Review Article
Bjarke Lindsø Andersen, Rasmus Leth Jørnø, Anne-Mette Nortvig
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep333
ABSTRACT
Background: Adaptive and personalized learning technologies are on the rise in health education. However, to reach the potential of these technological innovations, novel learning designs are necessary, which take new possibilities and constraints into account.
Aim: In this scoping review we answer the question: What characterizes learning designs where adaptive learning technologies have been blended into nursing education?
Methods: Using the terms adaptive learning and nursing education with synonyms in combination, a comprehensive search in five databases were conducted. Initial search identified 340 records. 22 articles were identified as relevant and screened in full text reading and included. Final number of papers included in the review was six.
Conclusion: We conclude that duration, engagement, placement of interaction in time and agency are the most commonly addressed parts of the learning design. We also find that there is a lack of pedagogical justification of the learning designs used.
Keywords: computer-assisted instruction, nursing education, programmed instruction, self-directed learning, adaptive learning
Research Article
Kasim Karatas, Ibrahim Arpaci
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep300
ABSTRACT
This study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic. 21st Century Skills and Competences Scale, Self-Directed Learning Skills Scale, Metacognitive Awareness Inventory, and Readiness for Online Learning Scale were used to collect data from 834 prospective teachers. Structural equation modelling (SEM) results indicated that self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predict prospective teachers’ readiness for online learning. These findings suggested that enhancing prospective teachers’ self-directed learning, metacognitive awareness, and 21st century skills and competences may promote their readiness for online learning.
Keywords: self-directed learning, metacognitive awareness, 21st century skills, readiness for online learning, teacher education
Research Article
Kevser Hava, Mehmet Fikret Gelibolu
CONT ED TECHNOLOGY, Volume 9, Issue 4, pp. 390-404
ABSTRACT
With the advent of portable technological devices such as mobile phones and tablets, online learning environments have become widespread at schools. This, in turn, has resulted in the emergence of a new learning environment: flipped classrooms. The flipped classroom could be defined as a modern learning environment where teaching content is presented to students through online sources outside the school. The present study examined the impact of digital citizenship instruction through the flipped classroom model on various variables such as learning performance, self-regulated learning, self-directed learning, and information literacy. The study employed a quasi-experimental research design in which pre-tests and post-tests were applied to both research and control groups. The participants were 59 teacher candidates who were freshman undergraduates at Bozok University. During a five-week implementation process, research group students performed certain activities related to digital citizenship while the control group learned digital citizenship via traditional methods. The results showed that the flipped classroom model had a significant effect on only learning performance. No difference were observed between research and control groups in terms of self-regulated learning, self-directed learning, and information literacy variables.
Keywords: Digital citizenship, Flippped classroom, Learning performance, Self-regulated learning, Self-directed learning, Information literacy
Research Article
Sahin Gokcearslan
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 40-55
ABSTRACT
Recent mobile learning technologies offer the opportunity for students to take charge of
the learning process both inside and outside the classroom. One of these tools is the tablet
PC (hereafter ‘tablet’). In parallel with increased access to e-content, the role of tablets in
learning has recently begun to be examined. This study aims to reveal the relationship
between the level of acceptance of tablets (TAM) and the level of selfdirected
learning with technology (SDLT) of students and to differentiate these in terms of
gender. A mixed method research design is used in this study. In addition, the qualitative
part of the study aims to determine the reasons students have for using or not using tablets
for supporting learning. The study group consisted of 414 high school students, involved in
the pilot application group of the FATIH project in Turkey. According to the study, a
significant positive relationship was determined between four of the variables of tablet
acceptance and the SDLT level. While the degree of acceptance of tablets was different
according to gender, the SDLT level was not.
Keywords: tablet computers, self-directed learning, secondary education, learning with technology, gender studies
Research Article
Mohsen Bagheri, Wan Zah Wan Ali, Maria Chong Binti Abdullah, Shaffe Mohd Daud
CONT ED TECHNOLOGY, Volume 4, Issue 1, pp. 15-29
ABSTRACT
Given the importance of globalization as well as the need to train skilled and knowledgeable employees for the 21st century workforce, higher education needs to take a more critical look at the educational practices and instructional methods which lead to improvements in students’ essential skills such as self-directed learning. This study sought to examine the effects of project-based learning (PoBL) strategy on students’ self-directed learning skills in a system-based education course offered in the educational technology department of Arak University in Iran. In order to achieve this end, a sample of 78 students in the field of educational technology who enrolled in the system-based education course was selected. Subjects were randomly assigned to one of the two groups: the experimental group (PoBL strategy) and control group (conventional teaching strategy). The self-directed learning readiness scale (SDLRS) was administrated three times (i.e. pretest, post-test one, and post-test two). The experimental group received the PoBL strategy and the control group was exposed to conventional teaching (CT) methods. The results of two-way repeated measure ANOVA tests revealed that students who were taught using PoBL strategy performed significantly better in terms of self-directed learning skills than did students who were taught using CT strategy.
Keywords: Project-based learning, Self-directed learning, Educational technology, Higher education