> Original posting to AAHESGIT > > While on sabbatical leave next semester :-), I'll be >researching the conditions under which technology can enhance >student learning. As part of my project, I'll be looking at >a variety of courses taught in distance education formats. I >want to spend some time studying the characteristics of the >learner that may determine the degree to which technology is >beneficial. In particular, it seems like the degree to which >a student is an independent learner is crucial, but I'm >struggling with how to measure that. I could always just ask >them, but I'm afraid there is going to be an acquiescence set >towards most people saying they are independent learners, >whether they are or not (it sounds better, doesn't it, than >being a dependent learner?). So, here's my question -- do >you know of any ways of measuring (paper and pencil would be >best, but we're open to other ideas) the degree to which a >student is an independent learner? Also, do you have any >other suggestions about learner characteristics that we >should be looking for? > >Please contact me directly (tcreed@csbsju.edu), and I'll be >happy to post a follow-up report of what we finally put >together. > >Tom > > ************************************************************ >Tom Creed, Professor of Psychology Phone/FAX--(320) 363-3133,3202 >Saint John's University E-mail: tcreed@csbsju.edu >Collegeville, MN 56321 URL: http://www.users.csbsju.edu/~tcreed
From: SMTP%"groche@itsmail1.hamilton.edu" 5-DEC-1996 16:26:38.57 To: TCREED CC: Subj: Independent Learners
Hi Tom,
Roger Heimstra at Syracuse University and Ralph Brockett at the University of Tennessee (I think) have done a great deal of research on self-directed adult learning, including some work with a paper pencil test called the self-directed learning readiness scale. I've been away from that work for a while, but I think an author search of ERIC would yield lots of good information from these two folks.
Best,
Gene
Gene Roche
Director of the Career Center groche@hamilton.edu
Hamilton College Phone: (315) 859-4346
From: SMTP%"stine@lu.lincoln.edu" 5-DEC-1996 16:41:00.74 To: TCREED CC: Subj: measuring learning styles
In reference to your question on the AAHESGIT list, you might look at the instrument that Dr. Anthony Grasha (professor of psychology, U of Cincinnati) developed. It gives a profile of students on three axes: independent/dependent, avoidant/participant and collaborative/competitive. It's a 36-item question that students rank "strongly agree, moderately agree, undecided, etc." I don't have a specific citation, but I'm sure an ERIC search for his name would turn it up easily. Good luck with your research!--Linda Stine
Linda J. Stine
Master of Human Services Program
Lincoln University, PA 19352
phone: 610-932-8300, ext. 3250
e-mail: stine@lu.lincoln.edu
From: SMTP%"csfritz@befac.indstate.edu" 5-DEC-1996 16:41:27.66 To: TCREED CC: Subj: Indep. Learning & Dist. Ed.
Tom Yes there are a number of instruments out there already. Some are more sophisticated than others.
You might try some of these:
Grasha, A. F. (no date). _Teaching with style_. Pittsburgh, PA: Alliance Publishers He has both a student learning style inventory (actually 2 student learning inventories) and a teaching style inventory--great book!!
William G. Perry (1968) has a developmental model that has been replicated and changed a number of times--has 4 developmental stages--not sure if there is an assessment
I haven't read Baxter (1986) _Women's Ways of Knowing_ and _Knowing and Reasoning in College_ (92)---but I plan to because I am involved in a similar program here at Indiana State.
Also--Gregorc has an instrument out called _Style Delineator_ Contact him for more info at Gregorc Assoc. Inc., 15 Doubleday Road, Box 351, Columbia CT 06237-0351 this instrument--short and easy to administer and score by students--isn't as student friendly as some of the others.
Also try Richard Felder's own instrument at http://www2.ncsu.edu/unity/lockers/users/f/felder/public/RMF.html
good luck--and let me know what else you find out. marie fritz
Marie F. Fritz
School of Education--515 Indiana State University
Terre Haute IN 47809
csfritz@befac.indstate.edu (812)237-4367 (voice mail) (812)237-4348 (fax)
From: SMTP%"dedwards@tiac.net" 5-DEC-1996 16:44:20.70 To: TCREED CC: Subj: Identification of independent learners
Tom:
I'm part of a team of four involved in the formation and launch of a new technology company that will develop intelligent tutorial systems for remedial mathematics as taught at the college level. The company is Learning Outcomes, Inc.
As Director of Development I am particularly interested in connecting with people doing research, and with ideas about how we can use technology to identify learning characteristics. Our tutors can then adjust to the probably learning style of a student and provide instruction in the most effective way.
I would be very interested in your work as it progresses.
Dave Edwards
From: SMTP%"flchris@primenet.com" 5-DEC-1996 16:45:55.95 To: TCREED CC: Subj: Student learning and Long Distance Learning
Hello Tom. I read your post to AAHESGIT and saw your request for input on measuring the learning strengths and potential problems of long distance learners. Here are some thoughts:
I would think that a student's learning style is important for success particularly since LDL depends on self-paced independent learning. I have a list of learning styles inventories in my LINDEX database that I can and will share with you if you are interested.
Also, I know that learning skills, attitudes, and habits are critical to success for all learners. I have information on the major learning (study) skills inventories that I will gladly share with you.
