Comparison of Learners' Self-Direction Behavior Across Contexts and Phases

Authors

  • Junya ATAKE Graduate School of Informatics, Kyoto University Author
  • Chia-Yu HSU Graduate School of Informatics, Kyoto University Author
  • Huiyong LI Research Institute for Information Technology, Kyushu University Author
  • Izumi HORIKOSHI Academic Center for Computing and Media Studies, Kyoto University Author
  • Rwitajit MAJUMDAR Research and Education Institute for Semiconductors and Informatics, Kumamoto University Author
  • Hiroaki OGATA Academic Center for Computing and Media Studies, Kyoto University Author

DOI:

https://doi.org/10.58459/icce.2024.4852

Abstract

This study investigates the transferability of Self-Direction behavior across different contexts and phases of learning using the GOAL system. Self-directed learning (SDL) is crucial for lifelong learning. It is significantly influenced by Self- Direction Skills (SDS), a meta-skill that is said to be transferable across different contexts, including the ability to identify learning needs, set goals, select strategies, and evaluate outcomes. Utilizing log data collected from Japanese junior high schools and analyzed using the iSAT system, we explored how Self-Direction behavior acquired in one context can be transferred to another and how these skills vary across the SDL phases. The results indicated that the Self-Direction behavior transferred between different activities and phases. In addition, the way of transfer is suggested to vary from phase and context. This study provides useful insights for the design and guidance of SDL support systems in educational programs. It suggests that it is important for educators to identify factors that facilitate the development and transfer of SDS.

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Published

2024-11-25

How to Cite

Comparison of Learners’ Self-Direction Behavior Across Contexts and Phases. (2024). International Conference on Computers in Education. https://doi.org/10.58459/icce.2024.4852