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Student perspectives on self-directed learning

Show simple item record Douglass, Carolinda en_US Morris, Sherrill R. en_US 2017-05-04T16:29:05Z 2017-05-04T16:29:05Z 2014-02
dc.identifier.citation Journal of the Scholarship of Teaching and Learning, Vol. 14, No. 1, February 2014, pp. 13 -25. en_US
dc.identifier.other 10.14434/josotl.v14i1.3202
dc.description.abstract Undergraduate student perspectives regarding specific factors associated with self-directed learning were collected through eight focus groups. A total of 80 upperclassmen provided input revealing three emergent themes in the focus groups responses: (1) Student-Controlled, (2) Faculty-Controlled, and (3) Administration-Controlled Facilitators and Barriers to promoting self-directed learning. Students acknowledged much of their learning was within their control. However, they did note that faculty and administrators have a significant impact on their desire and ability to learn. In an effort to empower students to direct their own learning processes the results of this study have been integrated into campus assessment initiatives including the development of a student organization to provide a consistent, student-led forum for students to voice their opinions and concerns about their learning processes and assessment. en_US
dc.language.iso en_US en_US
dc.publisher Journal of the Scholarship of Teaching and Learning en_US
dc.subject self-assessment en_US
dc.subject self-directed learning en_US
dc.subject student success en_US
dc.subject student organizations en_US
dc.title Student perspectives on self-directed learning en_US
dc.type.genre Article en_US
dc.contributor.department School of Allied Health and Communicative Disorders en_US

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