Impact of Self-Directed Learning Readiness on Continuous Use of a System for Recording Learning Plans and Learning Situations

DOI Open Access

Bibliographic Information

Other Title
  • 自己主導学習レディネスが学習予定・状況記録システムの継続使用に与える影響

Description

<p>In this study, we examined the impact of self-directed learning readiness on continued use of a lifelog system of learning through an empirical evaluation. The trial version of the Self-Tailored Educational Portal System, or STEPS, that allows students to record and visualize all of their own learning activities including their plans was used. The first- to third-year students from four Japanese universities participated in the evaluation, and from the results of a decision tree analysis of the continuous use status, factors with influence to the continuation were identified. Among the seven constituent factors of Self-Directed Learning readiness, it was found that a group of students with high self-responsibility and confidence of self-control tended to continue using the system until the end of the evaluation. In addition, the higher the degree of self-awareness that a student could learn effectively in various situations, the less they regarded the system as a learning planning tool, and the more they used it as a learning record monitoring system.</p>

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Details 詳細情報について

  • CRID
    1390862389985207168
  • DOI
    10.15077/jjet.47017
  • ISSN
    21896453
    13498290
  • Text Lang
    ja
  • Data Source
    • JaLC
    • KAKEN
  • Abstract License Flag
    Disallowed

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