Download or read book A Study of Relationship Between Self directed Learning Readiness and Learning Style for South Taiwanese Adult Learners in Asynchronous Distance Learning Environment written by Fang-Kun Kuo and published by . This book was released on 2008 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative correlational study examines the relationship between self-directed learning readiness and learning style of adult students in an asynchronous distance learning environment in South Taiwan. A demographic questionnaire, the Asynchronous Distance Learning Self-Directed Learning Readiness Scale (ADLSDLRS), and Kolb's Learning Style Inventory (LSI) were administered to 385 participants from Open University of Kaohsiung. The research found that the adult learners' self-directed learning readiness with demographic has significant difference, the adult learners' learning style with demographic has no significant difference, and self-directed learning readiness and learning style has no significant difference.
Download or read book A Study of Relationship Between Self directed Learning and Learning Style for Adult Learners in Online Learning written by Fang-kun Kuo and published by . This book was released on 2008 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Determining the Role that Self directed Learning Readiness and Internet Self efficacy Have on Online Learning Self efficacy for the Purpose of Increasing Persistence in Online Courses for Adult Learners written by Darin Gray and published by . This book was released on 2018 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Retention and persistence rates in online courses are lower than that of conventional courses for adult learners. One of the major factors for students dropping out or persisting in an online course was student characteristics at the beginning of the course. The purpose of this study was to examine the relationship of the student characteristics Internet self-efficacy (ISE), self-directed learning readiness (SDLR), and online learning self-efficacy (OLSE) for adult learners. Specifically, the present study sought to determine how independent variables, SDLR (a learning factor in online courses) and ISE (a technological factor in online courses) together influence a dependent variable, OLSE. The study also investigated the individual contributions of ISE and SDLR on OLSE as well as the relationship between ISE and SDLR. The research questions were answered through an online survey instrument comprised of questions from the Internet Self-Efficacy Scale (ISS), the Self-Directed Learning Readiness Scale (SDLRS), and the Online Learning Self-Efficacy Scale (OLSES). ISS is a Likert-type scale that assesses participants' confidence with respect to use of the Internet to perform certain functions. SDLRS measures respondents' level of self-directedness through a series of Likert-style questions. OLSES is a Likert-based assessment that measures learner control, the learner's ability to learn with others in an Internet environment and the learners' Internet skills with respect to learning. One hundred eighty-nine participants completed the instrument. The data was analyzed using Pearson correlations, a path analysis, and multiple regression analysis. The findings show that ISE and SDLR are significant contributors to OLSE in adult learners. Based on the study's findings, instructional designers of online courses and online learning educators can reduce attrition in online courses by intentionally designing courses to increase students' ISE and SDLRS with the goal of increasing students' OLSE. For existing courses, instructors can assess students' ISE, SDLR, and OLSE at the beginning of a course to identify students who may be more likely to drop the course. The student scores can help the instructor to provide additional support to those students. In addition, adult students can identify weaknesses that could lead them to dropping an online course by measuring their ISE, SDLR and OLSE prior to taking the course. Once their weaknesses are identified, the students would be able to find resources to strengthen their ISE and SDLR."--Boise State University ScholarWorks.
Download or read book Analysis of the Effects of Self directed Learning and Learning Style on the Academic Achievement of Taiwanese Undergraduate Students Engaged in Distance Learning and Face to face Instruction written by Yu-Chiung Hsu and published by . This book was released on 2002 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Self directed Learning Readiness and Learning Style Preferences on Employee Learning in a Public Library System written by Stacy Garnel Schrank and published by . This book was released on 2013 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Self directed Learning Readiness and Learning Style Preferences of Adult Learners written by Babatunde O. Adenuga and published by . This book was released on 1989 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Relationship of Self directed Learning Readiness to Observable Behavioral Characteristics in an Adult Basic Education Program written by Carol Johnson Jones and published by . This book was released on 1989 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationships Among Contract Learning Self directed Learning Readiness and Learning Preferences of Undergraduate Students at National Taiwan Normal University written by Hsiu-hsiung Chang and published by . This book was released on 1990 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Preferred Learning Styles as They Affect Adult Learners in the Synchronous Online Environment written by Allan Greenberg and published by . This book was released on 2009 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online learning has grown exponentially in recent years. Limited knowledge and research exists concerning the relationship between synchronous online learning and its influence on student learning styles. the research questions guiding this study were (a) How are students' learning styles affected by synchronous online learning environments? (b) What are the learning style preferences before the online class? (c) What are their learning styles after the online classes? (d) Do adults change their learning styles when confronted with online synchronous learning? the research questions were answered using the Soloman-Felder learning style assessment. Data were collected from 20 respondents, all graduate students in a synchronous online course of study. A preexisting online learning style questionnaire was used to test and measure the participants' learning styles. There were several significant findings in the study. First, the research showed that levels of education, gender, or ethnicity did not influence adults' preferred learning style. Second, students with prior online learning experience appeared to prefer intuitive styles as opposed to sensing styles. Third, the data from this study showed that 90% (n = 18) of the research participants did in fact alter their learning styles during the duration of the course, but by the end of the course these students had reverted back to their original learning style. Future research should look at the impact of technology on adult learners and their commitment and motivation to learning. Additionally, future research should explore whether preferred learning style has any relationship to adults' success in learning.
