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dc.contributor.authorDouglass, Carolindaen_US
dc.contributor.authorMorris, Sherrill R.en_US
dc.date.accessioned2017-05-04T16:29:05Z
dc.date.available2017-05-04T16:29:05Z
dc.date.issued2014-02
dc.identifier.citationJournal of the Scholarship of Teaching and Learning, Vol. 14, No. 1, February 2014, pp. 13 -25.en_US
dc.identifier.other10.14434/josotl.v14i1.3202
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/17486
dc.description.abstractUndergraduate 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.isoen_USen_US
dc.publisherJournal of the Scholarship of Teaching and Learningen_US
dc.subjectself-assessmenten_US
dc.subjectself-directed learningen_US
dc.subjectstudent successen_US
dc.subjectstudent organizationsen_US
dc.titleStudent perspectives on self-directed learningen_US
dc.type.genreArticleen_US
dc.contributor.departmentSchool of Allied Health and Communicative Disordersen_US


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