Research on Compatible Mode of Self-directed Learning and Cooperative Learning in Blended Teaching of Basic English Course

In the information age,blended teaching,no matter online or offline,has become the mainstream of college teaching reform.In this teaching model,self-directed learning and cooperative learning are the two main learning approaches.On the online teaching platform,students mainly learn knowledge-based content by self-directed learning,while practising their language skills by cooperative learning in flipped classroom activities.On one hand,it advocates student-centered strategy so as to improve students autonomous learning ability;on the other hand,teachers serve as a guide to organize the classroom activities;meanwhile,they give timely feedback to students in order to promote students’learning ability.In blended teaching model,this mutually compatible and reinforcing model of self-directed learning and cooperative learning is undoubtedly helpful to improve the teaching efficiency.

Relationship between self-directed learning readiness, learning attitude, and self-efficacy of nursing undergraduates

Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates.Methods: A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire.Result: The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns.Conclusions: The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students' learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education:a meta-analysis

Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom（FC） as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The relevant randomized controlled trial（RCT） and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature（CINAHL）, Cochrane Central Register of Controlled Trials（CENTRAL）, Wanfang Data, China National Knowledge Infrastructure（CNKI）, and Chinese Science and Technology Periodical Database（VIP） from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores（continuous outcomes） were analyzed by using the 95% confidence intervals（Cls） with the standard deviation average（SMD） or weighted mean difference（WMD）. The heterogeneity was assessed using Cochran’s I;statistic.Results: A total of 12 studies, which encompassed 1440 nursing students（intervention group = 685, control group = 755）, were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale（SDLRS）, Self-Directed Learning Readiness Scale for Nursing Education（SDLRSNE）, Self-Regulated Learning Scale（SRL）, Autonomous Learning Competencies scale（ALC）, and Competencies of Autonomous Learning of Nursing Students（CALNS）. Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.

Self-directed learning readiness and nursing competency among undergraduate nursing students in Fujian province of China

Aims:We examined the relationship between self-directed learning readiness(SDLR)and nursing competency among undergraduate nursing students.Background:There is little evidence-based data related to the relationship between selfdirected learning(SDL)and nursing competency.Methods:A descriptive correlational design was used.We conducted convenience sampling of 519 undergraduate nursing students from three universities during their final period of clinical practice.We investigated SDL according to the SDLR scale for nursing education(Chinese translation version),and used the Competency Inventory for Registered Nurses to evaluate nursing competency.Results:The mean SDLR score of the students was 148.55(standard deviation[SD]18.46),indicating intermediate and higher SDLR.The mean score for nursing competency was 142.31(SD30.39),indicating intermediate nursing competence.SDLR had a significant positive and strong relationship with nursing competency.Conclusion:SDLR is a predictor of nursing competency.

Application of self-directed teaching methods related to microlecture and flipped classroom in the teaching of obstetrics and gynecology in a non-directly affiliated hospital

With the rapid development of the technology of information network and the era of big data,information technology is now widely used in the field of education.Comprehensive popularity of mobile phones,computers,tablet computers and portable communication devices and WIFI also facilitate the widespread use of online learning,learning in free time,free learning and other modes.The emergence of microlecture follows the learning mode and trend of modern society,special for young medical students who are highly passionate in accepting new things and have a strong ability in using information technology.In this paper,the necessity and feasibility of self-directed teaching methods related to microlecture and flipped classroom in the teaching in a non-directly affiliated hospital.Using the advantages of the"microlecture and flipped classroom"teaching model,it is possible to improve the learning effect of medical students,construct high-quality online courses,and make quality teaching resources widely shared.

Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students

Objective: To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods: A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results: The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01). Conclusions: It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.

Impact on dietary intake of a self-directed, gender-tailored diabetes prevention program in men

AIMTo investigate changes in dietary intake following a 6-mo randomised controlled trial of the self-directed, gender-tailored type 2 diabetes mellitus (T2DM) Prevention Using LifeStyle Education (PULSE) program in men. METHODSMen aged 18-65 years, with a body mass index (BMI) 25-40 kg/m2, and at high risk for developing T2DM were recruited from the Hunter Region of New South Wales, Australia. Eligible participants were randomised into one of two groups: (1) waitlist control; or (2) PULSE intervention. Dietary intake was assessed at baseline and immediately post-program using the Australian Eating Survey food frequency questionnaire and diet quality measured using the Australian Recommended Food Score (ARFS). RESULTSOne hundred and one participants (n = 48, control; n = 53, intervention, mean age 52.3 ± 9.7 years, BMI of 32.6 ± 3.3 kg/m2) commenced the study. Following the active phase, differences between groups were observed for proportion of total energy consumed from healthful (core) foods (+7.6%EI, P < 0.001), energy-dense, nutrient-poor foods (-7.6%EI, P < 0.001), sodium (-369 mg, P = 0.047), and diet quality (ARFS) (+4.3, P = 0.004), including sub-scales for fruit (+1.1, P = 0.03), meat (+0.9, P = 0.004) and non-meat protein (+0.5, P = 0.03). CONCLUSIONThe PULSE prevention program’s nutrition messages led to significant improvements in dietary intake in men at risk of T2DM.

