Curriculum Studies, Boali-Sina University, Hamadan, Iran. , fseraji@basu.ac.ir
Abstract: (598 Views)
Introduction: Self-directed learning is a process where learners need new instruments to identify their needs, goals, resources, and implement their learning strategies. Therefore, this study endeavored to identify electronic tools for developing self-directed learning skills in students' curriculum.
Methods: This qualitative study was meta synthesis. The studies were select from among the studies conducted in the years 2006 to 2021 and 2006 to 2022 in the field of electronic tools and self-guided learning, with specific keywords in internal databases such as; Noor, Mogiran, Civilika, Ganj and Alamnet magazines and foreign databases IJET, Google Scholar, Eric, Scopus, and Science Direct were collected, and a total of 239 studies were reviewed and after several stages of screening, 54 study units were selected. The data analysis was also done with the method of content analysis through coding method.
Results: The findings in the open coding stage showed; 58 instruments were employed to develop self-guided learning skills, which were divided into two groups of simultaneous and non-simultaneous instruments based on the results of axial coding. Besides, the results of the selective coding stage also included the obtained instruments in four main categories; instruments for searching resources, communication and participation, management and presentation of content and Moqs have been classified.
Conclusion: Based on the characteristics of the media, the study divides the instruments into four categories; searching for resources, participation, management and presentation of content and classified MOOCs that can be used in the design of electronic curriculum to develop self-discovery skills and active approach.
Methods: This qualitative study was meta synthesis. The studies were select from among the studies conducted in the years 2006 to 2021 and 2006 to 2022 in the field of electronic tools and self-guided learning, with specific keywords in internal databases such as; Noor, Mogiran, Civilika, Ganj and Alamnet magazines and foreign databases IJET, Google Scholar, Eric, Scopus, and Science Direct were collected, and a total of 239 studies were reviewed and after several stages of screening, 54 study units were selected. The data analysis was also done with the method of content analysis through coding method.
Results: The findings in the open coding stage showed; 58 instruments were employed to develop self-guided learning skills, which were divided into two groups of simultaneous and non-simultaneous instruments based on the results of axial coding. Besides, the results of the selective coding stage also included the obtained instruments in four main categories; instruments for searching resources, communication and participation, management and presentation of content and Moqs have been classified.
Conclusion: Based on the characteristics of the media, the study divides the instruments into four categories; searching for resources, participation, management and presentation of content and classified MOOCs that can be used in the design of electronic curriculum to develop self-discovery skills and active approach.
Type of Study: Original research article |
Subject:
Curriculum Development
Received: 2022/06/2 | Accepted: 2022/08/24 | Published: 2022/04/4 | ePublished: 2022/04/4
Received: 2022/06/2 | Accepted: 2022/08/24 | Published: 2022/04/4 | ePublished: 2022/04/4
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