Your query is synchronous with some projects that I am working on. I have just completed a design for an checklist of adult learners concerns that is based on my earlier work (SRSE II) with college students learning skills, attitudes, and habits. As I worked on this checklist, I jotted down a note to myself to look at what skills, attitudes, and habits a learner needs to be successful in situations such as long distance learning and other self-paced independent learning. Incidentally, you probably should be looking at video and CAI or CBT learning which predates LDL and is similar in their challenges to successful learning.
In addition, motivation, is a major factor in successful learning and should be considered when approaching the measurement of learning however it is delivered.
Finally, I believe that learning and the evidence that learning has taken place are a combination of an individual's learning style, motivation, and learning and feedback strategies -- strategies that are composed of many sub-skills such as time management, task organization, study-reading, listening/notemaking, preparing for and taking exams, researching in libraries and on the Internet, memory, concentration, health and vision, and ownership of the learning.
I hope, Tom, that this is helpful. Frank
flchris@primenet.com "The illiterate person is not one who cannot read, Frank L Christ but the person who has not learned to learn" Emeritus, CSU Long Beach [Freely adapted from Gerjuoy/HRRO] Visiting Scholar, U of AZ
From: SMTP%"aabbott@waldenu.edu" 5-DEC-1996 16:46:05.88 To: TCREED CC: Subj: learning style
I like Kolb's Learning Style Inventory. MIT if I remember.
Andy Abbott, Executive Director of Information Technology
Walden University 155 Fifth Ave. South
Minneapolis, MN 55401
612-338-7224 FAX 612-338-5092
AAbbott@WaldenU.edu
From: SMTP%"M.Murray@qut.edu.au" 5-DEC-1996 16:48:13.38 To: TCREED CC: Subj: Evaluating independent learning
Dear Tom,
I don't have any ideas of how to evaluate the "independence" of students' learning, but like you I really need to find an instrument to do so. I've changed around some first year engineering courses at this university so they are run in a resource-based almost distance-education mode (this is for on-campus students), with quite marked improvements in students' grades (the courses used to be run in the old "chalk-and-talk" mode). I believe this approach is helping students to become independent learners (a vital characteristic for professional engineers), but I don't know how to prove it.
So, I'd be very interested in receiving your compilation of responses, when it comes together.
Thanks!
Martin.
Dr. Martin H. Murray
Senior Lecturer in Civil Engineering
Queensland University of Technology
GPO Box 2434
Brisbane, QLD, 4001 AUSTRALIA
(ph +61 7 3864 2513, fax +61 7 3864 1515)
Email: m.murray@qut.edu.au
Web: http://www.qut.edu.au/
From: SMTP%"dschmidt@humanitas.ucsb.edu" 5-DEC-1996 16:58:38.07 To: TCREED CC: Subj: Independent Learning
Greetings!
Interesting sabbatical assignment.
How to identify independent learners:
I suspect that you'd get further by first attempting to identify what kinds of environments individual students find most conducive to their individual successes. Perhaps a short autobiographical essay in which students describe the most pleasurable learning experience they have had in which they also felt a sense of accomplishment. A few guiding questions would help. A few come readily to my mind:
What did you learn?
How did you learn it?
What did you most enjoy about the learning process?
What did other people do that made the experience pleasurable?
What did you do that made the experience pleasurable?
[I'm sure you can improve and expand upon these.]
Then you could look for evidence which reveals the degree to which specific students were or were not motivated to work independently.
Dave Schmidt
From: SMTP%"GKERSTIE@ADMIN.ELCAMINO.CC.CA.US" 5-DEC-1996 17:19:08.33 To: TCREED CC: Subj: Assessment Instrument
From: Gene Kerstiens Subject: Assessment Instrument
The Study Behavior Inventory is a 46-item self-report survey that is available in both computer & paper-and-pencil formats. 44 percent of the variance measures academic confidence, analagous to instructional- specific locus of control or field dependence/independence. Total score on the SBI correlates with semester GPA at an unprecedented .79. Normed on a population of 5,000+, the instrument has statistical integrity. If you want information mailed to you, let me know.
Gene Kerstiens Andragogy Associates, College/Adult Learning Specialists 3434 W. 227 Place Torrance, CA 90505 (310) 326-5819 gkerstie@admin.elcamino.cc.ca.us
From: SMTP%"BlackwoodA@aol.com" 5-DEC-1996 17:50:13.39 To: TCREED CC: Subj: Independent Learning
Tom --
This might be simplistic, but it seems that you would start with defining exactly what you mean by independent learner/ing -- what do independent learners do, and how do they do it? Then you can begin to figure out which questions to ask to gain that information. Possibilities: excelling in a structured/directed environment vs. thriving with flexibility/autonomy, deadlines and constant feedback versus longer term, self-motivated research projects. Asking people about their comfort and performance under specific types of circumstances might be more useful than asking more general, abstract questions about whether they prefer flexibility vs. structure, since participants might wish to give the correct answer instead of assessing themselves accurately. For example, I tend to procrastinate, but if asked the question, I will respond that I prefer flexibility and autonomy, although I may actually perform better and learn more if someone else is providing me with structure, deadlines, and ongoing feedback.
I hope these suggestions from a non-expert help.
