Self-directed learning has been a central topic of discussion in adult education for many years. After analyzing several articles and books regarding autonomous learning, I have taken a stance of my own on the matter. In the sections that follow I have summarized my readings of Gerald Grow and Mark Tennant’s articles regarding self-directed learning, to include an explanation of my position on ...

This presentation reports results of a mixed-method research study of working adults and college students who participated in self-directed e-learning courses on what influenced their motivation in their self-directed e-learning. The learner motivation is investigated in terms of what influences the learner motivation and whether the learner’s motivational level changes during the instruction. ...

A prominent hypothesis holds that by speaking to infants in infant-directed speech (IDS) as opposed adult-directed (ADS), parents help them learn phonetic categories. Specifically, two characteristics of IDS have been claimed facilitate learning: hyperarticulation, which makes the categories more separable, and variability, generalization robust. Here, we test separability robustness vowel cate...

Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the end of each PBL phase were used to estimate the ...

Background: The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction of nursing students. Methods: A total of 59 nursing students participated in this exp...

Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the end of each PBL phase were used to estimate the ...