Self-Directed Learning and the Impact of Leadership: Analyzing Keys for Success from a Covenental Perspective

The current state of education seems to beg for visionary changes to truly impact students and prepare them for the future. Self-directed learning models purport to do just that, by preparing students to be self-motivated, lifelong learners. While many educators seek to apply self-directed practices, research reveals that there are several obstacles that can hinder self-directed learning. Duby’s 2006 study of schools employing self-directed learning investigated how leaders successfully overcome these hindrances via specific leadership attitudes and behaviors that not only effectively overcame these obstacles, but are also reflected in the covenantal perspective of leadership. Using content analysis, this paper further explores the findings of Duby’s study of educational leaders, analyzing them within the covenantal construct developed by Fischer (2003), in order to better understand the relationship between effective leadership practice and the covenantal perspective. This study revealed intriguing similarities between particulars of the CFA model and the leadership practices exhibited in the self-directed learning schools. These similarities also present opportunities for future study, including whether visionary organizations are more apt to be motivated by covenantal principles and examining the type of for-profit organizations that are more apt to embody the tenets of CFA

Knowledge Management for Learning: ICT System Affordances and the Impact of Order of Use

Knowledge management (KM) is an important activity in corporations and organizations and is well suited as a learning activity in higher education. However, integrating such activities for learning requires alignment between required activities and information technology (IT) system affordances. Using KM-based assignments requiring individual and collaborative (group) Internet-based research, this study explores the affordances of two different ITs: one the university’s learning management system, and the other a Web 2.0 social digital curation system (Pearltrees). Results suggest that, despite already being familiar with Moodle, students found Pearltrees not complex and generally compatible with their learning activities, although their perceptions were impacted by whether they used Pearltrees for the first or second assignment. Students’ comments indicated that mature discussion capabilities and a visual interface with the ability to organize digital resources were some of the most important affordances for tools used in KM learning activities

Ethical dilemmas associated wih hyper-structured student research

The growth in the number of students engaging in research as part of their studies has increased dramatically, and combined with the need to provide adequate research supervision, the exploration and development of alternative modes of conducting research together with students has emerged. One such mode of research can be called the hyper-structured student research project (HSSRP). This mode represents supervision where the research area, as well as the methodology, is specifically defined, and where students are supported and guided through every step of the research process, with the supervisor making most of the important research decisions on behalf of the students. Although the HSSRP has delivered on the institutional requirements of efficiency and throughput, there is a need to critically reflect on these projects to ascertain whether they meet academic and professional requirements. In this paper, the acceptability of HSSRP projects will be analysed from a utilitarian perspective, considering dilemmas that may arise from, but also within, the projects, and focusing on the public worth which follows from such projects. Several new insights arose from these analyses, and it was found that the level of public worth might be less than when more traditional modes of supervision is used. It may be concluded that the higher level outcomes, such as graduateness and professional preparedness, are not achieved through the HSSRP. This paper presents an evaluation of the HSSRP from a multi-dimensional utility perspective and contributes to a debate often driven by biased and limited utilitarianism. It is recommended that the critique expressed in this paper be used to design structured research projects so as to enable a more even distribution of utility and to enable universities to deliver on their societal higher goals

Ubiquitous learning architecture to enable learning path design across the cumulative learning continuum

The past twelve years have seen ubiquitous learning (u-learning) emerging as a new learning paradigm based on ubiquitous technology. By integrating a high level of mobility into the learning environment, u-learning enables learning not only through formal but also through informal and social learning modalities. This makes it suitable for lifelong learners that want to explore, identify and seize such learning opportunities, and to fully build upon these experiences. This paper presents a theoretical framework for designing personalized learning paths for lifelong learners, which supports contemporary pedagogical approaches that can promote the idea of a cumulative learning continuum from pedagogy through andragogy to heutagogy where lifelong learners progress in maturity and autonomy. The framework design builds on existing conceptual and process models for pedagogy-driven design of learning ecosystems. Based on this framework, we propose a system architecture that aims to provide personalized learning pathways using selected pedagogical strategies, and to integrate formal, informal and social training offerings using two well-known learning and development reference models; the 70:20:10 framework and the 3–33 model

Self-directed learning and career decision-making

This article explores the relationships between self-directed learning and aspects of career decision-making. First-year students in access programmes at a South African university participated in the study. Having entered higher education via an alternative route, it was expected that these students would find it difficult to make career decisions. Students who measure high on self-directed learning find it easier to make career decisions. The results indicate that self-directed learning has significant correlations with career decision self-efficacy, career decision certainty and indecision. Multiple regression analyses showed that self-directed learning explained approximately 4% of the variance in career decision certainty besides what is explained by career decision self-efficacy

自律的学習の領域横断的研究の試み －学習メディアの視点から－

現在のICT社会においてますます注目をあびる自律的学習の研究は，教育心理学，言語教育，成人教育，など，いくつかの領域に分かれて行われている。本研究はこれらの研究を領域横断的にまとめることで自律的学習に重要な要素を明らかにしようとした。各領域の代表的な特徴としてモチベーション，対人コミュニケーションの積極性，自己理解といった要素を発見し，それらに関係する新しい要素として学習のためのメディアという視点が導かれた。更に，この視点に関して関東圏の大学生300人を対象とした調査を行ったところ，メディアリテラシーやイノベーティブネスといった学習メディアの利用の傾向と自律的学習の間にある程度の相関が認められた。Studies of autonomous learning are attracting increasing attention in current ICT society, and are spreading into various disciplines and domains such as educational psychology, language education, and adult education. Summarizing the results of autonomous learning studies in these disciplines, this study explores the elements of autonomous learning. The results indicate the positive attitudes toward personal communication, self-understanding, and motivation constituting the representative characteristics of each discipline; in addition, a new viewpoint emerges called ‘learning media.’ This new viewpoint was researched in a survey of 300 university students in the Kanto area. The results revealed a moderate positive correlation between autonomous learning and learning media usage, measuring with media literacy and innovativeness

