Self-directed learning

E-Learning: Emergence of the Profession

by Jackie Flynt

Co-authored with Jason Drysdale and Shauna Hannon-Johnson for INTE 6750, Current Trends and Issues in Instructional Technology

Mynard, J., & Thornton, K. (2012). The degree of directiveness in written advising: A preliminary investigation. Studies in Self-Access Learning Journal, 3(1), 41-58.

by Katherine Thornton

The Degree of Directiveness in Written Advising: A Preliminary Investigation

by Jo Mynard

Mynard, J., & Thornton, K. (2012). The degree of directiveness in written advising: A preliminary investigation. Studies in Self-Access Learning Journal, 3(1), 41-58.

In this paper, the researchers analyse written discursive devices that learning advisors (LAs) at their institution... more In this paper, the researchers analyse written discursive devices that learning advisors (LAs) at their institution use in order to give input to learners on their self-directed work. The researchers analysed written advising approaches by seven LAs throughout an eight-week period and coded the discursive devices according to their degree of directiveness. The results of the research indicate that LAs draw on a range of discursive devices and use varying degrees of directiveness when addressing the needs and learning stage of the students. The results have implications for LA training at the authors’ institution.

Self-directed English language learning through watching English television drama in China

by Wang Danping

this paper will appear on Changing English, v19, 2012

This paper presents a case study of a group of Chinese ESL learners in China who study English by immersing themselves... more This paper presents a case study of a group of Chinese ESL learners in China who study English by immersing themselves regularly and rigorously in English television drama. A self-directed learning pedagogy has been developed and discussed, which seems to have signposted an effective and economic way for ESL learners to improve linguistic, sociolinguistic and pragmatic competence beyond the language classroom.

Keywords: ESL learner; self-directed language learning; pedagogy; identity; English television drama (ETD)

Learning lessons: implementing the Autonomy Approach

by Brian R Morrison

Published in IATEFL 2011 Conference Selections

Japanese education policy ensures that upon graduating from high school, 18-year-olds will have studied English for... more Japanese education policy ensures that upon graduating from high school, 18-year-olds will have studied English for six years. If they have done well, they will have learned the vocabulary and grammar taught to them in class and this knowledge will have been applied successfully in gap-fill tests. Students who have gained high grades have thrived within this system. A Kanda University, which specializes in languages, receives new undergraduates every year who have been successful in this way. However, the English-only policy in this institute’s English language classes, assessment of skills rather than of grammar and vocabulary tests, and the greater independence expected of students can create a challenge for those who find the strategies that worked so well at high school are no longer fit for purpose.  In recognition of this, the university promotes out-of-class learning with a purpose-built self-access centre, discussion areas, a writing centre, a practice centre and full-time learning advisors offering self-access learner-training courses and consultations. In 2010-11 a new elective taught course was piloted in an attempt to support students to become more effective language learners.

Teaching Physics Using Appropriate Technology Projects

by Joshua Pearce

The Physics Teacher, 45, pp. 164-167, 2007.

Appropriate technologies able to be easily and economically constructed from readily available materials by local... more Appropriate technologies able to be easily and economically constructed from readily available materials by local craftspeople have a central role in the alleviation of poverty in the developing world. However, research and development of these technologies are generally apportioned relatively modest support by the developed world’s institutions, in part because the operation of many of these appropriate technologies is dependent on relatively well-under-stood science accessible even to introductory college physics students. This paper describes a project-based assignment used to capitalize on this opportunity to motivate students to learn physics by offering them a chance to make concrete contributions to the optimization of appropriate technologies for sustainable development.

The Use of Self-Directed Learning to Promote Active Citizenship in Science, Technology, and Society Classes

by Joshua Pearce

Joshua Pearce, "The Use of Self-Directed Learning to Promote Active Citizenship in Science, Technology and Society Classes", Bulletin of Science, Technology and Society, 21 (4), 312-321, 2001.

The purpose of this paper is to outline the viability of a student directed assignment within collegiate level Science... more The purpose of this paper is to outline the viability of a student directed assignment within collegiate level Science Technology and Society (STS) curricula for the improvement of the utilization of scientific knowledge and technology in society. The assignment, christened the “Do Something!” assignment, is a novel teaching tool that utilizes students’ individual interests to encourage in-depth learning across disciplines and capitalizes on their personal skills and talents to solve real world problems. The “Do Something!” assignment has been utilized in two STS courses at the Pennsylvania State University (STS 100: The Ascent of Humanity and STS 200: Critical Issues in STS). The structure of this assignment allowed students to make small but concrete contributions towards a sustainable future by applying STS principles. Outcomes indicated that (i) students had an overwhelming positive attitude toward the assignment, (ii) students accomplished in-depth understanding of STS issues outside of their individual fields of study, (iii) students perceived a high level of attainment which resulted in a personal fulfillment, and (iv) that this positive perception encourages them to attempt similar socially beneficial actions outside of the classroom.