Download or read book Factors Influencing Self directed Learning Readiness Amongst Taiwanese Nursing Students written by Mei-hui Huang and published by . This book was released on 2008 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationships of Learning Style Balance and Learning Dimensions to Self directed Learning Propensity Among Adult Learners written by Sarah Tullos Hutto and published by . This book was released on 2009 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Readiness and Facilitation of Self directed Learning and Academic Achievement written by Shireen Haron and published by . This book was released on 2003 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship of Self directed Learning Technological Self efficacy and Satisfaction of Adult Learners in a Digital Learning Environment written by Cynthia Waren McCoy and published by . This book was released on 2001 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Self directed Learning and Learning Styles written by James B. Canipe and published by . This book was released on 2001 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploration of the Relationship Between Experiential Learning and Self directed Learning Readiness written by Beth E. Amey and published by . This book was released on 2014 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The research instrument utilized was the Self-Directed Learning Readiness Scale (SDLRS ) constructed by Guglielmino (1978). The SDLRS is a self-report questionnaire with 58 Likert scale items designed to measure the attitudes, values and abilities of learners relating to their readiness to engage in self-directed learning. A pretest, treatment, posttest design was utilized. Demographic data were collected with the pretest administration and level of satisfaction information was collected with the posttest administration. The bachelor's level social work students demonstrated statistically significant differences in the pre and posttest SDLRS scores while the master's level social work students' changes in readiness for self-directed learning were not significant. It is important to note that the master's level social work students spent only half the amount of hours in the field education as the bachelor's level students at the time of the posttest. Correlations between change score from pretest to posttest SDLRS with students' previous exposure to the field of social work, prior experiential learning in a social work program, their satisfaction with the experiential learning component, and demographic factors of gender, age, ethnicity, marital status, number of children, and number of years pursuing degree were not significant. The initial SDLRS scores of the bachelor's level students were found to be consistent with those of nursing students previously scored on the SDLRS . In the ANOVA of all groups, significant differences were not found with the four groups of social work students in their change scores of pretest and posttest SDLRS or their overall level of satisfaction with the field experience and overall level of satisfaction with the quality of the supervisor in the field experience. The internship did not demonstrate particular merit for improving readiness for self-directed learning except for the bachelor's level students. However, students were satisfied with the experience and felt it changed their perceptions of self and others.
Download or read book A Journey of Discovering the Self written by Yao-Kai Chi and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study discusses the relationship between Taiwanese adult learners' identity development and language curriculum, exploring how students (re)constructed their identities within the Taiwanese social context. Influenced by exam culture and educational credentialism, Taiwanese language education is mainly exam-oriented and teacher-centered. Foreign languages are seen as a route to job promotion rather than a channel of deep cultural understanding or a tool for inquiry and independent thinking. As a result, students fail to understand the essence of language learning and their roles in the learning process, which demotivates them. This phenomenon is also present in less commonly taught language classrooms in Taiwan. Focusing on Turkish language learners, this study investigated what social and educational meaning Turkish language had for students by analyzing the relationship between identity development and language acquisition. The study drew on investment theory and the concepts of habitus, cultural capital, and social capital for the theoretical framework. To help students exercise their agency, Exploratory Practice and the Deep Approach were used as the research methodology and language pedagogy, respectively. Both of these approaches empower learners and emphasize the student-oriented learning approach. Students selected learning modules design with the Deep Approach and had opportunities to interact with their peers and native speakers. Data sources included interviews, observations, video recordings, and students' project analyses. The results indicated that students constantly adjusted their roles in the learning process. They integrated language learning and cultural knowledge to develop their sensitivity to cultural and social issues. Moreover, they became accountable lifelong learners by cultivating multiple multiliteracies capabilities. Social interaction also reinforced students' self-awareness as Turkish learners and built solidarity and cohesion among the classmates. From the perspective of classroom dynamics, the study suggests that the hierarchy between language teachers and students should be dismantled and that learners need to take an independent role in making learning decisions. From the pedagogical perspective, the study also recommends that the integration of language learning and cultural issues can make students more engaged in terms of linguistic and cultural knowledge construction.
Download or read book The Relationship Between Self directed Learning Readiness Completion and Achievement in a Community College Telecourse Program written by Joseph Kimball Harriman and published by . This book was released on 1990 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt:
