Promoting self-directed learning skills in a first-year problem-based university program with a self-development intervention

被引:0
作者
Elderson-Van Duin, Cynthia [1 ]
Renkema, Peter Johan [1 ]
Tabbers, Huib Karel [1 ,2 ]
机构
[1] Erasmus Univ, Erasmus Sch Social & Behav Sci, Dept Psychol Educ & Child Studies, Rotterdam, Netherlands
[2] Erasmus Univ, Erasmus Sch Social & Behav Sci, Dept Psychol Educ & Child Studies, Campus Woudestein T16-17,Burgemeester Oudlaan 50, NL-3062 PA Rotterdam, Netherlands
关键词
Self-directed learning; self-development; problem-based learning; intervention study; higher education; MEDICINE;
D O I
10.1080/14623943.2023.2264195
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study investigated whether an intervention aimed at self-development would stimulate the self-directed learning skills of university students within a problem-based learning program. In a randomized controlled trial study, 408 first-year psychology students were randomly assigned to an experimental or control condition. During their courses, all students received the problem-based program, including feedback from their tutors on professional behaviour and study skills. Students in the experimental group also received an extra self-development intervention including two sessions with a mentor, during which students were asked to reflect on personal learning goals. At the beginning and end of the year, students' self-directed learning skills were measured with two questionnaires. Over the year, students in the experimental group showed a larger increase in their self-control, in their ability to monitor improvement during task performance, and in their ability to evaluate process and outcome after task execution. Also, their willingness to invest study effort had not decreased, in contrast to students in the control group. These findings show that a relatively simple intervention making students reflect more on their self-development can have a significant effect on a number of relevant self-directed learning skills, even when added to a problem-based learning university program that is already focused on stimulating self-directed learning.
引用
收藏
页码:749 / 765
页数:17
相关论文
共 22 条
[1]   A TAXONOMY OF PROBLEM-BASED LEARNING-METHODS [J].
BARROWS, HS .
MEDICAL EDUCATION, 1986, 20 (06) :481-486
[2]  
Brockett Ralph., 1991, SELF DIRECTION ADULT, DOI https://doi.org/10.4324/9780429457319
[3]  
Candy P.C., 1991, Self-direction for lifelong learning: A comprehensive guide to theory and practice, DOI DOI 10.1177/074171369204200307
[4]   Longitudinal self-directed competence development of university students through self-reflection [J].
Colomer, Jordi ;
Serra, Teresa ;
Gras, M. Eugenia ;
Canabate, Dolors .
REFLECTIVE PRACTICE, 2021, 22 (05) :727-740
[5]   Effective self-regulatory processes in higher education: research findings and future directions. A systematic review [J].
de Bruijn-Smolders, Monique ;
Timmers, Caroline F. ;
Gawke, Jason C. L. ;
Schoonman, Wouter ;
Born, Marise Ph. .
STUDIES IN HIGHER EDUCATION, 2016, 41 (01) :139-158
[6]  
De Graaff E, 2003, INT J ENG EDUC, V19, P657
[7]   Self-regulation strategies in blended learning environments in higher education: A systematic review [J].
Eggers, Jan Hein ;
Oostdam, Ron ;
Voog, Joke .
AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, 2021, 37 (06) :175-192
[8]  
Fischer M., 2006, RES PRACT TECH ENHAN, V1, P31
[9]  
Fisher M, 2001, Nurse Educ Today, V21, P516, DOI 10.1054/nedt.2001.0589
[10]   Self-directed learning: Toward a comprehensive model [J].
Garrison, DR .
ADULT EDUCATION QUARTERLY, 1997, 48 (01) :18-33