of time management skills among nursing students. Methods: This cross-sectional study involved the participation of 110 undergraduate nursing students who were conveniently recruited for the research. The data collection tools included a demographic information form, Fisher's Self-Directed Learning Readiness questionnaire, and the Time Management Inventory developed by Britton and Tesser. The collected data were analyzed using STATA-14 statistical software. Results: The findings revealed that 96.4% of the nursing students demonstrated readiness for self-directed learning. The mean overall score for self-directed learning readiness was 162.3 ± 6.1 out of 200, indicating a relatively high level of readiness. The mean score for time management skills was 98.1 ± 5.0 out of 135, suggesting satisfactory proficiency in this area. In terms of the relationship between self-directed learning readiness and its associated factors, time management skills, academic probation history, grade point average, place of residence, and level of interest in the field of study collectively accounted for 9.2% of the variance in self-directed learning readiness. Among these factors, academic probation history, grade point average, and place of residence emerged as statistically significant predictors (P < 0.05). Conclusions: The study findings indicate that the level of self-directed learning readiness and time management skills among the nursing students were considered acceptable. Academic probation history, grade point average, and place of residence emerged as significant predictors of self-directed learning readiness. These results highlight the importance of considering students' academic background and living conditions to effectively enhance their level of self-directed learning readiness. Further research is recommended to explore additional factors that may influence self-directed learning readiness among nursing students. [ABSTRACT FROM AUTHOR]

Background: Lifelong learning is essential for cultivating conscientious nurses. Because self-directed learning is significantly correlated with lifelong learning, it is necessary to enhance nursing students' self-directed learning skills after graduation. This study examined the effectiveness of an integrated team-based learning and empathy mapping teaching strategy in a Psychiatric Nursing course for enhancing students' self-directed learning skills and academic performance. Methods: A quasi-experimental design was used. The subjects of the study were 89 third-year nursing students who enrolled in a course on Psychiatric Nursing. Data were collected from September 22, 2021 to January 31, 2022. The participants were recruited using purposive sampling and divided into experimental group and control group. The pre- and post-test learning outcomes of nursing students were evaluated with the Self-Directed Learning Instrument (SDLI). Results: The experimental group performed significantly better than the control group on the dimensions of "identifying learning resources," "monitoring learning progress," and "interpersonal communication," (p <.05) as revealed by the results. Additionally, the students enhanced their self-directed learning skills (p =.038) and academic performance (p <.001). Conclusions: The integrated team-based learning and empathy mapping teaching strategy significantly enhanced the self-directed learning skills and academic performance of nursing students. [ABSTRACT FROM AUTHOR]

Higher education (HE) is considered to be the apex of all educational endeavours. Therefore, it is expected that student in various institutions of higher learning should be self‐motivated for individualized synchronous and asynchronous learning. Lamentably, it seems that such expectation within the HE spaced is yet to be achieved. While stakeholders in HE are in search for an approach to ensure that students have sufficient self‐directed learning (SDL) capacities needed for blended learning (BL), this article advance and propose the use of the constructivist framework to foster SDL to ensure that students develop their own understanding of learning, its meaning according to the context, and the ways to acquire it using BL as a mediator. Using the constructivist theory as a theoretical lens, we proposed the use of a three‐ring‐drag‐in approach as a model to fostering SDL among students in various institutions of higher learning. We, therefore encourage the adoption or adaptability of the three‐ring‐drag‐in approach as it promise to address and resolve the concerns and agitation of enthronement of SDL among students within the HE spaces. [ABSTRACT FROM AUTHOR]

Background: Indian medical graduates are expected to be lifelong learners, and medical teachers need to find newer and more engaging ways to help them hone their lifelong learning skills. Online learning can be a stepping stone toward this goal. Methods: We conducted a pre-post design interventional study in which 22 phase two MBBS students rated their self-directedness in learning using the Self-Rating Scale of Self-directed Learning (SRSSDL) at two points in time—before and after completing a 10-week online basic psychopharmacology module. Participant feedback was obtained regarding various aspects of the online modular learning experience. Results: The participants' mean SRSSDL scores before and after the intervention were 231.31 ± 26.64 and 227.31 ± 31.33. The difference is not significant. The students' scores at both points in time placed them in the "high" range of level of self-directed learning, leaving less realistic scope for a large change in the given time frame. Participant feedback was encouraging, with 19 out of 22 reporting that the overall learning experience was a "positive" one. Conclusions: Second-year medical students' self-reported self-directedness is high. Online modular learning may be a feasible addition to medical education, even though it may not increase self-directedness in the short term. A limited sample size can lead to type 2 errors. [ABSTRACT FROM AUTHOR]

