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Effects of a self-directed learning group experience on the self-directed learning readiness and self-concepts of adult basic education students and general educational development students
Title
Effects of a self-directed learning group experience on the self-directed learning readiness and self-concepts of adult basic education students and general educational development students.
Creator
Rutland, Adonna McCrory., Florida Atlantic University, Burrichter, Arthur W.
Abstract/Description
There is worldwide concern about the functionally illiterate adult's limited ability to successfully adapt to a rapidly changing "information society." Literacy education is seen as an important means of confronting this problem. This study investigated the effects of a group treatment designed to increase the self-directed learning readiness and the self-concepts of adult education students. Subjects were randomly selected from volunteers in a community college migrant program and an adult...
Show moreThere is worldwide concern about the functionally illiterate adult's limited ability to successfully adapt to a rapidly changing "information society." Literacy education is seen as an important means of confronting this problem. This study investigated the effects of a group treatment designed to increase the self-directed learning readiness and the self-concepts of adult education students. Subjects were randomly selected from volunteers in a community college migrant program and an adult education program at a maximum security correctional institute. Students with a reading level from fourth through tenth grade who were enrolled in the Adult Basic Education (ABE) program or the General Educational Development (GED) program were included. Thirty-eight experimental group subjects and 31 control group subjects completed the study. The experimental group was divided into three subgroups of 12 to 14 subjects for group treatment. Each subgroup participated in 10 one-hour sessions. Subjects were pretested and posttested using Guglielmino's Self-directed Learning Readiness Scale (SDLRS) and the Tennessee Self-concept Scale (TSCS). An analysis of covariance conducted on the data collected from the SDLRS and the TSCS revealed no significant difference in the self-directed learning readiness or self-concepts of the experimental and control groups. The facilitator's evaluation of the group process, attendance, and written evaluations by the experimental subjects provided further information regarding the effectiveness of the treatment. Written evaluations indicated that experimental subjects found the group experience very helpful but not long enough. The most cohesive subgroup had the highest average attendance (92%), the highest gain in TSCS scores, and evaluated the experience as the most helpful. Recommendations for future research include increasing the sample size; increasing the length of treatment; incorporating the treatment into the established adult education program in which the subject is enrolled; having a treatment facilitator who is experienced in working with the target group; taking steps to improve group cohesiveness; selecting subjects who are more similar in terms of learning needs, goals, and capabilities.
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Date Issued
1987
PURL
http://purl.flvc.org/fcla/dt/11908
Subject Headings
Adult education, Independent study
Format
Document (PDF)
Fostering self-directed learning in adolescents through e-learning
Title
Fostering self-directed learning in adolescents through e-learning.
Creator
Wanger, Lauren, Reyes-Guerra, Daniel, Graduate College
Date Issued
2011-04-08
PURL
http://purl.flvc.org/fcla/dt/3164703
Subject Headings
High school students, Independent study, Internet in education
Format
Document (PDF)
examination of the relationship between nurses' learning preferences and practices
Title
An examination of the relationship between nurses' learning preferences and practices.
Creator
McCarten, Kathryn J. Chapin., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description
The American Nurses Association supports professional continuing education, of which one part is self-directed learning, as essential for maintaining competency in nursing practice and safety of the consumers of health care. The increasing complexities of nursing practice demand that nurses be continuous life-long learners. Nurses licensed in the State of Florida are mandated to earn professional continuing education credit as a condition of relicensure. Self-directed learning is one option...
Show moreThe American Nurses Association supports professional continuing education, of which one part is self-directed learning, as essential for maintaining competency in nursing practice and safety of the consumers of health care. The increasing complexities of nursing practice demand that nurses be continuous life-long learners. Nurses licensed in the State of Florida are mandated to earn professional continuing education credit as a condition of relicensure. Self-directed learning is one option for earning professional continuing education credit. This study investigated readiness for self-directed learning among Florida nurses (registered nurses and licensed practical nurses) using Guglielmino's Self-Directed Learning Readiness Scale (SDLRS) and several variables including educational preparation, position, practice specialty, and use of self-directed learning projects as a method of earning professional continuing education credit. This study also sought to determine professional continuing education preferences among the nurses, including preferred method of learning for earning professional continuing education credit, influences on choice of continuing education offering, number of hours of professional continuing education completed in various learning activities, and awareness of the option of submitting self-directed learning projects to the Florida Board of Nursing for Credit. Six central research questions were posed. Findings included: (1) a significant difference of SDLRS scores between registered nurses and licensed practical nurses in Florida; (2) no significant difference between the mean SDLRS scores among registered nurses having different levels of education, and (3) lack of significant relationship between preference for self-directed learning as a means of learning for earning professional continuing education credit and SDLRS scores. It appears likely that this outcome is related to the finding that 89% of the respondents were unaware of the option of earning professional continuing education credit through self-directed learning. Recommendations for further research include: (1) replication of this study with a revised preference for professional continuing education survey and a larger sample, (2) exploration of the reasons for higher SDLRS scores among bachelor of science prepared nurses, (3) determination of the frequency, quality, and quantity of practice-related self-directed learning, and (4) development of strategies to publicize the option of self-directed learning for professional education as described by the Florida Board of Nursing.
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Date Issued
1999
PURL
http://purl.flvc.org/fcla/dt/12604
Subject Headings
Nursing--Study and teaching (Continuing education), Nurses--Florida--Attitudes, Independent study
Format
Document (PDF)