• Title/Summary/Keyword: Self-Directed Learning Readiness Scale

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The Relationship between Teaching Presence and Self-Directed Learning Readiness in e-Learning Environment

  • ZHANG, Wen;PARK, Innwoo
    • Educational Technology International
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    • v.11 no.1
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    • pp.119-143
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    • 2010
  • This study was conducted to find out the relationship between teaching presence and self-directed learning readiness in e-learning environment. 219 cyber university students finished the web-formatted questionnaires. The Self-Directed Learning Readiness Scale-Adult Based Education instrument and Teaching Presence Scale instrument were used. The results of the present study can be concluded as follow. First of all, teaching presence and self-directed learning readiness have a very high relationship in e-learning environment. Secondly, all five components of teaching presence have significant correlations with self-directed learning readiness. Thirdly, depending on the results of multiple regression analysis, only components of instructional contents and facilitating communication predict the self-directed learning readiness.

Analysis of Relationships and Effects of Pre-service Early Childhood Teacher's Motivations of Choosing a Teaching Profession Related to Educational Belief and Self-directed Learning Readiness (예비유아교사의 교직 선택동기, 교육신념과 자기주도학습준비도의 관련 및 효과 분석)

  • Yoo, Kwiok
    • The Korean Journal of Community Living Science
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    • v.28 no.1
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    • pp.115-130
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    • 2017
  • This study was conducted to examine the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness. The sample included 308 early childhood education major students, and the data were collected using the Modified Orientation to Teach Survey (MOTS), Teaching-belief type scale, and self-directed learning readiness scale. A statistical analysis included correlation analysis and stepwise multiple regression analysis. The results were as follows: 1) analysis of the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness conveys that intellectual stimulation and self-directed learning had the strongest relationships while nature of work had the weakest. For educational belief and self-directed learning readiness, maturationism and interactionism showed significantly positive correlations while behaviorism displayed a negative correlation. Behaviorism had a significantly negative correlation with openness for challenge, a sub-factor of self-directed learning. 2) Analysis of the effect of pre-service early childhood teacher's motivations of choosing a teaching profession and educational belief on self-directed learning readiness indicates that pre-service early childhood teacher's motivations of choosing a teaching profession had a stronger effect on self-directed learning. These results suggest the following: successful performance as an early childhood teacher not only requires receiving institutionalized education but also self-directed learning while working as an early childhood teacher.

Factor Analysis & SDLRS Assessment in Science and Engineering Fields' Students; In Case of KUT's Students (이공계 대학생의 자기주도학습준비도 진단 및 요인분석 - 한국기술교육대학교 재학생을 중심으로)

  • Lim, Se-Young;Lee, Woong-Il
    • The Journal of Korean Institute for Practical Engineering Education
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    • v.2 no.1
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    • pp.17-27
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    • 2010
  • In this study, the assessment and the factor analysis of the self-directed learning readiness for engineering students were conducted. As measurement tool was used the self-directed learning readiness scale of Guglielmino's SDLRS questionnaire in Korean translation. It was surveyed under 519 students of Faculty of Engineering of Korea University of Technology and Education. Responded questionnaires were 496. As a result, seven factors were identified: (1)openness to learning, (2)initiative and inquiring mind, (3)independence and basic learning skills, (4)creativity, (5)accepting responsibility for learning, (6)love of learning, (7)positive orientation of the future. And the scale was confirmed in validity. It was confirmed that the mean value of openness to learning and of love of learning were higher than average, while mean value of independence and basic learning skills, accepting responsibility for learning were lower than average, there was the difference in SDLRS by students' personal backgrounds, but there were statistically significant differences in seven factors.

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The Relationships between Mother's Psychological Control and Self-Directed Learning Ability in Elementary School Students: Focusing on the Mediating Effects of Self-Determined Motivation (초등학교 고학년 아동이 지각한 어머니의 심리적 통제와 자기주도적 학습과의 관계: 자기결정성동기의 매개효과 검증)

  • Lee, Heesun;Kwon, Yongae
    • Journal of the Korean Home Economics Association
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    • v.50 no.8
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    • pp.125-135
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    • 2012
  • The purpose of this study is to examine the mediating effects of self-determined motivation between mother's psychological control and self-directed learning ability in children. The participants were 457 sixth-grade elementary students in the Gyung-gi province. They completed questionnaires that included the Self-Directed Learning Readiness Scale, K-SPQ-A, Psychological Control Scale. Descriptive statistics and Pearson's product correlation coefficients were obtained using SPSS (version 18.0), and tests of the mediation were performed using SEM with AMOS (version 18.0). The major findings of this study were as follows that significant correlations among maternal psychological control, self-determined motivation and self-directed learning exist. Also a mother's psychological control was negatively related to a child's self-directed learning. The relationship between maternal psychological control and a child's self directed learning was fully mediated by self determined motivation. These results suggested that high maternal psychological control was negatively affected that development of self-determined motivation and self-directed learning.