Ann Blackwood Policy Analyst Faculty Association of CA Community Colleges
From: SMTP%"rco100f@eagle.cc.odu.edu" 5-DEC-1996 17:53:35.54 To: TCREED CC: Subj: Re: AAHESGIT: Indep. Learning & Dist. Ed.
Also, do you have any >>other suggestions about learner characteristics that we >>should be looking for?
This is perhaps a very basic comment, but just having finished teaching a distance course, I know that demographics are very important. My distant students are older, more mature which must help them be very motivated. Grades are higher for distant students and attrition is very low compared to campus students in the same course.
I would be very interested in the instruments you come up with. I will be teaching again in the fall (on tv) and would like to do some better research than I am doing with this semester's group.
Rick Overbaugh
Dr. Richard C. Overbaugh
Assistant Professor of Instructional Computing
Darden College of Education Old Dominion University
4607 Hampton Blvd. Norfolk, VA 23529-0161
Office 757-683-4733
Secretary 757-683-3283 Fax 757-683-5862
rco100f@eagle.cc.odu.edu
From: SMTP%"dmount@mailbox.arn.net" 6-DEC-1996 01:31:06.02 To: TCREED CC: Subj: Re: AAHESGIT: Indep. Learning & Dist. Ed.
Tom
Consider reading Kegan's (Harvard) stuff on cognitive maturity, particularly "In Over Our Heads" in which the reverse approach is taken: assessment and description of individuals who are dependent to various degrees.
Evidently, you can request and obtain copies of his research in Subject-Object Interviews in which this kind of meaurement is done.
Does that help?
Dave
Dave Mount, MSc. dmount@arn.net 806.353.3625 voice/fa
Co-owner of:
Grian Facilitations, Ltd.
An Educational Consultancy Created to Empower Mentors and Learners to Create Fun, Rewarding Learning Environments to Replace "The Old Grind"
From: SMTP%"mpc3@jan.ucc.nau.edu" 6-DEC-1996 02:31:49.74 To: TCREED CC: Subj: Re: FW: AAHESGIT: Indep. Learning & Dist. Ed.
Perhaps if you knew the "characteristics" of an independent learner you would better be able to measure them. Consider the following:
Michael G. Moore started off with the notion of independent learning on his way to developing his theory of transactional distance (because that is HIS preferred mode - he was my instructor at PSU for 4 years).
Moore, M. G. (1973). Toward a theory of Independent Learning and Teaching. Journal of Higher Education XLIV(12): 661-679.
Moore, M. G. (1977). A Model of Independent Study. Epistolodidaktika, 1 : 6-40.
His theory starts with the notion of an autonomous learner, coming out of Wedemeyer's descriptions (Wedemeyer, C. A. (1969). How to earn college credit and a degree. Background paper for CEEB handbook for continuing education in America (unpublished, Madison, WI 1969)
The following is from Moore (1973) pp 668-669.
1. They like to plan ahead--a day, a week, a month--and longer. 2. They usually stick to a plan, modifying it as they go along, but never abandoning a plan without improving it to serve thier convenience and to help them ":keep at it". 3. They organize their lives to make the best possible use of time, the most critical ingredient of successful independent study. 4. They realize they can't start a new activity (learning) without giving up something else that formerly took the time now set aside for study. 5. They enjoy reading, writing, listening and discussing. 6. They have open minds to learning new things. 7. They enjoy questioning, testing and analyzing. 8. They are not afraid of being different 9. They like to for generalizations, look for principles, and find the basic structural ideas in any subject. 10. They have developed skills in note taking, remembering, and relating. 11. They work cooperatively with others, but enjoy being "on their own: in learning.
Most educational theories stipulate the desirablity of learners acquiring skill in establishment, execution, and evaluation events, i.e. to conduct their own learning. Carl Rogers (1969, Freedom to Learn, Columbus OH: Merrill p. 104) defines the "educated man" as "the man who has learned how to learn; the man who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security." The role of instruction in preparing a learner of such autonomy is stated by Bruner (Jerome Bruner 1966, Toward a theory of instruction. NY: Norton, p. 63):"Instruction is the provisional state that has as its object to make the learner or problem solver "Self-sufficient". The autonomous learner is one who knows how to proceed through each of the learning events. He has what Thelen (Herbert A. Thelen 1972 edition. Education and the Human Quest. Chicago: U. of Chicago Press: pp. 89-90) calls "captaincy of self," so that in educational situations he is, "Aware of the many choices among ways he might behave; he will make decisions among these ways; he will then act and see what happens; he will review the process and study it with the help of books and other people; he will speculate about it and draw tentative conclusions from it." Thelen's reference to "books and other poeple" points out that the autonomous learner is not to be thought of as an intellectual Robinson Crusoe, castaway and shut-off in self-sufficiency. Autonomous learners have recourse to teachers in all kinds of media, particularly in books, but also in radio and television programs, correspondence courses, and even in contiguous teaching situations. The autonomous learner turns to teachers when he needs help in formulating his problems, gathering information, judging his progress, and so on, surrendering temporarily some of his learner autonomy as he says in effect "help me in my learning task." However, if he is a truly autonomous learner, he will not give up overall control of the learning process. He therefore seeks a particular kind of teaching, which is, in Maslow's words, "receptive rather than intrusive", doesn't "condition, reinforce, or boss," but which helps him discover his own problems, his own aptitudes, and his own answers" (Maslow, A. 1968. Some educational implications of humanistic psychologies. Harvard Educational Review, 38.)