L’autoformation: The State of Research on Self (-Directed) Learning in France

by Jonathan Kaplan

Co-authored with Carré, P., Jézégou, A., Cyrot, P., & Denoyel, N., (2011). Published in International Journal of Self-Directed Learning, 8(1), 7-17.

The term autoformation (literally, self-learning) first appeared in French literature on education in the early... more The term autoformation (literally, self-learning) first appeared in French literature on education in the early 1970's, within the wake of the lifelong education movement. Globally, the notion of autoformation may be viewed according to five complementary perspectives: radical (autodidactism), sociocognitive, educational, organizational, and biographical, which are presented here. These diverse views are united by a common thread: the role of agency, i.e. the human capacity to make choices and decisions and act on one's own, in the field of adult learning and development. Paradoxically, at a time when the European Union promotes the image of a lifelong, independent learner within a cognitive society in the making, autoformation appears as both essential and hazardous for the future of adult education in France.

iCorpus Research Article DRAFT

by Steve Neufeld

DRAFT ONLY. Co-authored with Dr Alev Özbilgin, Middle East Technical University, Northern Cyprus Campus. Submitted for publication.

Corpus-based and corpus-informed approaches are gaining prominence in foreign language teaching. Once restricted to... more Corpus-based and corpus-informed approaches are gaining prominence in foreign language teaching. Once restricted to the domain of applied linguistics and lexicographers, corpora are being used to inform material design and influence teaching practice. Not only are published corpora like the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA) freely accessible to any individual, there is a growing set of specialty corpora, such as the International Corpus of Learner English (ICLE), the Cambridge Learner Corpus (CLC), Michigan Corpus of Spoken Academic English (MICASE) and now the GOOGLE corpus of its digitized library. While English language learners are the ultimate benefactors, they generally remain at the periphery of the corpus revolution. Linguists probe corpora to pronounce new revelations into language, publishers encourage lexicographers and authors of course books to highlight frequency of use, collocates, colligation and other lexico-grammatical features based on corpus analysis. The corpus revolution means that any single individual can create, analyze and learn from corpora of their own making. At the moment, language learners themselves remain disenfranchised and at best passive consumers of the outcomes of the revolution. This study seeks to explore the notion that learners themselves can be empowered to create their own individual corpora (iCorpora) and use corpus and text analysis tools to guide them in self-directed language development.

Autodirection dans la formation et carrière

by Jonathan Kaplan

Co-authored with Jézégou, A., Carré, P., Frétigné, C., Jore, M., (2011). Published in 'Carriérologie, revue francophone internationale', 12(1-2), 73-89.

The concept of self-directed learning holds strong potential to shed light on self-training for professional carrier... more The concept of self-directed learning holds strong potential to shed light on self-training for professional carrier development. On one hand it gives theoretical backing to the equivocal notion of self-training; on the other, it enables the interpretation of strategies adults use to self-direct their learning. The latter applies specifically to learning taking place on the fringes of institutionalized learning. This article presents and illustrates a model that is able to explain the dimensions that underpin self-directed learning endeavours of adults. These endeavours are where most of adult competencies and employability develop from along their professional career.

The Need for Self-Directed Training to Improve ESP Learners’ Self-Directed Language Learning at Distance Education of Iran

by IOLC Conference

Mohammad Mohammadi
Urmia University, Iran
moh.mohammadi@urmia.ac.ir

Parinaz Mohammadi
Urmia University, Iran
pn.mohammadi@gmail.com

Enhancing self-directed learning through educational technology: When students resist the change

by Chris Trevitt

Re-conceptualizing the organizing circumstance of learning

by Karen Spear Ellinwood

Navarro, D., Thornton, K., Investigating the relationship between belief and action in self-directed language learning, System 39 (3): 290 - 301.

by Katherine Thornton

Thornton, K. (2010). Supporting Self-Directed Learning: A Framework for Teachers, Language Education in Asia, 1(1), 158-170

by Katherine Thornton

Thornton, K. (2010). Sharing reflections: Enhancing learners’ experiences of self-directed learning in In A. M. Stoke (Ed.), JALT2009 Conference Proceedings. Tokyo: JALT. 417-426.

by Katherine Thornton

Comparing self‐guided learning and educator‐guided learning formats for simulation‐based clinical training

by Ryan Brydges

Coordinating progressive levels of simulation fidelity to maximize educational benefit

by Ryan Brydges

How effective is self‐guided learning of clinical technical skills? It's all about process

by Ryan Brydges

Informal self-regulated learning on a surgical rotation: uncovering student experiences in context

by Ryan Brydges

Nikki Woods, Maria Mylopoulos, Ryan Brydges