Enhanced Self-Directed Learning Using “Rewind on the Go” and Class Activities

Enhanced Self-Directed Learning Using “Rewind on the Go” and Class Activities

Siok-Koon Yeo (Taylor's University, Malaysia)
DOI: 10.4018/978-1-5225-4080-9.ch003

Abstract

In this chapter, the learning approach of using lecture recording (“Rewind on the Go”) and class activities is implemented to offer students with more flexibility. This teaching approach is beneficial because the lecture recording (“Rewind on the Go”) not only allows the learners to access learning (knowledge) at anytime and anywhere, but it also sets as a prior knowledge before they apply it in-class activities. The class activities could be conducted in classroom and out of classroom to allow variation and fun learning for students. Continuous implementation of this approach can enhance self-directed learning, which subsequently promotes critical thinking and the ability to adapt to the fast-changing environment. Such an approach is also useful to address different learning styles among students. A survey conducted by the faculty showed that 90% of the students revealed that they understood and could relate the relationship of the lesson activities to learning objectives and learning assessments through this approach. This suggests that the students can make learning more meaningful with this approach.
Chapter Preview
Top

Introduction

Self-directed learning is described as an inborn potential utilized by human beings at various time in their life while encountering new and challenging situations (Knowles, 1975). Merriam and Caffarella (1991) defined self-directed learning as a form of study in which learners have the primary responsibility for planning, carrying out and evaluating their own learning experiences. This skill is critical to allow learners to adapt to the fast changing environment and subsequently enhance their creativity. The development of SDL may help learners to adapt to changing environments and enhance their creativity. Several researchers have also demonstrated that giving some learning responsibility back to learners in many instances is more beneficial than other approaches (Ramnarayan and Hande, 2005). In self-directed learning, learners take the initiative in making use of resources rather than simply react to transmission of resources, thus helping learners to learn deeper and learn better. The self-directed learning is also an important approach to cater for learner diversity, making students more motivated to learn and be able to learn. This will ensure that students are not only successful within the module or institution but would be able to succeed in their future undertakings.

Diversity is a nature of human species, and students have always been different from each other in various ways (Banks et al., 2005). This indicates that teachers/ lecturers must be prepared to teach a diverse community of students. However, under conventional classroom setting, it is expected that those who are dominant in verbal-linguistic areas are more likely to score well in the test and be seen as the smarter students. Effective learning for diverse group of students in this era has shifted from conventional recipient of knowledge to self-directed or active knowledge acquisition. This will enable a diverse group of students to acquire higher order thinking and develop a wider range of skills (Arends, 2004).

As an effort to promote active self-directed learning, many institutions has encourage the use of flipped classroom. Flipped classroom is a teaching/ learning approach where typical lecture and reinforcement activity (homework) is being reversed (Educause, 2012). In a flipped classroom, lecture is being delivered outside classroom/ at home via video or other reading materials. On the other hand, classroom time is being used for reinforcement activity such as discussion, problem solving activity or project. This type of teaching and learning approach would create a more active and self-directed learning environment instead of conventional passive recipient of knowledge (Fischer and Sugimoto, 2006). This learning environment also allows the students to work collaboratively, acquire interpersonal skills and ability to critically think and reason with their peers and instructors. Such learning environment will enable the students to learn, unlearn and relearn.

Although this approach may sound promising and effective, there are various challenges for implementation of such approach. One of the main challenges is to select a set of suitable materials for the flipped classroom. Technological advancement in this era has prompted the demand for online materials which allow more flexibility for the students. Certainly, these online materials must be beyond reading materials with incorporation of explanation in video format. However, online lecture (video) in several field is not always readily available. Therefore, most institutions must adopt certain technological instrument to allow effective implementation of flipped classroom to promote self-directed learning. The main objective of this innovation is to implement an effective self-directed approach using a lecture recording system (ReWind on The Go) in Taylor’s University, Malaysia.

Complete Chapter List

Search this Book:
Reset