Malcolm Knowles picked up on this same theme in "Self-directed Learning: a guide for learners and teachers" in 1975...from the same intellectual roots (wedemeyer et al) and the Adult Education literature is replete with research and philosophizing along this theme, as is the distance education literature :-) :-)
I don't know of specific instruments to measure the above characteristics...but that shouldn't be too hard to deconstruct :-) bet if you looked in diss. abstracts you'd find measures of "autonomy" and "independence" and "self-directedness" among adult learners...
and yes, there is a strong correlation between persistance in DE and the possession of the characteristics of an autonomous, self-directed learner (but that is in another crate of files...) hhhhhhmmm Peter Cookson did a review of persistance in DE and looked at the literature on student characteristics... see Cookson, P. (1989) Research on Learners and Learning in DE. The American Journal of Distance Education, 3(2): 22-34.. you might do well to skim through AJDE...you may find a number of articles that will pertain to your area of interest.
pp 28-31 addresses adult learning styles and their relationship to de in Verduin and Clark (1991). Distance Education: The foundations of effective practice. San Francisco: Jossey-Bass.
Chere Coggins AJDE 2 (1) pp. 25-37 tested the hypothesis that there is no relationship between successful completion of a baccalaureate degree pursued through distance education and the preferred learning styles identified by Canfield (1980) (Learning Style Inventory manual. Ann Arbor, MI: Humanics Media Inc.) (came up with no.sig.diff) :-)
That will get you started...I am sure there will be many others willing to help...let me know if I can help further
regards mauri collins Research Associate, Office of the Provost, Northern Arizona University mauri.collins@nau.edu
From: SMTP%"fritz@allegheny.edu" 6-DEC-1996 08:12:31.36 To: TCREED CC: Subj: Measuring Independent Learning
Tom, I read with interest your message on the AAHESGIT listserv. While I do not have a suggestion on how to measure independent learning I am very in terested in the subject. My position here at Allegheny University of the Health Sciences, School of Nursing is that of Director Nursing Education Informatics. My responsibilities are directed toward faculty development of instructional technology skills, the introduction of information and educational technology into our graduate and undergraduate curricula (currently undergoing total revision) and setting up and managing distance learning to connect the nursing staff and educators in the 21 facilities of the Allegheny Education and Reasearch Foundation. So...to make a long intro short, my interest is in the same phenomenon, independent learner characteristics, since this concept will undoubtedly be significant in our total redesign. I would be interested to hear of your findings and any biblographic references you can share. Thank you for your time and attention.
John F. Fritz, MN, RN Phone: 215.762.4941 FAX: 215.762.7778
fritz@allegheny.edu
From: SMTP%"KNIPE@SGCCVA.SUNYGENESEE.CC.NY.US" 6-DEC-1996 09:54:15.12 To: TCREED CC: Subj: Indep. Lrng. & DL
We do an informal "learning styles inventory" which is not validated but which we have found very useful in students' self-screening. Lots of colleges use this format, or one like it. I adapted this one from similar versions used at Northern Va. CC. Dallas, Miami-Dade and some of the other DL leaders have similar versions.
We are into asynchronous DL in a big way, with great success (81% on-time completion rate - 1300 students/year - 35+ different courses adapted) but are moving into syncronous modes (live, interactive) slowly and carefully. We haven't yet figured out how to advise (screen?) students. Got to be careful that, in an open-enrollment institution, "screening for student success" doesn't become "gatekeeping." We lump it all under the advising umbrella, but it's pretty unscientific. Also requires that all advisors (and there are lots of them) are singing off the same page.
This is a personal interest area of mine too, so I'm interested in anything substantive that you come up with. Let me know if you want a snail-mail copy of our guide.
- Bob Knipe Assoc. Dean, Learning Resources Genesee Community College Batavia, NY 14020-9704 (716) 343-0055 x6595
From: SMTP%"ATCHRI00@UKCC.uky.edu" 6-DEC-1996 10:29:11.55 To: TCREED CC: Subj: Indep learning
I hope I'm responding to the right one of many addresses from forwarding. If not, sorry. Diagnosing an independent learner is an interesting question. My suspicion is that you are about to expose the fact that the phrase is nonsense, or rather, a tautologoy. ALL learning is done by the learner. A main difference betwen distance and classroom course must be the lack of social interaction with classmates and teacher. These things can be distractions from actually learning information and skills such as writing, but courses often offer participation credit, bailing out weaker students. I would guess that homework/preparation time devoted to regular classes would be a good predictor, but how to measure it accurately is a problem.
From: SMTP%"mschipp@flemingc.on.ca" 6-DEC-1996 11:58:43.86 To: TCREED CC: Subj:
I just returned from an extended leave and was given tghe responsibilty for alternate delivery of services to distance ed. students. Those students may require as much as the in house students remedial and learning strategies, etc. Please keep me up to date about your project. Mieke Schipper
From: SMTP%"bwilcox@investlearning.com" 6-DEC-1996 12:55:12.07 To: TCREED CC: Subj: Independent Learners
Hello Professor Creed:
At Invest Learning, we develop basic skills educational courseware.
