.png){kind=icon}
返回
Developing Self-Directed Learners
.png){kind=icon}
OA
AI
DOI：10.5688/ajpe847512.png)
.png){kind=icon}
.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
Objective. To discuss the meaning of self-directed learning, challenges with implementation, and strategies to overcome obstacles in educational settings. In this paper we define self-directed learning, differentiate it from similar terminology, and discuss the empirical evidence for its development and strategies for its use within higher education. Summary. Self-directed learning as a defined teaching pedagogy has been around since the 1960s and can be used in classroom and experiential settings. It is a term that is commonly used to describe a set of skills that college graduates should possess. A self-directed learning environment is dramatically different from a lecture-based classroom where the educator determines the goals, the assessments administered, and pacing of the course content. During the self-directed learning process, the learner sets goals, determines how progress will be assessed, defines the structure and sequence of activities and a timeline, identifies resources, and seeks out feedback. When teaching individuals who are new to this model, care must be taken to appropriately scaffold and structure learning to develop the underlying soft skills needed for students to be successful as self-directed learners. When implementing this pedagogy in a classroom setting, challenges are faced both by the learner and the educator. Faculty members should proactively plan for potential challenges during the course design process.
Keyword:
self-directed learning
student led learning
instructional design
self-regulation
self-paced
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
期刊
IF:
3.5
论文数:
3.2K
被引数:
6.6K
机构
引用论文
分享收藏A Meta-Analysis of Self-Regulated Learning in Work-Related Training and Educational Attainment: What We Know and Where We Need to Go.png)
PSYCHOLOGICAL BULLETIN
PSYCHOLOGICAL BULLETINIF19.8
PREAI
分享收藏Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching为什么在教学过程中进行最少的指导不起作用: 对建构主义，发现，基于问题，体验和基于探究的教学失败的分析EDUCATIONAL PSYCHOLOGIST
OAAI
EDUCATIONAL PSYCHOLOGISTIF11.4
OAAI分享收藏分享收藏
查看更多内容