FLIPPED LEARNING TO NURTURE SELF-DIRECTED LEARNERS AT SINGAPORE POLYTECHNIC

FLIPPED LEARNING TO NURTURE SELF-DIRECTED LEARNERS AT SINGAPORE POLYTECHNIC

H. Leong, C. Yee, C. Kee (2019).  FLIPPED LEARNING TO NURTURE SELF-DIRECTED LEARNERS AT SINGAPORE POLYTECHNIC. 12.

Self-directed Learning (SDL) is recognised as one of the critical 21st Century skills for life and career (Partnership for 21st Century Skills, 2011). As advances in technology increase the pace of change and the shelf life of knowledge decreases, students have to have more than thinking skills and content knowledge. They have to develop the skills sets and mindsets to be able to learn independently so as to be able to adapt to a constantly changing world. With the various definitions in mind, Singapore Polytechnic (SP) proposed a SDL model that involves 2 key components: Motivational or mindset component and Cognitive or skills set components. In this paper, the authors will describe the SDL model and will explore the extent to which flipped learning provide students with opportunities for self-directed learning. The paper will also detail a study, involving both qualitative and quantitative methods involving 4000 students, conducted to ascertain the impact of flipped learning on students’ self-directed learning. The paper will present the analysis of the quantitative data findings of the study and the learning and future work that emerged. 

Authors (New): 
Helene Leong
Chan Mei Yee
Chong Siew Kee
Pages: 
12
Affiliations: 
Singapore Polytechnic, Singapore
Keywords: 
Self-directed Learning
flipped learning (FL)
Learning To Learn
Evaluation
CDIO Standard 7
CDIO Standard 8
Year: 
2019
Reference: 
Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.: 
Department of Statistics Singapore (2018). Complete Life Tables of Singapore Resident Population, 2016-2017. Retrieved from https://www.singstat.gov.sg/publications/population/- /media/Files/publications/population/lifetable16-17: 
Deci, E. L., & Ryan, R. M. (1987). The Support of Autonomy and the Control of Behavior. Journal of Personality and Social Psychology, 53, 1024-1037.: 
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY, US: Random House.: 
Flipped Learning Network (2014). The Four Pillars of FLIP™. Retrieved from http://flippedlearning.org/site/default.aspx?PageID=1: 
Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel. San Francisco, CA: Jossey-Bass.: 
Hoskins, B., Fredriksson, U. (2008). European Commission, Joint Research Centre, Institute for the Protection and Security of the Citizen. Centre for Research on Lifelong Learning (CRELL). Luxembourg: Office for Official Publications of the European Communities © European Communities: 
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium.: 
Karabenick, S. A. (1998). Strategic help seeking: Implications for learning and teaching. Mahwah, NJ: Erlbaum.: 
Knowles, M. S. (1975). Self-directed Learning: A Guide for Learners and Teachers. Cambridge Book Co., New York: 
Long, H. B. (2000). Understanding self-direction in learning. In H. B. Long & Associates (Eds.), Practice and theory in self-directed learning (pp. 11–24). Schaumburg, IL: Motorola University Press: 
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development: 
Nelson,-Le Gall, S. (1986). Help-seeking behavior in learning (LRDC-1986/3). Washington DC:National Institute of Education.: 
Nelson and Narens, T. O. (1990). Metamemory: A theoretical framework and new findings. Psychology of Learning and Motivation, 26, 125–173.: 
Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning: 
Stegers-Jager KM, Cohen-Schotanus J, Themmen APN (2012). Motivation, learning strategies, participation and medical school performance. Med Educ 46, 678–688.: 
Sun, Z., Xie, K., & Anderman, L. H. (2018) The role of self-regulated learning in students' success in flipped undergraduate math courses. The Internet and Higher Education, 36, pp. 41-53.: 
Tan, L., & Koh, J. (2014). Self-directed learning: Learning in the 21st century education. Singapore: Educational Technology Division, Ministry of Education.: 
The Partnership for 21st Century Skills (2011). Framework for 21st Century learning. Retrieved from http://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf: 
Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14, 89–109.: 
Whitebread, D., & Pino Pasternak, D. (2010). Metacognition, Self-Regulation and Meta-Knowing. In K. Littleton, C. Wood, & J. Kleine Staarman (Eds.), The International Handbook of Psychology in Education (pp. 673-711). England: Emerald.: 
Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulated problem solvers. In J. E. Davidson & R. J. Sternberg (Eds.) The nature of problem solving (pp. 239), New York: Cambridge University Press: 
Go to top