This research revisits the utilization of prompting as an essential teaching technique in digital pedagogy, taking into account its changing significance in response to technological progress. This study presents a paradigm that highlights the importance of prompting in supporting digital learning environments. It analyzes different types of prompting, their usefulness, and how learning progresses through strategies like fading and shadowing. Additionally, this study examines the practical consequences, implementation processes, and future research issues in the field of digital pedagogy. [ABSTRACT FROM AUTHOR]

Background: The mediating role of critical thinking in interacting with help-seeking can deepen our understanding of how to increase students' independence and adequacy in the learning process. However, few investigations have been conducted into these complex dimensions and interactions, a research gap that reinforces the necessity and value of future studies to improve current educational systems. Aims: The current research was conducted with the objective of explaining the self-directed learning model based on help-seeking, considering the mediating role of critical thinking among students of the second elementary stage in Kerman province. Methods: The current research is descriptive, correlational, and employs structural equation modeling. The statistical population included all students of the second elementary stage in Kerman province during the academic year 2022-2023, totaling 170,066 students. Out of this population, 310 individuals were selected as samples through a multi-stage random cluster sampling method, from 4 counties (Ravar, Baft, Bam, and Rafsanjan). Results: The results indicated that there is a significant relationship between critical thinking and self-directed learning (P< 0.01). Additionally, the results showed that the direct paths in this research were significant, and the indirect pathways of self-directed learning based on help-seeking through the mediating role of students’ critical thinking were also significant. Based on the findings, the final model had a satisfactory fit (P< 0.01). Conclusion: The findings of this research can concretely impact the design and implementation of curricular programs and educational interventions, particularly in promoting intellectual independence and effective learning in students. With a better understanding of the role of critical thinking as a mediating factor in the self-directed learning process, teachers and curriculum designers can employ related approaches and techniques in the classroom to guide students towards effective help-seeking and the use of critical thinking for evaluating and solving problems. [ABSTRACT FROM AUTHOR]

As generative AI tools are increasingly popular in today’s teaching and learning process, challenges and opportunities occur at the same time. Self-directed learning has been regarded as a powerful learning ability that supports learners in informal learning contexts and its importance rises in salience when incorporating AI into learning. This study employed a mixed-method design to understand how people self-direct their online language learning through the utilization of ChatGPT. Analyzing survey data from 276 survey respondents and 11 one-to-one interviews with language learners in the United States, we found that learners are motivated to use generative AI for its high flexibility and personalization which enables learners to access learning materials that align with their knowledge levels, personal interests, and learning goals. We also found self-monitoring skills that are inherent to learners help them to use ChatGPT more effectively and achieve their learning goals efficiently. This study contributes to the emerging field of AI in education and explores possibilities to use ChatGPT to foster self-directed language learning and provide educators, instructional designers, and researchers with insights to design learning integrated with AI to best fulfill learners’ diverse needs and expand learning opportunities to more people. [ABSTRACT FROM AUTHOR]

Background: Many nursing schools are transitioning to a competency-based model due to the increasing complexity of medical information, skills, task acuities, and cognitive overload. Problem: Nursing faculty may not be familiar with the synergy between achievement goal theory and the growth mindset (GM) model to prepare nursing students within a competency-based model effectively. Approach: This article presents a persuasive argument for how integrating achievement goal theory and the GM model could effectively foster mastery goals essential for competency development. Conclusions: Mastery goals, a component of the GM model, can be used as tangible indicators for assessing and evaluating competency development. [ABSTRACT FROM AUTHOR]

