Teachers' and students' views on self-directed learning.
Authors: Hewitt-Taylor, J.
Journal: Nursing standard (Royal College of Nursing (Great Britain) : 1987)
Volume: 17
Issue: 1
Pages: 33-38
ISSN: 0029-6570
DOI: 10.7748/ns.17.1.33.s55
Abstract:AIM: To explore teachers' and students' understanding of the term 'self-directed learning', and elicit their views of its value in paediatric intensive care nurse education. METHOD: A qualitative case study, including a field diary, document examination, interviews with teachers and students, observation, and a student learning diary, was used to collect data. RESULTS: The study showed that teachers and students experienced some difficulty in articulating an exact definition of self-directed learning. They considered it to be of some value, but only when used in conjunction with teacher-led methods of learning. CONCLUSION: Attempts to implement self-directed learning in an observable form have led to confusion about its nature. It is also important to consider how far an educational philosophy or approach is congruent with the reality of any given course of study, as opposed to focusing on observable teaching and learning tools or methods.
Source: Scopus
Teachers' and students' views on self-directed learning.
Authors: Hewitt-Taylor, J.
Journal: Nurs Stand
Volume: 17
Issue: 1
Pages: 33-38
ISSN: 0029-6570
DOI: 10.7748/ns2002.09.17.1.33.c3267
Abstract:AIM: To explore teachers' and students' understanding of the term 'self-directed learning', and elicit their views of its value in paediatric intensive care nurse education. METHOD: A qualitative case study, including a field diary, document examination, interviews with teachers and students, observation, and a student learning diary, was used to collect data. RESULTS: The study showed that teachers and students experienced some difficulty in articulating an exact definition of self-directed learning. They considered it to be of some value, but only when used in conjunction with teacher-led methods of learning. CONCLUSION: Attempts to implement self-directed learning in an observable form have led to confusion about its nature. It is also important to consider how far an educational philosophy or approach is congruent with the reality of any given course of study, as opposed to focusing on observable teaching and learning tools or methods.
Source: PubMed
Teachers' and students' views on self-directed learning
Authors: Hewitt-Taylor, J.
Journal: Nursing Standard
Volume: 17
Pages: 33-38
ISSN: 0029-6570
Abstract:Aim: To explore teachers' and students' understanding of the term 'self-directed learning', and elicit their views of its value in paediatric intensive care nurse education.
Method: A qualitative case study, including a field diary, document examination, interviews with teachers and students, observation, and a student learning diary, was used to collect data.
Results: The study showed that teachers and students experienced some difficulty in articulating an exact definition of self-directed learning. They considered it to be of some value, but only when used in conjunction with teacher-led methods of learning.
Conclusion: Attempts to implement self-directed learning in an observable form have led to confusion about its nature. It is also important to consider how far an educational philosophy or approach is congruent with the reality of any given course of study, as opposed to focusing on observable teaching and learning tools or methods.
Source: Manual
Preferred by: Jaqui Hewitt-Taylor
Teachers' and students' views on self-directed learning.
Authors: Hewitt-Taylor, J.
Journal: Nursing standard (Royal College of Nursing (Great Britain) : 1987)
Volume: 17
Issue: 1
Pages: 33-38
eISSN: 2047-9018
ISSN: 0029-6570
DOI: 10.7748/ns2002.09.17.1.33.c3267
Abstract:Aim
To explore teachers' and students' understanding of the term 'self-directed learning', and elicit their views of its value in paediatric intensive care nurse education.Method
A qualitative case study, including a field diary, document examination, interviews with teachers and students, observation, and a student learning diary, was used to collect data.Results
The study showed that teachers and students experienced some difficulty in articulating an exact definition of self-directed learning. They considered it to be of some value, but only when used in conjunction with teacher-led methods of learning.Conclusion
Attempts to implement self-directed learning in an observable form have led to confusion about its nature. It is also important to consider how far an educational philosophy or approach is congruent with the reality of any given course of study, as opposed to focusing on observable teaching and learning tools or methods.Source: Europe PubMed Central