Soon we will be releasing a version of our courseware that allows the
instructional lessons to be accessed and run via the Internet.
Independent (as opposed to dependent) learners is a critical part to
the success of this venture. I would appreciate the opportunity to
learn the results of your study as mentioned in AAHESGIT.
Bruce Wilcox
Director, Venture Programs
Invest Learning
San Diego, California
Email: bwilcox@investlearning.com
p:619-677-5858
URL: http://www.investlearning.com
f:619-677-0586
From: SMTP%"jdalbey@cymbal.aix.calpoly.edu" 6-DEC-1996 12:56:15.76 To: TCREED CC: Subj: independent learning
Dear Mr. Creed, You posted:
>So, here's my question -- do >you know of any ways of measuring (paper and pencil would be >best, but we're open to other ideas) the degree to which a >student is an independent learner? Also, do you have any >other suggestions about learner characteristics that we >should be looking for?
Independent learning has been investigated for quite some time by educational researchers. I'll bet that in their literature they have some empirical studies that used some kind of assessment instruments.
I have been thinking about this issue a lot myself the last few months. I have put together my own informal instrument that has NOT been validated, just so that students can do a bit of self-assessment. I'll mail it in a subsequent message.
If you find any validated instruments in the literature I'd love to get ahold of them.
One characteristic that seems relevant to independent learning is what I believe psychologists call "locus of control". The extent to which individuals attribute success or failure to their own efforts, something like that. I think there are some assessment instruments for that variable.
Also: initiative, self-motivation, curiosity, and personal responsibility. Another biggy is simply time-management skills, the ability to plan and manage loosely structured tasks.
Hope this helps. Good luck.
--jd
Dr. John Dalbey
jdalbey@calpoly.edu Computer Science Department
(805) 756-2921 California Polytechnic State University
San Luis Obispo, CA 93407
From: SMTP%"dschmidt@humanitas.ucsb.edu" 6-DEC-1996 13:28:05.46 To: TCREED CC: Subj: RE: Independent Learning
Tom,
I do look forward to the results of you investigation. I have done some amateur work on student motivation and performance within the structure of the "conventional" undergraduate course. What has worked best for me are strategies that tap into the power of student peer culture. But these are based upon the assumption that students will meet face-to-face.
My assumption is that distance learning will present a different mix of challenges to the instructor interested in student motivation. I am interested in what kinds of peer cultures form among students in distance learning environments and how these cultures impact student motivation and performance. Should your study provide any insight along these lines, I would be delighted to be made aware of them.
Dave Schmidt
From: SMTP%"tcarey@uoguelph.ca" 6-DEC-1996 14:11:30.66 To: TCREED CC: Subj: Re: AAHESGIT: Indep. Learning & Dist. Ed.
>>Please contact me directly (tcreed@csbsju.edu), and I'll be >>happy to post a follow-up report of what we finally put >>together.
there is a good summary of references in this area, often called self-directed learning in the literature, in an article by Huey Long entitled "Resources Related to Overcoming Resistance to Self-Directed Learning" in the book Overcoming Resistance to Self-Direction in Adult Learning by Roger Hiemstra and Ralph Brockett published in 1994 by Jossey-Bass.
There is something called the Self-Directed Learnign Perception Scale which is referenced in another article in that book by Philling-Cormick.
There is also an annual collection of research papers on self-directed learning published by the Oklahoma Research Center at the U of Oklahoma.
[sorry I don't have more specific info, this is coming second hand from a review of the Hiemstra and Brockett book in the Canadian Journal of University Continuing Education, Fall 1996 22(2), pp 97-100
Tom Carey
Director, Learning Technologies
Teaching Resource Office
Teaching Support Services University of Waterloo
University of Guelph Waterloo Canada N2L 3G1
Guelph Canada N1G 2W1
Guelph Canada N1G 2W1
519 885 1211 x6054 519 824 4120 x2963
6-DEC-1996 14:39:56.14
From: SMTP%"jdalbey@cymbal.aix.calpoly.edu"
To: TCREED
CC:
Subj: independent learning diagnostic
Independent learning self-diagnosis
How well do you think the following statements describe you?
I am naturally inquisitive and curious and enjoy learning new things.
I can successfully manage my time and avoid procrastination.
I am not afraid to ask questions in a group when I don't understand something.
I feel comfortable saying "I don't know" or "Perhaps I was wrong."
I read articles and books about my profession on my own time.
I have acquired several new skills in the last year.
Most of my learning happens outside of the classroom.
I look forward to assignments which require me to learn something new.
I enjoy challenges.
It's easy for me to give credit to others when it's due.
I like to share what I have learned and help others to learn.
I like to look for better ways to do things and to solve problems creatively.
I consider myself a fast learner.
If I don't do well in a class it's usually because of my lack of effort or motivation.
Even if I don't know an answer, I have confidence I could look it up or figure it out.
When things don't turn out as I expect, I consider that a surprise, not a failure.