Despite the increasing recognition of language learning beyond traditional classrooms, little is known about how language teachers support and guide students in self-directed learning environments. Drawing on qualitative data from a team of experienced English as a Foreign Language teachers, this article reports on the intersections between teachers' cognition, emotions, and agency in a self-directed language learning unit (SDLU) at a university in Japan. Thematic analysis of the data illuminated dialectal relationships between teachers' feelings, beliefs, and agency during the implementation of the SDLU. Although teachers were supportive of SDLU's goals and the overall approach it promoted, they were cautious of intervening in their students' self-directed learning due to concerns about protecting the learner autonomy that SDLU was designed to foster. As well as confusion over how best to meet the needs of their learners in this novel context, they experienced vulnerability in relation to their professional identities and there was considerable variation in ways teachers enacted agency and managed the new learning environment. The findings suggest teachers may need guidance and support to help them recalibrate existing competencies and develop strategies for nurturing their students' self-directed learning in novel classroom contexts. [ABSTRACT FROM AUTHOR]

The present study aimed to develop and implement an interactive chatbot in a languagelearning setting. For this purpose, fifty Omani EFL students were divided into two equal groups: control and experimental. All the pretests were validated and piloted before the treatment to ensure practicality. The chatbot was designed using the WhatsApp platform, and instructions were given to the students. Some researcher-made tests, such as writing tasks, grammar, and reading comprehension activities, were assigned to both groups. In addition, an adapted questionnaire initially developed by Williamson (2007) was used as the pretest and posttest. The control group received all the materials using the traditional face-to-face teaching method, while the experimental group received all the instructions, explanations, and tests through the chatbot. The findings of the study revealed that the control group did not show any interest in completing the activities; on the contrary, the majority of participants in the experimental group engaged themselves in task achievements. Moreover, the selfdirected learning questionnaire results showed that the experimental group progressed significantly from the pretest to the posttest in self-directed abilities, including awareness, learning strategies, activities, evaluation and interpersonal skills, with a statistically significant difference compared to the control group. The results of this study could be helpful for educators, students, and self-access centre staff. [ABSTRACT FROM AUTHOR]

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Objective: The present study aimed at investigating an already-proposed problem-based model of writing on Iranian EFL learners' writing skill. Methods: In so doing, an experimental pre-test post-test control group study was designed. The participants of the study consisted of 60 female advanced EFL learners who were randomly selected from eighty-eight learners who were passing an IELTS preparation course at a private language institute. The study sample was randomly assigned into two groups (each consisting of 30 learners) namely, the experimental and the control groups. Two samples of IELTS Writing Task 2 were used for the purpose of measuring the participants' writing skill at the beginning (pre-test) and end (post-test) of the study. To analyze the data, normality test, descriptive and inferential statistics (i.e., analysis of covariance (ANCOVA) test) was used. Results: The results of data analysis showed that the proposed problem-based model of writing affects Iranian EFL learners' writing skill. Conclusions: The findings have pedagogical implications for EFL teachers and learners, and curriculum planners. [ABSTRACT FROM AUTHOR]

21st-century Learning provides profound changes in the learning process in school because students must control their Learning to increase their critical thinking and problem-solving skills. The statement above, in line with Malcolm Knowles's research results, states that Selfdirected Learning can improve students' critical thinking through intuition and analysis experience. The problem is that in vocational education, students emphasize hard skills and practice. Learning 21st-century demands that students have soft competency to influence how they think in making decisions. Therefore, the researcher aims to determine the effect of the self-directed learning model on the students' higher-order thinking Skills in Vocational Education. The method used in this research is quantitative, using two groups, namely the experimental class and the control group, with 34 students in each class. Class Experiments get treatment of self-directed Problem-based Learning that has been developed, while the control class did not get this treatment. This learning model is applied to the Mechanics Technique Subject; then, the post-test learning outcomes are independent sample t-tested using SPSS to determine the significant effect on higher-order thinking skills in the transfer knowledge aspect. This study found that Self-directed Problem-based Learning positively impacts Higher-order Thinking Skills in Vocational Education, which can be seen from the ttest results more than t-table (3.807>1.668). [ABSTRACT FROM AUTHOR]

