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Donald N. Roberson - One of the best experts on this subject based on the ideXlab platform.
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The Potential of Self-Directed Learning
Activities Adaptation & Aging, 2005Co-Authors: Donald N. RobersonAbstract:Abstract Medical advances and personal lifestyles have resulted in older adults living longer and healthier lives. As one becomes older there are adjustments with work, family, and health; Self-Directed Learning is one way of negotiating these changes. The purpose of this paper is to understand how older adults can utilize Self-Directed Learning during the adjustments of late-life. SDL is the way adults continue to learn and should be considered an important aspect of adaptation. This paper presents various activities that promote Self-Directed Learning with older adults. SDL has the potential to enable facilitators of older adults, as well as older adults, to learn what is necessary to adapt during the aging process.
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Leisure and Learning: An investigation of older adults and self‐directed Learning
Leisure\ loisir, 2005Co-Authors: Donald N. RobersonAbstract:Abstract Adjustments in work, family, and health are a normal part of each person's life and especially for the older adult. Self‐directed Learning is one way of negotiating these changes. Self‐directed Learning often occurs during leisure time and is a reflection of meaningful and personal choices. There is a need for more research about older adults and personal Learning, and there is a lack of research concerning the role of leisure and self‐directed Learning. The purpose of this study was to understand how older, rural adults utilize self‐directed Learning in their adjustments to late‐life. This study employed a general qualitative design that used in‐depth, semi‐structured interviews for data collection. The sample of ten purposively selected older adults from a rural area reflected diversity in gender, race, education, and employment. The age of the participants ranged from 75 to 87. Three research questions guided this study: (1) What is the nature of the self‐directed Learning of these older adult...
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The nature of Self-Directed Learning in older rural adults
Ageing International, 2004Co-Authors: Donald N. RobersonAbstract:As a result of this research we know that older rural adults from this sample were deeply involved in a variety of Self-Directed Learning. The nature of the Self-Directed Learning was of particular interest. This personal Learning was seen as highly engaging, variably structured, collaborative, and goal-directed. This is based on a sample of ten older rural adults who were nominated to be in this study. This was a basic qualitative study incorporating constant comparative analysis. Findings indicate the importance of Self-Directed Learning in the lives of older rural adults.
Rod Gerber - One of the best experts on this subject based on the ideXlab platform.
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Conceptions of Self-Directed Learning of Social Studies Teachers in Singapore
Asia Pacific Journal of Education, 2012Co-Authors: Jessie Wong Yuk Yong, Rod GerberAbstract:Abstract The meaning of Self-Directed Learning varies within different professions and amongst companies. In some companies, Self-Directed Learning consists of tightly circumscribed activities, which are programmed for the employees. The purpose is for interested employees to develop professionally while at work. In others, it is up to the employees to decide what they need to learn what they would like to learn and how they would like to learn at their workplace. In this case, the meanings of self- directed Learning and the ways the employees practise Self-Directed Learning vary within the same company and work environment. This study is an attempt to investigate how social studies teachers in Singapore learn at their workplace, a school environment, which is very different from the environment of the private company. Twenty-one primary school teachers currently teaching social studies were interviewed to find out their understandings and their practices of Self-Directed Learning at work. Analysis of the...
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Self‐directed Learning in a work context
Journal of Education and Training, 1995Co-Authors: Rod Gerber, Colin Lankshear, Stefan Larsson, Lennart SvenssonAbstract:The understanding that theorists and practitioners hold of self‐directed Learning can vary depending on the context in which they find themselves. In an effort to understand these variations, attempts to synthesize theoretical understandings of the concept of self‐directed Learning in the workplace. Includes an empirical study involving 21 white‐collar employees in four Australian businesses. Reveals six variations in the workers′ conception of the experience of self‐directed Learning in their jobs. Provides a brief comparative discussion of the results of synthesis of the literature and those from the empirical study.
Gerald A. Straka - One of the best experts on this subject based on the ideXlab platform.
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Conditions Promoting Self-Directed Learning at the Workplace.