From: SMTP%"p2125645@unsw.edu.au" 7-DEC-1996 00:43:27.02 To: TCREED CC: Subj: Independent learning characteristics
Dear Tom,
For fulfilling a doctoral research I did a comprehensive analysis of literature on independent learning characteristics. According to this study, I think two characteristics are at the top of others. The people should be able to think critically and to made decision. These two abilities give them confidence and independence to solve their personal and professional problems. If we consider each problem a learning situation, then they are able to learn constantly and to be independent lifelong learner. The best vehicle for the promotion of these two skills is problem-based education.
Referring to your question about how to measure these abilities, based on the requirement of independent learning which are mentioned above the assessment should be based critical thinking and decision making and problem solving abilities of students. Since learning skills are very complex concepts, using only one method of measurement seems not to be reliable and it seems unlikely to be able to use a standard tool for such an assessment.
Hall, Greengrass, and Metcalfe (1993) investigated the attitude of the students in UK Open University toward independent learning and different strategies they use to enhance their independence. The result showed that interaction and communication skills and the ability to think and act with confidence are obvious evidence for their independence.
******************************************************** ** Hall, Rex, David Greengrass, and Judith Metcalfe (1993) "Independent learning in parctice: An examination of students behaviors in the Open University UK". OPEN LEARNING 8, NO.3:26-34. ********************************************************
Ability to organise time, being disciplined, sufficiently open-minded and patient individuals are indicated by Percy and Ramsden (1980) as
characteristics of independent learners.
******************************************************** **Percy, Keith A., and paul Ramsden. 1980. "Independent study: Two examples from English Higher Education. Surrey: The Society for Research into Higher Education. ******************************************************** It seems also crucial to see whether independent learning education is the concern of lecturers. I surveyed 120 lecturers of which most teaching research-based course as part of my research. Although some of them provided promising views about the skills which are capable of promoting independence in students in learning, most of them were not conscious about these skills. However, all of them believed that their aim is to prepare independent learners.
Good luck
Mehri Parirokh
________________________________________________________________ Mehri Parirokh School of Information, Library and Archive Studies (SILAS) The University of New South Wales Sydney 2052 Australia Tel: +612 9385-3440 (W) 9669-1226 (h) Fax: +612 385-3430 E-mail: p2125645@unsw.edu.au
From: SMTP%"pakieser@uthscsa.edu" 7-DEC-1996 11:33:52.41 To: TCREED CC: Subj: independent learning and distance education
I read your posting on the AAHESGIT listserv. I enjoy that list a lot. I'd like to have an interchange with you about the topic you raise. Let me give you a bit of background and then, perhaps, we can consider doing the survey you suggest.
I am currently Director of Curriculum Resources at the U. of Texas Health Science Center at San Antonio, a position which has many things to recommend it aside from the fact I am able to wear sandals and short sleeves today when I venture out to get my groceries. I say that coming from a history in Iowa, Minnesota, and Nebraska - until August of this year. My family lives in the upper Midwest and I work very hard not to gloat about this wonderful weather. I miss the snow and ice - but not all of the time.
We do some distance education here in Texas; we are part of the South Texas Initiative which is mandated to deliver health education to "the Valley", which means south and east and west from San Antonio toward the gulf and Mexico. I came from Nebraska where we used satellite, primarily, to deliver >40 hours of programming to deliver nursing courses between four campuses. I have some experience and a great deal of interest in distance education. I have an appreciation of what it cannot do as well as what it can and must do.
Recently, I have been reading about cognitive style and computing. It's my view that what we learn about computing can be considered in relation to distance education - they each have components which will make students independent learners.
Oh, yes, and my background is in nursing (diploma from Saint Marys in Rochester, MN, BSN & MSN) and psychology (MS in ed. psych and PhD in I/O). I've taught for somewhere over 30 years.
I believe you are right - that asking a direct question about independent learning would get the socially acceptable answer. In a discussion the other day, we talked about the fact psychologists seem to believe (or we are expected) we have to ask a trick question to cover what we really want to know. Perhaps, in this instance, it is not so much asking a trick, diversionary, question as it is to identify what are the components of what would constitute independence.
I am (slowly) working on a paper related to the cognitive style issue. Since there are so very many ways of measuring that, I am certain a light is going to flash on and I will have some insight into how to measure what works for students who are or must be independent learners.
I propose that, perhaps, between us, we could devise or identify a tool which would get at what we truly want to know. In addition, I propose that we measure that variable in more than one place, i.e., I can offer the South Texas students and believe I could get us a sample in Nebraska as well.
Are you interested?
Ruth A. Pakieser, PhD, RN Director, Curriculum Resources Center School of Nursing U. of Texas Health Science Center 7703 Floyd Curl Drive San Antonio, TX 78284-7963 ph: 210-567-5859 fax: 210-567-6143
From: SMTP%"teaholzl@dingo.cc.uq.oz.au" 8-DEC-1996 16:04:07.50 To: TCREED CC: Subj: AAHESGIT: Indep. Learning & Dist. Ed.
Tom,
Have you considered using/adapting some of the tests developed to measure individual learning styles e.g. Kolb developed a questionnaire to allow individuals to determine their preferred learning styles. I have come across many others but cannot remember the authors. If you do a search under "learning styles" you may find others.