This study investigates the factors influencing undergraduate students' self-directed learning (SDL) abilities in generative Artificial Intelligence (AI)-driven interactive learning environments. The advent of generative AI has revolutionized interactive learning environments, offering unprecedented opportunities for personalized and adaptive education. Generative AI supports teachers in delivering smart education, enhancing students' acceptance of technology, and providing personalized, adaptive learning experiences. Nevertheless, the application of generative AI in higher education is underexplored. This study explores how these AI-driven platforms impact undergraduate students' self-directed learning (SDL) abilities, focusing on the key factors of teacher support, learning strategies, and technology acceptance. Through a quantitative approach involving surveys of 306 undergraduates, we identified the key factors of motivation, technological familiarity, and the quality of AI interaction. The findings reveal the mediating roles of self-efficacy and learning motivation. Also, the findings confirmed that improvements in teacher support and learning strategies within generative AI-enhanced learning environments contribute to increasing students' self-efficacy, technology acceptance, and learning motivation. This study contributes to uncovering the influencing factors that can inform the design of more effective educational technologies and strategies to enhance student autonomy and learning outcomes. Our theoretical model and research findings deepen the understanding of applying generative AI in higher education while offering important research contributions and managerial implications. [ABSTRACT FROM AUTHOR]

Background: Globalization has significantly impacted the field of medical education. Medical students need to be more competent to adapt to diverse patient populations and medical practices, understanding the cultural differences, and overcoming the language barriers. While the cognitive domain is important, it cannot fulfill the other domains of learning (affective, psychomotor). Therefore, medical education has to be enhanced to produce well-rounded health-care professionals. Integrating traditional teaching with interactive learning methods can bridge the gap between theoretical knowledge and practical application. Flipping the classroom is one such interactive teaching method that prioritizes the needs, interests, and autonomy of students. By organizing the students into small teams to solve problems and discuss cases, it additionally encourages accountability within the team, which further enhances enthusiasm and commitment to their studies. Aim and Objective: This team-based learning (TBL) in the settings of the flipped classroom (FCR) model can promote self-directed learning (SDL), critical thinking, and pursuing lifelong learning, which was the objective of the present study. Materials and Methods: The study was conducted on 200 undergraduate 1st-year MBBS students, 100 each in the study and control groups. The study group was subjected to flipped classroom (FCR) and the control group to traditional large group teaching. A pre-class assessment (pre-test) using Google Forms, including MCQ, open-ended questions, and case-based physiology, was administered to both the study and control groups of students. In the study group, the team test was conducted in the class. Both groups were subjected to a post-test to evaluate the efficacy of the flipped classroom over the traditional lecture. Qualitative feedback and a focus group interview were taken from the study groups to get the insight of the students regarding the flipped classroom. The incorporation of seminars in the study group further enriched the contents with lucidity of concepts. Results: In the comparison of the pre-test and post-test assessment scores, there was a weighty improvement after the post-FCR session among the study group. Furthermore, the comparison of the pre-test and team-test scores revealed the effectiveness of TBL among the study group students. Thus, the amalgamated approach of FCR with TBL enhances student engagement and comprehension of course material. It also boosts SDL, empowering the students to take ownership of their learning journey. Discussion: Thus, employing a combination of teaching and learning techniques can be more promising than didactic teaching for cultivating medical students with SDL abilities, and certainly flipped classroom and TBL can improve learning outcomes in medical education, creating a more engaging and stimulating learning environment. [ABSTRACT FROM AUTHOR]

This study explores the perceptions of academic advising leaders regarding workplace learning for primary-role academic advisors in the United States. This research highlights the importance of self-directed learning, scholarly engagement, and graduate programs in the professional development of academic advisors. Through semi-structured interviews with 17 leaders of NACADA: The Global Community for Academic Advising, two themes emerged: self-directed learning and engagement, and scholarly engagement and understanding the field. The findings reveal that academic advisors, as proactive learners, continuously enhance their competencies through formal and informal learning activities, actively engaging with academic literature and professional networks. The study underscores the significance of preparing advisors to contribute meaningfully to their profession. By addressing the challenges and opportunities in workplace learning, this research contributes to the evolution and professionalization of academic advising, aligning with principles of Human Resource Development (HRD). The insights gained inform the design of effective professional development programs that enhance advisor skills and knowledge, ultimately leading to improved student outcomes and the advancement of the advising profession. This study bridges a critical gap in understanding the role of workplace learning in the continuous professional growth of academic advisors. [ABSTRACT FROM AUTHOR]

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Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature 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.)

