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