Human Resource Development International, 2010Co-Authors: Gerald A. StrakaAbstract:Self-Directed Learning at work is becoming a major trend in training and organizational development. Referring to theoretical considerations in the domains of motivation and Learning in disciplines beyond adult education, the concepts of interest, strategies, control, and evaluation seem appropriate to describe Self-Directed Learning. Constructs of the concept "strategies" are resource management, sequencing, and acquisition. Constructs of "control" include cognitive, metacognitive, and motivational. Constructs of "evaluation" are diagnosis and attribution. Constructs of "interest" include contextual and procedural. With reference to these concepts and constructs, a conceptual model of Self-Directed Learning, the Two-Shell Model of Motivated Self-Directed Learning, has been developed and validated. Impact of selected perceived work conditions (experienced autonomy, competence, and social integration) on this type of Learning has been structurally modeled with a sample of 67 employees in the fish processing industry in Germany who were administered the Motivated Self-Directed Learning Questionnaire for Companies. The hypothesis of a directed relation among experienced workplace conditions, interest in self Learning, and Learning activities was tested. Findings indicate a relatively strong correlation between experienced workplace conditions and self-Learning interest and self-Learning interest as an explanation for over 50 percent of variance in Learning strategies. (Contains 43 references.) (YLB) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************************
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Perceived work conditions and self‐directed Learning in the process of work
International Journal of Training and Development, 1999Co-Authors: Gerald A. StrakaAbstract:Self-Directed Learning at work is becoming a megatrend in training and organisational development. However, there is a wide range of meanings subsumed under this concept. Referring to theoretical considerations in the domains of motivation, interest, strategies of Learning and control, a conceptual model of Self-Directed Learning, called the Two-Shell Model of Motivated Self-Directed Learning was developed and validated. The impact of selected perceived work conditions (experienced autonomy, competence and social integration) on this type of Learning was structurally modelled with a sample of 67 employees in the fish processing industry. On the basis of these theoretical considerations and results the instrument ‘project group’ is analysed and recommended to support motivated Self-Directed Learning.
Rob Collins - One of the best experts on this subject based on the ideXlab platform.
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Self-Directed Learning to educate medical educators. Part 1: How do we use Self-Directed Learning?
Medical Teacher, 2009Co-Authors: Merryl Hammond, Rob CollinsAbstract:The authors explain why they use Self-Directed Learning to educate medical educators and why they think Self-Directed Learning should be encouraged in other spheres of medical education. They argue that Self-Directed Learning (SDL): suits the needs of a heterogeous Learning group; helps learners prepare for continuing professional education; is important fm teachers of others to experience; can be applied within existing educational structures; assists learners to overcome the effects of personal, educational, social or political oppression to some extent; and enables progressive educators to give greater expression to their philosophies.
Masami Tagawa - One of the best experts on this subject based on the ideXlab platform.
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Physician Self-Directed Learning and Education
Kaohsiung Journal of Medical Sciences, 2008Co-Authors: Masami TagawaAbstract:Physicians are expected to be life-long learners because updated and effective patient care should be provided while medical and clinical knowledge and skills and social requirements for patient care are rapidly changing. Also, qualified clinical competence needs long periods of training and each physician has to continually learn as long as he/she works as a professional. Self-Directed Learning is an important factor in adult Learning. Medical students' readiness for Self-Directed Learning is not high, and should be improved by medical school and postgraduate training curricula. Garrison proposed a comprehensive model of Self-Directed Learning, and it has dimensions of motivation (entering and task), self-monitoring (responsibility), and self-management (responsibility). To teach individual Self-Directed Learning competencies, the following are important: (1) situate learners to experience "real" problems; (2) encourage learners to reflect on their own performance; (3) create an educational atmosphere in clinical training situations. In 2005, a 2-year mandatory residency program was implemented in Japan, and fewer medical school graduates took residency programs in medical school hospitals and advanced specialty programs provided by medical school departments. Medical school departments provide traditional, but life-long clinical training opportunities. Under the new residency program, an additional postgraduate and continuing medical training system has to be built up to maintain and confirm a physician's competencies. If physicians do clinical work using a scholarly way of thinking with critical analysis of their own competencies and improvement by reflection, they will become an excellent life-long learner.