Abstract Background Previous studies have reported varying levels of self-directed learning readiness and time management skills among nursing students, and the relationship between these two skills has not been extensively explored. Consequently, this study aimed to assess self-directed learning readiness and its influencing factors, with a specific emphasis on the role of time management skills among nursing students. Methods This cross-sectional study involved the participation of 110 undergraduate nursing students who were conveniently recruited for the research. The data collection tools included a demographic information form, Fisher’s Self-Directed Learning Readiness questionnaire, and the Time Management Inventory developed by Britton and Tesser. The collected data were analyzed using STATA-14 statistical software. Results The findings revealed that 96.4% of the nursing students demonstrated readiness for self-directed learning. The mean overall score for self-directed learning readiness was 162.3 ± 6.1 out of 200, indicating a relatively high level of readiness. The mean score for time management skills was 98.1 ± 5.0 out of 135, suggesting satisfactory proficiency in this area. In terms of the relationship between self-directed learning readiness and its associated factors, time management skills, academic probation history, grade point average, place of residence, and level of interest in the field of study collectively accounted for 9.2% of the variance in self-directed learning readiness. Among these factors, academic probation history, grade point average, and place of residence emerged as statistically significant predictors (P

The COVID-19 pandemic has transformed the educational landscape, making exploration of blended learning (BL) instructional delivery important. Higher education institutions are navigating the effects of the COVID-19 crisis on instructional delivery. Using Accra Learning Centre as a case study, this article explores the experiences of adult learners engaged in BL after the COVID-19 crisis in Ghana. A qualitative research method was employed, and a purposive sampling procedure was used to select 15 adult learners. An in-depth interview guide was developed to garner data. Thematic, narrative, and interpretivist analytical approaches were adopted in presenting the results. Participants’ voices, experiences, and meanings were sought. It emerged that BL promotes inquiry-based, self-directed, and constructivist learning rather than using conventional face-to-face teaching and learning, though conventional teaching and learning cannot be discounted, BL fosters self-paced learning among adult learners. It recommends that faculty continue to sharpen their skills in BL instructional delivery and adult learners should be equipped with skills in time management, and effective digital tools used to engage in BL.

Abstract Background Lifelong learning is essential for cultivating conscientious nurses. Because self-directed learning is significantly correlated with lifelong learning, it is necessary to enhance nursing students’ self-directed learning skills after graduation. This study examined the effectiveness of an integrated team-based learning and empathy mapping teaching strategy in a Psychiatric Nursing course for enhancing students’ self-directed learning skills and academic performance. Methods A quasi-experimental design was used. The subjects of the study were 89 third-year nursing students who enrolled in a course on Psychiatric Nursing. Data were collected from September 22, 2021 to January 31, 2022. The participants were recruited using purposive sampling and divided into experimental group and control group. The pre- and post-test learning outcomes of nursing students were evaluated with the Self-Directed Learning Instrument (SDLI). Results The experimental group performed significantly better than the control group on the dimensions of “identifying learning resources,” “monitoring learning progress,” and “interpersonal communication,” (p

Objective To investigate the impact of using a practice ledger based on self-directed learning abilities in clinical teaching for higher education nursing students. Methods Ninety-two higher education nursing students from Binzhou Central Hospital (2021—2022) were divided into a control group (n = 46) and an experimental group (n = 46) using random number tables. The control group received conventional teaching, while the experimental group utilized practice ledger in addition to conventional methods. The study compared self-directed learning abilities, time management skills, and internship satisfaction between the two groups. Results The experimental group outperformed the control group in learning consciousness, behavior, strategy, interpersonal skills, time monitoring, and time efficacy (P < 0.05) . Additionally, the experimental group reported higher satisfaction in classroom teaching, clinical instruction, practice planning, and available support and resources (P < 0.05) . Conclusion Implementing a practice ledger based on self-directed learning in clinical nursing teaching significantly enhances higher education nursing students′ self-learning abilities, time management skills, and overall satisfaction.

