scholarly journals EFL teachers’ identity in self-directed learning: A work-from-home phenomenology

2022 ◽  
Vol 9 (1) ◽  
pp. 132-151
Author(s):  
Ashadi Ashadi ◽  
Erna Andriyanti ◽  
Widyastuti Purbani ◽  
Ihtiara Fitrianingsih
Keyword(s):  
Phenomenological Approach ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Shared Meanings ◽  
Work From Home ◽  
Abrupt Changes ◽  
Efl Teachers ◽  
Directed Learning ◽  
Online Distance Learning ◽  
Online Distance

Major potential effects of abrupt changes in educational settings particularly for education stakeholders such as teachers have been somewhat interesting to examine. This study examines how teachers of English as a Foreign Language (EFL) in different schooling levels acclimatize their experiences due to the unanticipated Covid-19 outbreak, which forced them to pursue Online Distance Learning (ODL). Employing a phenomenological approach, eight teachers from various educational and psychometric backgrounds in three different provinces in Indonesia shared their experiences in coping with the changes. Before engaging in two semi-structured interviews, they were invited to complete an e-reflection to share their feelings, concerns, difficulties, and challenges. To get to the core of their experience, the data were scrutinized following an interpretive phenomenological analysis which includes an early focus on the lines of inquiry, central concerns and important themes, identification of shared meanings, final interpretations, and the dissemination of the interpretations. The findings demonstrated that the changes created an ambivalent experience of being challenged and bored, prompting teachers to reflect on their existing practice and respond appropriately by combining empathy, new roles, and technology paramount through their self-directed learning (SDL). Further implications on teacher agency and identity are discussed to shed light on the reshaping of teacher identities due to ODL and SDL. 

scholarly journals Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions

2020 ◽  
Vol 10 (11) ◽  
pp. 1359
Author(s):  
Hamad I. Alshaikhi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Workplace Learning ◽  
Learning Context ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Directed Learning ◽  
Teacher Professional

This study explores Saudi EFL teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD) with special emphasis on workplace learning and self-directed initiatives. Using semi-structured interviews and reflective essays, the study managed to highlight a thriving workplace learning context in which teachers are involved in many forms of self-directed learning, including experiences stemming from the dailiness of the everyday realities of their schools. Data showed that Saudi EFL teachers are committed professionals who are well aware of a variety of TPD resources and opportunities; some of them are institutionalised while the majority are self-directed by teachers themselves beyond any institutional requirement. The study revealed that many participants had high preferences for self-directed learning over institutional provisions for its embeddedness in their context, the nature of their specialisation, and for the changing nature of their profession. Networking, collaboration, reflection and collegiality are some of the main features of self-directed learning as reflected in teachers’ current practices.

scholarly journals PERSIAPAN PESERTA UJIAN MENGHADAPI UJI KOMPETENSI NASIONAL DIII KEBIDANAN

2021 ◽  
Vol 16 (1) ◽  
pp. 114-119
Author(s):  
Rahmah Fitria
Keyword(s):  
Comparative Method ◽  
Sampling Technique ◽  
Phenomenological Approach ◽  
Exit Exam ◽  
Snowball Sampling ◽  
Self Directed Learning ◽  
Tutoring Program ◽  
Constant Comparative Method ◽  
Directed Learning ◽  
Constant Comparative