Self-directed learning readiness and social problem solving of nursing students in Macao

Objective The aims of this study were to describe nursing students′self-directed learning readiness and social problem solving and test their correlations in Macao.Methods This descriptive cross-sectional study was conducted on 140baccalaureate nursing students.A stratified random sampling was performed.The Self-directed Learning Readiness(SDLR)Scale and Chinese Social Problem-Solving Inventory-Revised(C-SPSI-R)were used.Results The response rate was 79.3%.Students possessed readiness for self-directed learning(mean 149.09±12.53,51.4%at high level,48.6%at low level).Regarding to social problem solving,the mean scores of each subscale were 9.35±3.25(Rational Problem Solving,RPS),10.26±3.23(Positive Problem Orientation,PPO),8.14±4.06(Negative Problem Orientation,NPO),5.67±4.44(Avoidance Style,AS),and 4.84±3.03(Impulsivity/Carelessness Style,ICS).SDLR was positively related to RPS and PPO,but was negatively related to AS.Conclusion Half of students possessed stronger readiness for self-directed learning.Students had a belief in the ability to solve problems,and adopted relevant strategies in solving problems.However,students still had negative and dysfunctional orientation and defective attempts in solving problems.Self-directed learning was positively related to positive and constructive orientation,but was negatively related to defective problem-solving pattern.Nurse educators should create educational climates for promoting student confidence and mutual responsibility for learning and their thinking process for problem solving.

Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problemsolving ability, and academic self-efficacy among undergraduate nursing students.Methods: From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China,using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and selfdesigned demographics. The response rate was 85.8%.Results: For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level,while problem-solving abilities were at a low level. There were significant positive correlations among the students' self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students' self-directed learning readiness and problem-solving ability.Conclusions: To enhance students' problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students' education.

Nursing Students’ Readiness for Self-Directed Learning and Its Effect on Learning Outcome in South-West Nigeria

Self-directed learning (SDL) uses diverse learning resources to solve identified problems in learning. Nursing is a lifelong learning profession and SDL is a valuable skill to remain relevant and productive professionals. Nursing students are expected to embrace SDL and develop these skills. However, there has been no evidence of this innovative process in South-West Nigeria. This study seeks to evaluate nursing students’ readiness for SDL and its effect on learning outcome. This quasi-experimental study purposively utilized 229 nursing students as participants. Baseline (P1) data was collected using Gugliemino’s SDL readiness scale (SDLRS) and a validated-structured questionnaire. Participants had a pre-test to assess knowledge at P1 followed by 6 weeks interaction using SDL on selected topics in Medical-surgical nursing and the same test at post-intervention (P2). Using a 50-point scale, knowledge was categorized as good ≥ 25 and poor < 25 and SDLRS on a 290-point scale was categorized as below average 5 - 201, average 202 - 226 and above average 227 - 290. Descriptive statistics, Chi-square test, t-test and linear regression analysis were used for analysis at p = 0.05. Nursing students’ SDLRS was average;mean = 203 ± 23.0. A significant difference exists between nursing students with good knowledge at P1 and P2. At P1, 39.2% had good knowledge, mean = 22.2 ± 6.3, and 90.1% at P2, mean = 30.6 ± 5.4, p < 0.05 also a significant relationship exist between SDLR and learning outcome at P2;p < 0.05. With the nursing students’ average SDL readiness level having a significant effect on learning outcome. Nursing training institutions should provide necessary resources to embrace SDL as a main-line teaching method to ensure competent life-long professionals.

Preliminary Study on the Seizure Trend of a MOM-THP with Self-directed Balls

This work continues the approach of one of our topics relating to a MOM-THP （metal on metal-total hip prostheses） with self-directed movement balls. Experiments revealed a certain seizure in some strain conditions. Laboratory trials for balls/plane Hertzian contacts have been restarted in order to determine seizure behaviour depending on the roughness of the flat area. The trials have been carried out in BSF （body simulated fluid） lubrication conditions, much closer to the real operating conditions up against the initial tests with distilled water. Seizure burdens to different loadings and contact surfaces roughness influence over the seizure burden have been determined. Even though the minimum value of the wear must be the same with the minimum value of the surfaces roughness, given the experimental conditions, it came out from the trials results on wear that the lowest level of wear is acquired at a certain value of roughness, not at the lowest level of roughness.

Help Build up Self-directed Learners in Reading Class-- An Evaluation between Two Pedagogic Approaches： Medium and Mediation

This paper evaluates the two pedagogic views, medium and mediation through practices in EFL reading class. The superiority of mediation view to medium view is accessed in that mediation can allow for the making of self-directed learner which focuses on learner-centered basis as against teacher-centered basic proposed by medium. In addition, the role of teacher and learner should be more mutually constructive in the making of self-directed learner. But it is also necessary for the teacher to design series of tasks to facilitate and inspire the process, and help students develop certain strategies for better problem solving and decision making.