Background: Self-directed learning (SDL) is an internationally accepted principle of adult education. CBME curriculum implemented by the Government of India has allotted 280 hours of SDL in all subjects for undergraduate medical students. SDL is yet to root into the student community as norms and a definitive program evaluation is still not in shape. Aim and Objective: To identify students’ readiness and perceived barriers towards SDL. Materials and Methods: This questionnaire-based study was conducted between January 2023 to May 2023 among faculties and students. The 12 items of self-directed learning readiness instrument were adopted from Shen et al. Results: A total of 480 MBBS students participated. 97.7% of students were aware of SDL in their first year. The highest score was in the “self-monitoring” domain (Mean ± SD = 3.89 ± 0.64) and the lowest score was in “Planning and Implementation” (3.56 ± 0.80). Students perceived that SDL would enhance their communication (50.41%), critical thinking (49.2%), problem solving (40.4%), research (39.8%) and cognitive skills (37.1%). Among barriers the most significant was lack of guidance and resource deficiency (30.4%, 29%). In this study 52 CISP completed faculty participated and 82.69% agreed students were ready for SDL. The suggested resource materials were reference books and online materials (90.38% & 26.92%). Conclusion: Medical students’ readiness for SDL is quite encouraging which was also attested by 83% of faculty. Given the fertile nidus of growing young minds if deficiencies are addressed, the medical curriculum would be fortified with SDL ensuring long term benefits.

Abstract 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 0.05). 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.

This article presents an educational undertaking to integrate earthquake management subjects into the curriculum, specifically in a master’ s-level design studio course within an architecture faculty. The course explores the employment of challenge-based learning (CBL) and self-directed learning (SDL) principles, emphasizing computation for earthquake resilience and recovery. It is taught with a teaching team with diverse expertise, and it is formulated as an interdisciplinary learning environment that leads to the development of projects that explore know-how beyond the typical disciplinary boundaries of the students’ backgrounds. The article suggests that employing the principles of CBL and SDL, emphasizing computational thinking as a transversal competence, and introducing digital technologies into the course content and teaching methods can lead to an effective interdisciplinary learning environment that improves students’ motivation and agency. They can allow the students to take the initiative in extending their disciplinary knowledge and encourage their self-positioning as problem solvers. The projects formulated and developed by the students address all four phases of earthquake management through computational methods and digital technologies. Accordingly, it is suggested that computational earthquake management can be studied as an interdisciplinary research field that can address all phases of earthquake management, influencing both educational and professional domains. This article presents this course’s pedagogical approach, learning methods, and outcomes. It is concluded with an evaluation of this experience, highlighting directions towards future research. It is suggested that it can give insights into the effective integration of this subject into education and influence future research and professional explorations at the intersection of computation and earthquake management within interdisciplinary learning environments.

Abstract 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.

Facing globalization era, students tend to learn English informally. However, among the enormous studies on the use of informal learning, it was still inconclusive whether the time spent students dealt with their gadget really connected to English proficiency. This paper examines informal learning frequency in the area of English as a Foreign Language (EFL), particularly its contribution to students’ English proficiency. The study focuses on the discussions of time spent that students engage through English learning by the navigation of the digital application as part of informal learning. Correlation study was employed as the research design by collecting the data from 302 Indonesian university students through a survey. The findings showed positive yet low level of correlation, but reflect a description that students who preserve more time in the informal learning engagements made better improvement to English proficiency. The results of the study convinced that the frequent engagement with high agency of learning goal commitment is essential for achieving better English proficiency. Additionally, it adds an insight into how informal learning high frequency can make a unique contribution to EFL learners’ overall English outcomes and determine how teachers can provide necessary support to acknowledge the emerging progress of technology in education and modify their classroom practice through technology-enhanced language teaching with the intention of encouraging students’ autonomous learning with technology into language learning opportunities outside the classroom in order to enrich pedagogical insight of how informal digital learning can complement in-class and out-of-class learning.