ABSTRACT   The objective of this study was to look at the phenomenon of participant’s efforts in preparation for the National Diploma III Midwifery National competency test. The National Competency Test is an effort to measure the final result in the form of an outcome as a standard for measuring the knowledge, skills, and behavior of students in health institutions. This research used a qualitative design with a phenomenological approach. Data collection using the Snowball Sampling technique and collected using in-depth interviews conducted in a semi-structure. Data analysis refers to the constant comparative method and reliability is believed using triangulation. The results of the study revealed that all parties agreed with the policy of holding a national competency test but the participants opposed being carried out as an exit exam. The preparation that the exam participants did to face the Diploma III Midwifery National competency test used 3 methods, they were the private institution tutoring program, Self Directed Learning, and Institutional Guidance.   Keywords: National Competency Test; Midwife Competency Test; Midwifery Diploma; Exam Preparation. ABSTRAK   Penelitian bertujuan melihat fenomena upaya persiapan peserta mempersiapkan diri menghadapi uji kompetensi nasional DIII Kebidanan. Uji Kompetensi Nasional adalah suatu upaya pengukuran hasil akhir berupa outcome sebagai standar untuk mengukur pengetahuan, keterampilan dan perilaku peserta didik pada institusi bidang kesehatan. Desain penelitian adalah kualitatif dengan pendekatan fenomenologi. Pengumpulan data menggunakan teknik Snowball Sampling dan dikumpulkan dengan cara wawancara mendalam yang dilakukan secara semistruktur (Semistructure Interview). Analisis data mengacu pada constant comparative method dan kreabilitas diyakini dengan cara triangulasi. Hasil penelitian mengungkapkan bahwa semua pihak setuju dengan kebijakan diadakan uji kompetensi nasional tetapi peserta ujian menentang dilaksanakan sebagai exit exam. Persiapan yang peserta ujian lakukan untuk menghadapi uji kompetensi nasional DIII Kebidanan menggunakan Tiga metode yaitu mengikuti program lembaga swasta bimbingan belajar, Self Directed Learning dan Bimbingan Institusi.   Kata kunci: Uji Kompetensi Nasional, Ukom Bidan, DIII Kebidanan, Persiapan Peserta Ujian.

scholarly journals STUDENTS’ EXPERIENCES ON LEARNING LISTENING THROUGH TECHNOLOGY-BASED TOOL

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Pham Kim Chi
Keyword(s):  
Language Learning ◽  
Thematic Analysis ◽  
Learning Process ◽  
Listening Skills ◽  
Structured Interviews ◽  
Close Attention ◽  
Self Directed Learning ◽  
Pedagogical Tool ◽  
Directed Learning ◽  
Efl Students

<p>Using technology tools in the classroom can now be facilitated students' engagement and self-directed learning to support a learner-centred environment in educational contexts under varied perspectives. In language learning, evaluating a particular language skill focused on technology is crucial in students' experience. EFL students face several difficulties as noise, accent, vocabulary, and pronunciation while listening. Therefore, employing listening with technology is significantly necessary to enhance students' listening skills. However, rare research has provided the students' reflection under constructivist perspectives after studying with the technology-based listening tool. Thus, the current study narrows this empirical gap. Semi-structured interviews and observation were instruments employed to collect data. Using thematic analysis (Braun and Clarke, 2006), the results of this study indicated that five themes were individualised listening, collaborative learning, self-directed learning, consideration of errors, and pronunciation improvement. Students were more engaged when listening to tasks independently, considering their errors for further improvement, and self-directed learning in this study. Additionally, they mostly perceived themselves to improve their listening and pronunciation in the future. Teachers should pay close attention to speakers' voices, accents, and feedback when designing and implementing tasks to maximise learners' listening learning process. This study has implications on using BookWidgets as a potential pedagogical tool for English courses.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

scholarly journals Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

2017 ◽  
Vol 9 (4) ◽  
pp. 8
Author(s):  
Setareh Mousavi ◽  
Mohammadreza Nili ◽  
Ahmadreza Nasr ◽  
Mohammad Masoud
Keyword(s):  
Art Education ◽  
Quantitative Methods ◽  
Learning Activities ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Qualitative And Quantitative Methods ◽  
Directed Learning ◽  
Competency Based ◽  
Teaching Learning ◽  
Innovation Indicators

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.

scholarly journals Towards an Open Medical School without Checkerboards during the COVID-19 Pandemic: How to Flexibly Self-Manage General Surgery Practices in Hospitals?

Healthcare ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 743
Author(s):  
Héctor Guadalajara ◽  
Álvaro Palazón ◽  
Olatz Lopez-Fernandez ◽  
Pilar Esteban-Flores ◽  
José Miguel Garcia ◽  
...  
Keyword(s):  
General Surgery ◽  
Teaching Style ◽  
Teaching Styles ◽  
Mobile App ◽  
Teacher Involvement ◽  
Teaching Hospitals ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Clinical Culture ◽  
Directed Learning