A Study of Relationship between SDLR, the Score of Mathematics Diagnostic Assesment and Achievement in College Mathematics of Engineering Students (공과대학 신입생의 자기주도학습준비도와 수학기초학력평가성적 및 대학수학학업성취도 관계 연구)

  • Lee, Gyeoung-Hee;Kwon, Hyuk-Hong
    • Journal of Engineering Education Research
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    • v.16 no.1
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    • pp.54-63
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    • 2013
  • This study aims to investigate relationships among self-directed learning readiness [SDLR], prerequisite mathematics test score and achievement level in college mathematics. For this purpose, the adjusted SDLRS (self-directed learning readiness scale) of Guglielmino's model, the score of mathematics diagnostic assesment and first semester college mathematics score among 424 freshmen students of engineering department of D university in 2011 were used and analyzed. Research results are as follows: Firstly, freshmen of engineering department had average level of SDLR, though they showed relative low level of self-direction, passion and time control ability. Secondly, considering SDLR with the mathematics diagnostic assesment score (3 groups: high, middle, low), there were no statistically significant differences. Thirdly, concerning SDLR according to the achievement level in college mathematics, a group which acquired good achievement showed higher level of SDLR compared with middle or lowachievement group. Differences among three groups were statistically significant. Lastly, there were affirmative relationships between SDLR, mathematics diagnostic assesment score and achievement in college mathematics. Furthermore, mathematics diagnostic assesment score and achievement level in college mathematics were found to be the most closely related. Based on the results, we suggest strategies to elevate SDLR of engineering department students and improve their achievement in college mathematics.

Application of Dynamic Complex Instruction Model (DCIM) to a Biology Class in the Graduate School and Its Effect in Changing Self-Directed Learning Ability and Academic Motivation Types (대학원 생물학 강좌에서 역동적 복합 수업 모형(DCIM)의 적용이 자기주도적 학습 능력과 학습 동기 유형의 변화에 미치는 영향)

  • Oh, Soonae
    • Journal of Science Education
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    • v.35 no.2
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    • pp.295-306
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    • 2011
  • Self-directed learning ability is more important than before. It is well-known that traditional teacher-directed lecture class, seminar-like oral presentation class, and even discussion/debate class have not been enough to enforce self-directed learning ability for students. To resolve the problem, a new dynamic complex instruction model (DCIM) was developed for undergraduate and graduate students and a basic frame of DCIM was published by Oh (2010). Here, it is examined if the application of DCIM to a biology class of graduate school can cause improvement of self-directed learning ability. For this, the self-directed learning readiness scale (West & Bentley, 1990) translated by Ryu (1997) and motivation scale (Hayamizu. 1997) translated by Oh (2001) were employed, and then measurements performed with the translated scales were done in the beginning and the last of two DCIM-adapted graduate biology classes at K university, Daegu, South Korea in the first semester of the year 2010. The results show that self-directed learning ability could be significantly improved through the DCIM-adapted class, compared to the result of a teacher-directed lecture class as a control group. With respect to the motivation, there was not found any statistically significant difference between control and experiment groups of graduate students. The present study seems to be meaningful in that it is the first work proving the effect of improvement of self-directed learning ability of graduate students through the DCIM-adapted classes.

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The Effects of PBL (Problem-Based Learning) on the Self-Directed Learning, Critical Thinking Disposition, and Problem Solving Process of Nursing Students (문제중심학습이 학습에 대한 자기주도성과 비판적 사고성향, 문제해결과정에 미치는 효과)

  • Yoo, Myoung-Ran;Choi, Yun-Jung;Kang, Myung-Sook
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.16 no.1
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    • pp.46-55
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    • 2009
  • Purpose: The purpose of this research was to evaluate the effects of PBL on ability of nursing students in Self-Directed Learning, Critical Thinking Disposition and Problem Solving Process. Methods: The research design was a nonequivalent control group pretest-posttest design. For the experimental group PBL was used during one semester (14 weeks). Instruments for data collection were Self-Directed Learning Readiness Scale (Kim, 1997), Critical Thinking Disposition Scale (K won et al., 2006) and Problem Solving Process Scale (Lee, 1979). The data were analyzed by repeated measure ANOVA. Results: There were statistically significant improvements in Self-Directed Learning and Critical Thinking between the two groups after PBL. But there was no statistically significant improvement in the Problem Solving Process. Conclusion: These results suggest that PBL has a positive effect on nursing students' education. Therefore, PBL should be used for more subjects in the nursing curriculum.

