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Communication Dans Un Congrès Année : 2019

Does blended learning always favor students' self-direction ?

Résumé

This work reports the results of an empirical research investigating undergraduate students’ readiness to self-directed learning. This aspect is explored through the point of view of the teaching and the instructional design approaches. The sample involves lecturers who teach at undergraduate level in diverse subjects and their students. The main objective of this work is to suggest a teaching strategy which can enhance stu-dents’ self-direction in blended learning contexts. A multiple case study is conducted to investigate various strategies adopted and to identify one or several fruitful strategies to enhance students’ self-direction in learn-ing. Through the pre and the post-test questionnaire [1], as well as the observations managed, it is known that the fruitful strategy to enhance students’ self-direction in a teacher-centered blended learning environment is through an implementation of the flipped classroom. The majority of the studied blended learning courses are student-centered, but it turns out that the most successful ones to develop students’ self-direction are those which integrate learning activities through an electronic discussion forum. In order to validate this finding, the student-centered blended learning successful strategy is reviewed under another learning context. It is hypothesized that the im-plementation of an electronic forum has a positive impact on students’ self-direction if a high level of interaction is promoted and the collaboration as well as the devel-opment of critical thinking are supported. For this validation experiment, two differ-ent scenarios are compared. A pre and post-test questionnaire [1] is managed to ana-lyze students’ self-direction in both observed cases. The results have shown that only students of the experimental groups have developed their self-direction. This latter is represented by a significant improvement of students’ level of readiness to a self-directed learning at the end of the course period. Based on the sense of self-efficacy [2], self-direction is also recognized as a person-al skill related to the motivation. While motivation is correlated to students’ perfor-mance [3], this study also demonstrates a correlation between the development of students’ self-direction and their course achievements.

Domaines

Education
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Dates et versions

hal-03763905 , version 1 (29-08-2022)

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  • HAL Id : hal-03763905 , version 1

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Dina Adinda. Does blended learning always favor students' self-direction ?. 12th International Summer School Education and Technology in cooperation with the 9th International Alumni Workshop Education and Technology Transfer, Oct 2019, Hanoï, Vietnam. ⟨hal-03763905⟩
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