Background: Can we create a technological solution to flexibly self-manage undergraduate General Surgery practices within hospitals? Before the pandemic, the management of clerkships was starting to depend less on checkerboards. This study aims to explore undergraduates’ perceptions of doing rotations in teaching hospitals using different teaching styles and elicit their views regarding the options of managing practices to design a mobile app that substitutes for checkerboards. Methods: In this sequential exploratory mixed methods study, 38 semi-structured interviews at a teaching hospital were conducted. The data was used to survey 124 students doing their rotations in four teaching hospitals during the first wave of COVID-19. Results: 21 themes highlighted concerns related to the practices, the teacher involvement in the students’ education, and the students’ adaptation to clinical culture. The students reported positive perceptions concerning self-managing and organizing practices via a mobile application. However, problems emerged regarding transparency, the lack of feedback, and the need for new tools. Regarding the teaching styles, the facilitator and personal models were perceived as optimal, but the personal style had no effect on using or not using a tool. Conclusions: A mobile-learning application designed like an educational opportunities’ manager tool can probably promote self-directed learning, flexible teaching, and bidirectional assessments. However, teachers who employ a personal teaching style may not need either checkerboards or a tool. This solution supports teaching at hospitals in pandemic times without checkerboards.

scholarly journals Breaking the Secrets behind the Polyglots: How Do They Acquire Many Languages?

2019 ◽  
Author(s):  
Noprival Noprival ◽  
Zainal Rafli ◽  
Nuruddin Nuruddin
Keyword(s):  
Educational Institution ◽  
Natural Process ◽  
National Language ◽  
Foreign Languages ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Language Environment ◽  
Media And Technology ◽  
Study Participants

In this study, participants acquired three types of language, those are regional, national and foreign ones. The purpose of this research was to explore how Indonesian polyglots acquire several different languages. We collected data through demographic questionnaires and semi-structured interviews obtained from nine participants. Four salient themes and sub-themes that emerged in this research were (a) mastering languages through instructed learning (learning in formal educational institution and learning in informal educational institution), (b) gaining extra amounts of languages input beyond the classroom (getting more access to a national language environment and getting more access to foreign languages environment), (c) learning languages autonomously (self-directed learning through printed resources and self-directed learning through media and technology), and (d) acculturating with a new language group in society. The findings indicated that the polyglots acquired several different languages through a natural process, a learning process, and a mixture of both naturalistic as well as instructed experiences.

scholarly journals The experience of adults who were “unschooled” during their youth: A phenomenological approach

2021 ◽  
Vol 12 (1) ◽  
pp. 29-53
Author(s):  
Joëlle Gaudreau ◽  
Christine Brabant
Keyword(s):  
Technology Development ◽  
Phenomenological Approach ◽  
Learning Goals ◽  
Self Directed Learning ◽  
Family Conflicts ◽  
Role Of Government ◽  
Directed Learning ◽  
Information Technology Development ◽  
Depth Interviews

Abstract To better understand the experience of unschooling, non-directive in-depth interviews with five Quebec adults who had experienced it were conducted according to a phenomenological approach, revealing their perceptions of their educational experiences and their families, as well as their views of the world. Certain aspects of the testimonies corroborate the results of previous studies concerning self-directed learning, use of information technology, development of interests, and participation in a support group; others reveal limits when it comes to learning perseverance, pursuit of complex learning goals, school integration, and evaluation. The participants also spoke of family conflicts, parental control, negligence, and the influence of this experience on their views of society, work, the school system, and the role of government in education.

The Use of Self-Directed Learning during Fieldwork Education: The Students' Perspective

1996 ◽  
Vol 59 (11) ◽  
pp. 515-519 ◽  
Author(s):  
Lesley Anne Heath
Keyword(s):  
Occupational Therapy ◽  
Learning Needs ◽  
Use Of Self ◽  
Educational Strategies ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Occupational Therapy Education ◽  
Directed Learning ◽  
The University ◽  
Learning Contract

The University of Derby is committed to educational strategies that develop reflective practice and lifelong learning in occupational therapy education. Self-directed learning is implemented during fieldwork placements, enabling students to become active in the learning process and integrating the individual's previous experiences, application of knowledge and present learning needs. The principles of self-directed learning adopted by the university also involve students in setting and evaluating their own aims and objectives, writing a learning contract and negotiating reports with fieldwork educators. The aims of the study were to consider whether students used the principles of self-directed learning during fieldwork placements and what influenced their use. The method was a two-stage process, involving a questionnaire and semi-structured interviews. The subjects were in their final year of education. The results showed an overall increase in the use of the principles of self-directed learning at the end of 3 years' education. From the six interviews conducted, the occupational therapy department, the style of supervision and the university procedure were identified as the main influences on the use of self-directed learning during placements.

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