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A Study on the relation between SDLR and Mathematical Inclination - A Case Study on Engineering Freshmen in D University - (자기주도학습준비도와 수학적성향 사이의 관계 연구 - D대학교 공과대학 신입생을 중심으로 -)

  • Lee, Jung-Rye;Lee, Gyeoung-Hee
    • Communications of Mathematical Education
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    • v.26 no.1
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    • pp.15-28
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    • 2012
  • In order to study the relation between self-directed learning readiness and mathematical inclination, we survey the adjusted SDLRS(self-directed learning readiness scale) of Guglielmino's model and the mathematical inclination, the recognition of mathematics for 2011 year engineering freshmen in D university. Research results are as follows: First of all, middle level engineering freshmen showed average level of self-directed learning readiness, and they had lower level of motivation, passion and time management skill. The relation of SDLR and the mathematical inclination was strong. Furthermore, SDLR and the recognition of mathematics in engineering freshmen was found to be the most closely related. Based on the results of the study, we suggest to study of strategies to elevate SDLR of engineering students and improve their achievement in college mathematics. Especially, we suggest that college mathematics for engineering freshmen must be focused on the improvement of SDLR.

Academic Achievement, Self-directed Learning, and Critical Thinking Disposition According to Learning Styles of Nursing Students (일 대학 간호대학생의 학습유형에 따른 학업성취도, 자기주도적 학습능력 및 비판적 사고성향)

  • Yang, Sun-Hee;Ha, Eun-Ho;Lee, Og-Cheol;Sim, In-Ok;Park, Young-Mi;Nam, Hyun-A;Kim, Jeong-Sook
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.19 no.3
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    • pp.334-342
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    • 2012
  • Purpose: This descriptive study was done to identify the academic achievement, self-directed learning (SDL), and critical thinking disposition (CTD) of nursing students according to their learning styles. Method: The participants were 240 nursing students. Data were collected using structured questionnaires which included Kolb's Learning Style Inventory, Academic Achievement in Fundamental Nursing and Health Assessment, Self Directed Learning Readiness Scale, and California Critical Thinking Disposition Inventory. Data were analyzed using ${\chi}^2$ test, ANOVA, Pearson' correlation coefficients, and Spearman rank correlation coefficient. Results: One third of respondents were shown to be Convergers in their learning style (33.3%). The Academic Achievement of students who were Convergers was significantly higher than those who were Divergers or Accommodators (F=5.95, p=.001). The SDL and CTD of students who were Convergers were significantly higher than Divergers and Assimilators (F=9.67, p<.001 and F=8.42, p<.001). No significant correlations were found between Academic Achievement and SDL or CTD, but a statistically significant positive correlation was found between SDL and CTD (r=.68, p<.001). Conclusion: The findings of this study indicate that learning style influences academic achievement, SDL and CTD.

Study on Validity of SDLRS Instrument for Evaluation of Life-Long Outcome (평생학습 학습성과 평가를 위한 자기주도학습 준비도 검사도구(SDLRS)의 타당성 연구)

  • Han, Ji-Young
    • Journal of Engineering Education Research
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    • v.11 no.4
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    • pp.64-75
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    • 2008
  • The purpose of the study was to verify reliability and validity of SDLRS instrument and to prove up possibility of usage as an evaluation method for evaluating life-long learning. Literature review and survey were used to accomplish objectives of the study. 218 students in department of mechanical engineering of A university at Gyunggi province were responded for SDLRS(Guglielmino, 1977) instrument. Data were analyzed using descriptive statistics, factor analysis, t-test, and ANOVA test. 58 items in original version instrument were converted to 23 items. There were 7 factors for assessing the self-directed learning readiness according to this measurement scale with a total variance of about 58%. The total reliability of the final 23 items was $\alpha$. The final 7 factors consisted of love for learning, openness for learning, self-perception, basic learning function and independence, acceptance of responsibility for learning, leadership and future directivity, and creativity and exploration. The result of SDLRS analysis according to individual background, there were significant statistically in the grade, period of employment in industry, entering graduate school or not, and GPA, but no significant statistically in sexual difference, employment in industry or not, final academic level of parent, and income level of the family. In the future, final instrument will be needed to check in the respect of correlation with another ability and skill influencing on life-long learning, and more study will be done for developing life-long learning.