Alan Holzl
Alan Holzl
Instructional Courseware Designer
Educational Multimedia Services
The Teaching and Educational Development Institute
UNIVERSITY OF QUEENSLAND 4072
07 336525
07 336525
From: SMTP%"blasingv@babbage.franklin.edu" 9-DEC-1996 14:24:02.38
To: TCREED
Our Teaching and Learning Center serves both students in the improvement of learning and faculty in the improvement of teaching. As its Director, I am currently serving on a work group whose responsibility is to develop guidelines for our on-line courses. Your questions about
identifying self-directed students are among those we are interested in answering.
As I have worked with students over nearly 10 years in developing prior learning portfolios and other types of options for course credit, I have had to assess very quickly who would benefit from alternatives or who need the interaction and structure provided in a classroom learning
situation. I know of no assessment instrument. However, I have developed a brief protocol based on life and work habits. Self-directed students have had experience organizing time and tasks, can show evidence of non-academic self-directed learning, and have the ability to take a risk. For academic self-directed learning projects, especially ones offered on-line, they also need to have skills in reading and writing.
As we interview them, we listen for responses which would verify the skills listed above. We ask about hobbies to see the depth that they pursue in a topic, vision of the future to see how they
integrate events and abstractions, work experience to discern how they organize responsibilities, and high school or college record to see if they already have a sense of grade expectations and ability to follow a specific path to some end.
Happy hunting for an assessment instrument. I would be interested if you find one.
Virginia Blasingame blasingv@franklin.edu
Director, Teaching and Learning Center
Franklin University
201 S. Grant
Columbus, Ohio 43215-5399
Phone: 614-341-6268
Fax: 614-228-6670
From: SMTP%"heberer@mv3195.edison.cc.oh.us" 9-DEC-1996 16:13:53.25 To: TCREED CC: Subj: Identify independent learners
You have raised a topic we here at Edison have discussed for a couple of years. Being a community college, freshmen students of all ages, but age doesn't denote a mature learner. We have also noted that in our distance learning classes (and regular classes also) academic ability isn't as important as committment to succussfully completing a course. The student profile of a successful distance learning student here at Edison appears to be: a) internal locus of control b) committed to completing the course successfully c) knows how, and is committed to working on their own to complete assigned tasks.
We have been talking about using a locus of control test to predict the likelyhood of a student earning a grade of C or better in a distance learning course. How viable or reliable do you think this would be?
I would appreciate receiving a summary of the responses to your query
Thank you,
Garry Heberer, Ph.D. Associate Dean Planning & Institutional Research Edison Community College Piqua, OH heberer@edison.cc.oh.us
From: SMTP%"EdwardR@sfcc.spokane.cc.wa.us" 10-DEC-1996 15:24:27.61 To: TCREED CC: Subj: independent learning test
From somewhere in the ether I have your question re a paper and pencil test for the degree to which a student is an independent learner. Look at LASSI, the Learning And Study Skills Inventory by Claire Weinstein at UT Austin. The publisher is H and H Publishing.
Ed Reynolds Instructor of English Spokane Falls Community College
From: SMTP%"fritz@allegheny.edu" 10-DEC-1996 16:29:05.76 To: TCREED CC: Subj: Re: Measuring Independent Learning
Tom, I think we could work together with data gathering once the methodology is worked out. Our progress with curriculum redesing is just getting started. Our plan at this point is to insert as many information tech exercises and methods into the curriculum as are applicable to the course work. However, the unstated phenomenon at this point is that the student will be independent learners with these exercises. Interestingly, I am also encountering a whole raft of possiblities of measuring independent learning skills (?) talents (?) among the faculty as well. We are simultaneously moving all of these people into the information age with their having to learn Window 3.1, Netscape, e-mail, MS Office Professional 4.3 apps and the use of these for classroom presentations, office use, and assignments for students. I am setting up a learning station with a TV/VCR combo using Keystone Learning Systems, Inc. instructional videotapes along side a Pentium computer for simultaneous practice. I also plan to run a series of classes for the faculty with me as instructor to get things started. (Priming the knowledge pump as it were.) Wouldn't it be interesting to investigate the differences between the independent learning styles of faculty as compared to students. I'd love to know if there are any. What do you suppose would be the implications of greater independent learning skills among students as compared to faculty? Hm-m-m-m-m-m-m :-)
Please let me know if any of this is of interest to you. I will read your online chapter. I did get the opportunity to look at it very briefly before I was called away to do something else.
In case I didn't send you this in my earlier message, here goes again:
John F. Fritz, MN,RN Director, Nursing Education Informatics Allegheny University of the Health Sciences School of Nursing Philadelphia
Phone: 215.762.4941 FAX: 215.762.4082 9am-4:30 pm or so (Fax directly to my computer.) or FAX: 215.762.7778 in the independent fax machine mode.
fritz@allegheny.edu
From: SMTP%"JWCORN1@UKCC.uky.edu" 10-DEC-1996 12:53:26.64 To: TCREED CC: Subj: on independent learners
I write in response to your query concerning what makes for an independent learner, and how to measure this quality. My remarks take a polemical form which I hope will be neither distracting nor taken in the wrong spirit.
