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Measuring Analysis Skill in Data-informed Self-directed Activities
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Current technology enables tracking of various learning and physical activities. User can use the data to analyze issues in the execution of those activities. Current work focuses on this analysis phase of data-informed self-directed activity cycle and proposes a measurement framework of the skill while learners work in a data-rich context. It is a paradigm shift to support and measure analysis skill from previous approaches which mostly rely on questionnaire-based measurements. In our approach, we emphasize the monitoring of learner’s analytical process and the automatic evaluation of the analysis results through system. Based on that, an automated measurement is carried out in the system to depict learner’s analysis skill and changes of skill. Additionally, we elaborate the framework in the context of the GOAL system which provides affordances of analysis based on physical and reading activity data.
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Increasing the number of patients with symptoms of depression makes maintaining Mental Health concerns in many societies calling for global attention. In children, stress and depression have a detrimental effect on their developmental emotions and physical health. From the perspective of a student, daily stress can affect their learning activities. Hence, to tackle this issue, it is necessary to develop their ability to manage mental health. Self Direction Skills (SDS) can support to develop such an ability. Current wearable devices can acquire physical activity and physiological data to compute stress levels, and sleep quality. While it makes it possible to visualize the amount of stress received in daily life, no such program is linked to the daily learning life of a student. To fill in this gap we extend our earlier developed GOAL system which already synthesizes students' physical activity and learning data and explore possibilities of integrating internet-based Cognitive Behavioral Therapy (iCBT) with our previously proposed DAPER model as an applicable method to deal with daily stress in academic life. We use wearable devices to automatically track stress levels, and map activities of training students' mental health managing ability to the DAPER phases. Students can make a plan in the GOAL system to reduce stress by selecting a cycle of practice as suggested by iCBT. To inform our system design we conducted a pilot study with 120 students at a junior high school level. This paper presents an exploratory data analysis of 60 students, whose learning performance from English and mathematics courses and stress levels over 133 days were collated.
Self-directed learning is a core theoretical construct distinguishing adult education as a field of study. Most of the concept's emphasis has been on the external control and management of learning tasks. In an attempt to expand the scope of self-directed learning, this paper presents a comprehensive theoretical model. The proposed model integrates self-management (contextual control), self-monitoring (cognitive responsibility), and motivational (entering and task) dimensions to reflect a meaningful and worthwhile approach to self-directed learning. Explicating the cognitive and motivational dimensions of self-directed learning is identified as an area requiring further research.
This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates
to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between
SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving
students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does
not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are
developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity
of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.
In order to realise their full potential as learners, it is essential that students have good self-directed learning skills. It is also important that students develop their own roles in learning by continuously monitoring their own learning progress, identifying areas of deficit and making a conscious effort towards self-improvement. In this paper, Swapna Naskar Williamson reports on the development and testing of a self-rating scale of self-directed learning in higher education, and considers how it might be used in practice in order to enhance the requisite skills for becoming independent and lifelong learners.
With continued widespread acceptance of pedometers by both researchers and practitioners, evidence-based steps/day indices are needed to facilitate measurement and motivation applications of physical activity (PA) in public health. Therefore, the purpose of this article is to reprise, update, and extend the current understanding of dose-response relationships in terms of pedometer-determined PA. Any pedometer-based PA guideline presumes an accurate and standardized measure of steps; at this time, industry standards establishing quality control of instrumentation is limited to Japan where public health pedometer applications and the 10,000 steps.d slogan are traceable to the 1960s. Adult public health guidelines promote > or =30 min of at least moderate-intensity daily PA, and this translates to 3000-4000 steps if they are: 1) at least moderate intensity (i.e., > or =100 steps.min); 2) accumulated in at least 10-min bouts; and 3) taken over and above some minimal level of PA (i.e., number of daily steps) below which individuals might be classified as sedentary. A zone-based hierarchy is useful for both measurement and motivation purposes in adults: 1) <5000 steps.d (sedentary); 2) 5000-7499 steps.d (low active); 3) 7500-9999 steps.d (somewhat active); 4) > or =10,000-12,499 steps.d (active); and 5) > or =12,500 steps.d (highly active). Evidence to support youth-specific cutoff points is emerging. Criterion-referenced approaches based on selected health outcomes present the potential for advancing evidence-based steps/day standards in both adults and children from a measurement perspective. A tradeoff that needs to be acknowledged and considered is the impact on motivation when evidence-based cutoff points are interpreted by individuals as unattainable goals.
The purpose of this study was to develop a reliable and valid instrument to measure self-directedness in learning among college students based on an operationalization of the personal responsibility orientation (PRO) model of self-direction in learning. The resultant 25-item Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS) was found to be a highly reliable instrument in the selected sample of graduate and undergraduate education students. Confirmatory factor analysis established that a four latent variable model fit the data. Scores from the PRO-SDLS were significantly related to criterion variables thought to demonstrate self-direction and to a known instrument of self-direction while accounting for additional variance. Recommendations for further research in the ongoing process of scale validation and implications for practice are provided.
An intrinsic-extrinsic model of motivation for smoking cessation was evaluated with 2 samples (ns = 1.217 and 151) of smokers who requested self-help materials for smoking cessation. Exploratory and confirmatory principal components analysis on a 36-item Reasons for Quitting (RFQ) scale supported the intrinsic-extrinsic motivation distinction. A 4-factor model, with 2 intrinsic dimensions (concerns about health and desire for self-control) and 2 extrinsic dimensions (immediate reinforcement and social influence), was defined by 20 of the 36 RFQ items. The 20-item measure demonstrated moderate to high levels of internal consistency and convergent and discriminant validity. Logistic regression analyses indicated that smokers with higher levels of intrinsic relative to extrinsic motivation were more likely to achieve abstinence from smoking.
GOAL: A System to Support Learner's Acquisition of Self Direction Skills. 26th ICCE
- R Majumdar
- Y Y Yang
- H Li
- G Akçapınar
- B Flanagan
- H Ogata
Majumdar R., Yang Y.Y., Li H., Akçapınar G., Flanagan B., & Ogata H. (2018) GOAL: A System to Support
Learner's Acquisition of Self Direction Skills. 26th ICCE, Manila, Philippines, Nov 2018.