Determining if Instructional Delivery Model Differences Exist in Remedial English

The purpose of this causal comparative study is to test the theory of no significant difference that compares pre- and post-test assessment scores, controlling for the instructional delivery model of online and face-to-face students at a Mid-Atlantic university. Online education and virtual distance learning programs have increased in popularity and enrollment since their inception. Students tend to enroll in online courses for their flexibility and convenience and find online courses to be just as challenging as face-to-face courses (Pastore & Carr-Chellman, 2009). Russell (1999) conducted a meta-analysis which found that there were no significant differences between the modes of class delivery on student achievement and learning. Current research supports this analysis; it has been shown that students and instructors perceive online learning to be just as effective as face-to-face (Liaw, Huang, & Chen, 2007). Bloom\u27s Taxonomy has been used to structure the thinking process in education. Elevating an awareness of pedagogical shifting across delivery models will likely lead to more effective university teaching in both face-to-face and distance programs (Girod & Wojcikiewicz, 2009). Utilizing an ANCOVA, research was conducted pre and post instruction that determined differences existed based on the instructional delivery model in a remedial English course favoring face-to-face instruction. Further, regarding the occurrence of higher order thinking skills, statistical analysis based on a t-test indicated that online students more frequently exhibit this skill versus students enrolled in face-to-face instruction

Making Online Learning Personal: Evolution, Evidentiary Reasoning, and Self-Regulation in an Online Curriculum

An online curriculum about biological evolution was designed according to the Promoting Evidentiary Reasoning and Self-regulation Online (PERSON) theoretical framework. PERSON is an attempt to develop online science instruction focused on supporting evidentiary reasoning and self-regulation. An efficacy study was conducted with 80 suburban high school biology students using a design-based research approach to develop a curriculum to promote biological evolution understandings, evidentiary reasoning, and self-regulation. Data sources and instruments included (1) the Biological Evolution Assessment Measurement (BEAM); (2) the modified Motivated Strategies for Learning Questionnaire (MSLQ); (3) discussion forum posts; (4) formative assessments of evidence based reasoning; (5) Prediction, Monitoring, and Reflection forms (PMR); (6) the Online Instruction Questionnaire; and (7) field notes. Findings revealed that BEAM posttest scores were significantly greater than pretest scores for items designed to measure biological evolution content knowledge and evidentiary reasoning. Students tracked in a lower level biology course showed improvement in biological evolution understandings and evidentiary reasoning. It was found that performance on daily evidentiary reasoning tasks strongly predicted BEAM posttest scores. However, findings revealed that students did not meet local standards for performance on items designed to measure evidentiary reasoning. Students expressed a variety of opinions about their learning experiences with the online curriculum. Some students expressed a definite preference for traditional learning environments, while others expressed a definite preference for online learning. Self-regulatory ability did not significantly predict BEAM gain scores. Further, self-regulatory ability was not demonstrably improved as a result of this intervention. Implications for designing science instruction in asynchronous online learning environments to support evidentiary reasoning and self-regulation are discussed

Assessing learning outcomes and social capital formation resulting from the use and sharing of internet knowledge resources

Today’s “digital natives” use the Internet to address most, if not all, their learning-related knowledge needs. This research evaluates the outcomes of formal learning activities requiring students to use, manage, share, and consolidate Internet knowledge resources (such as websites, videos, and blogs) to achieve both individual and group learning. This research takes an integrative approach to learning, capturing learner cognitive, interpersonal, and intrapersonal characteristics as well as the impact of the digital environment by evaluating the technological affordances of two different systems supporting such learning activities. This research also examines pedagogical modifications that would best integrate course assignments utilizing Internet resources for learning. This research begins with semi-structured interviews investigating students’ current practices in using, organizing, and sharing digital resources. Based on the results of these interviews, this research implements a pilot study and subsequent quasi-experimental field studies to test digital resource management and sharing in the completion of varied pedagogical activities. Using two different systems, this research evaluates the affordances provided by each, exposing design considerations that can inform the modification of existing systems or the development of new systems to better support digital resource management and sharing in the educational domain

Modeling spaces for self-directed learning at university courses

This paper conceptualizes the theoretical framework of modeling learning spaces for self-directed learning at university courses. It binds together two ideas: a) self-directed learners ’ common learning spaces may be characterized as abstract niches, b) niche characteristics are collectively determined through individually perceived affordances. The implications of these ideas on the learning design are discussed. The empirical part demonstrates the learning niche formation at the master course „Self-directed learning with social media “ at two consequent years. The results of the affordance determination were used to characterize and develop the learning spaces that support self-directed learning with social media. The realization of the learning niche at two following years demonstrated that students used different social media tools for putting a similar types of affordances of the learning niche in action. This finding suggested that affordance-based niche descriptions would allow flexibility and learner-centeredness but simultaneously might enable to identify a common emergent learning space and make it reusable for modeling environments for self-directed learning courses