On the Trail of Self-Directed Online Learners

Purpose We describe a series of more than a dozen studies on self-directed online learning spanning over a decade.Design/Approach/Methods We incorporated surveys,interviews,focus groups,and content analyses into these research studies,which initially targeted the goals,motivations,and challenges of learners using open educational resources and OpenCourseWare and then focused on learning from massive open online courses(MOOCs).This research accelerated after creating a database of over 3,000 MOOC instructors,through which we explored cultural sensitivity and personalization practices in MOOCs as well as instructional design considerations and challenges,MOOC instructor professional development and career development,instructor motivation and engagement,and student and instructor perceptions of self-directed learning.Findings This study reveals that self-directed online learners(SDOLs)seek learning environments offering freedom,choice,control,and a sense of autonomy and that both learners and instructors have intrinsic motivation for engaging in open online learning environments.Originality/Value Based on this research with both MOOC instructors and MOOC learners,we offer instructional design guidelines to address SDOLs’needs and assist in efforts to foster a new generation of SDOLs.

Psychological Capital and Self-directed Learning Abilities of Graduate School Candidates

In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed learning abilities of the students is crucial in the postgraduate entrance exam.Therefore,the study seeks to identify the level of the self-directed learning abilities and psychological capital of the postgraduate school candidates to identify whether there is a significant correlation between the candidates’self-directed learning abilities and psychological capital.

Psychological Capital and Self-directed Learning Abilities of Graduate School Candidates

In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed learning abilities of the students is crucial in the postgraduate entrance exam.Therefore,the study seeks to identify the level of the self-directed learning abilities and psychological capital of the postgraduate school candidates to identify whether there is a significant correlation between the candidates’self-directed learning abilities and psychological capital.

计算机绘图“16+1”教学模式的探索

计算机绘图是计算机图学的分支,是相较于手工绘图而言的一种高效率和高质量的绘图技术。针对现阶段大学生对于应用计算机绘图软件“一教就会,一用就废”的现象,以提升学生自主学习能力、创新意识和记忆延展性为目标,提出“16+1”教学模式。通过理论实践化、实践专业化、专业兴趣化、兴趣创新化的方法,探索和实践大学生课堂教学中知行合一的教学模式,培养学生将抽象思维实体化的能力,以形成针对本专业的计算机绘图思维。

互联网混合式教学在风湿免疫科教学中的应用

互联网混合教学模式是利用网络信息技术把传统课堂教学和互联网教学的优势相结合,激发学生学习积极性和主动性,引导学生自主学习,增强学习成绩和效果,扩大教学资源的教学模式。风湿免疫科疾病分类复杂、种类多、临床表现多样、有异质性,疾病与自身抗体间关系纵横交错,涉及基础免疫学知识、理论性强、抽象不易懂,致使诊治困难,是内科教学的重点和难点。在风湿免疫科临床教学中利用互联网混合教学模式,开展以问题为基础的教学法(problem-based learning,PBL)、以案例为基础的教学法(case-based learning,CBL)、形式多样自主学习和互联网混合式教学,将互联网教学和传统教学“有机”结合,引导学生由“大致了解”“体会”的表层学习到“完全理解”“熟练应用”的深层学习,使学生更好地掌握和应用风湿免疫科的相关知识。

基于项目的团队学习结合翻转课堂在护理研究教学中的应用

目的探索基于项目的团队学习结合翻转课堂的混合式教学在护理研究中的应用效果。方法采用整群随机分组方法,将2019级本科护理专业4个平行班的学生分为对照组(103名)和观察组(103名),对照组护理研究课程采用传统教学法,观察组采用基于项目的团队学习结合翻转课堂的混合式教学法。结果除期末考试客观题得分外,观察组护理研究课程期中测验、期末考试主观题、科研项目申报书评分显著高于对照组(均P<0.05)。课程后,观察组学生自主学习能力得分显著高于课程前(P<0.05)。结论基于项目的团队学习结合翻转课堂的混合式教学有利于提高本科生护理研究课程教学效果。

基于自我导向学习能力的实习手账在专升本护生临床带教中的应用

目的探讨基于自我导向学习能力的实习手账应用于专升本护生临床带教的效果。方法选择2021-2022学年滨州市中心医院专升本护生92人作为研究对象,按随机数字表法分为对照组(46人)和实验组(46人),对照组常规方法带教,实验组在常规带教的基础上应用实习手账带教,在护生实习前、实习8个月后,比较两组自我导向学习能力、时间管理能力及实习满意度。结果自我导向学习能力测评比较,实验组学习意识、学习行为、学习策略、人际关系技能评分均显著高于对照组(P<0.05)。实验组在时间监控观及效能感评分显著高于对照组(P<0.05)。两组护生满意度评价显示,实验组在课堂教学、临床教学、实习计划、支持与资源方面评分均显著高于对照组(P<0.05)。结论基于自我导向学习能力的手账应用能有效提高专升本护生自主学习能力、时间监控能力及带教满意度。