My first comment is in fact a question, one which I cannot as of yet answer completely for myself, but which I believe must be asked in response to your query: is it certain and taken for granted, by anyone other than those connected to commercial technological institutes directly or by way of funding projects, that "distance education" deserves any consideration whatsoever by the academic community? Assuming that your research is not limited in its application to those who would otherwise have no access to learning institutions, what is there about the traditional classroom that needs to be supplemented? Is it certain, in short, that because a techno- logical potential exists, we should move to enable its realization? I can imagine several answers to these questions, and all of them disturb me. But I will leave that aside and restrict myself to a few remarks about "independent learning."
1. Independence is a dialectical quality; it means nothing without a framework of dependence against which to measure it, i.e. there must be something to be independent from. At the same time, there must be something to be independent for, some specific activity or quality which is both valuable in itself and enhanced by independence. In this case, where this activity is learning, we have to ask ourselves what framework of dependence allows us to measure independence in learning.
2. In order to do that, we have to know what learning is. My opinion: except in those few restricted fields which depend entirely upon the mastery of pure information and have no public or human-communicational sphere as such, learning is a linguistic and rhetorical skill: its medium is language, publicly used. They who can organize a convincing demonstra- tion of some point, in whatever field, and counter or account for substan- tive objections made on the spot: those people have learned. For this reason, not only would "distance education" (which I assume to consist of instruction via electronic media) make it impossible to measure the inde- pendence of learning, it would preclude the latter quality altogether: for the gap in space and time (however short the latter might be) between communication and response via electronic media would effectively destroy the essentially improvisational dynamic of learning as such--all in the name of the false sense of independence to be gained from "convenience." Nor does it help that you are considering limiting such methods of instruc- tion to those who have shown independence, for the method of instruction itself discourages independence--or at best, makes it altogether irrelevant. A public, two-way exchange of polemical engagement with making arguments/ demonstrations and backing them up: this, then, is the indispensable context of dependence which allows us to measure independence in learning. That independence consists in the ability to meet and, if possible and necessary, transform the setting of public argument; a student's indepen- dence is measured by what they do, on the spot (which of course demands prior preparation) in class and similar settings, and nowhere else. Essential to all of this, of course, is the example set by the teacher and especially by other students: independence, paradoxically, is itself learned or at least imitated, and in fact it is the hardest thing to learn.
3. Why do I take all of this so seriously? you might ask; why don't I see that you are speaking of supplementing the possibilities open to students, rather than hampering them or destroying the old ways? History proves two things: first, 99% of people, especially students, will always eagerly take the easy way out; once the technology is in place, it is only a matter of time before it completely dominates the academic scene (and as I pointed out above, this also applies to students who have shown independence in the past; this notion of increasing independence is already worked into the structure of the kindergarten-to-college educational system, and is already prone to a thousand problems and illusions, without the introduction of technology which both presupposes and exacerbates it). Second, history also proves that those who have something to gain by something will go for it. This applies not only to students who would love that false indepen- dence that makes true independence irrelevant, but also to the companies and funded academics who would benefit from the application of these technological "solutions" to a nonexistent problem. Thus I am extremely skeptical concerning the likelihood of any partial pedagogical solutions; a history of pedagogical methods since the Humanists, for example, would show why. The activities of the university are already dominated by the model of one-way, methodical unfolding of information which characterizes modern empirical science (this is true even of the humanities today); distance education would hasten the death of an already fragile and, indeed, nearly nonexistent kind of communal discourse--one which makes a space for polemics in which we can reflect on and question each other about the world around us and about everything most important in life-- one which is coextensive with the greatness of Western thought and writing, handed down to us by way of the ancient and medieval academies with their emphasis on dialogue and argument. The kind of teaching that I and virtually every colleague I can think of, both within and without the departments with which I have had a direct attachment, would be made impossible by "distance education."
This I send to you distantly, across these mediating currents which I hope your screen will not allow to appear as just one other kind of infor- mation, as these screens so often do. Sincerely, John Cornelius Honors Program University of Kentucky-Lexington jwcorn1@ukcc.uky.edu
From: SMTP%"JPB0002%J45Csulb@Oasis.Csulb.Edu" 10-DEC-1996 13:32:36.44 To: TCREED CC: Subj: NO SUBJECT
From: Kristine A. Howe,M.S.HCA,CHES Fax: 310-985-8404 Msg: 310-985-4176 ............................................................... Distance Learning
Do you know which distance learning programs you will be researching? Will you post some of your findings to this net? We are interested in expanding some GE courses in this way- Thank you.
Kristine A. Howe, M.S.,HCA,CHES khowe@csulb.edu Faculty, College of Education (EPAC) Coordinator, University Student Health Service
Snail: Kristine A. Howe,M.S.HCA,CHES khowe@csulb.edu CSULB Student Health Service Coordinator,Student Health Information Services 1250 Bellflower Blvd, Ste 204, Long Beach,CA 90840-0201
From: SMTP%"EdwardR@sfcc.spokane.cc.wa.us" 10-DEC-1996 15:24:27.61
To: TCREED
Subj: independent learning test
From somewhere in the ether I have your question re a paper and pencil
test for the degree to which a student is an independent learner. Look
at LASSI, the Learning And Study Skills Inventory by Claire Weinstein at
UT Austin. The publisher is H and H Publishing.
Ed Reynolds
Instructor of English
Spokane Falls Community College
From: SMTP%"mschipp@flemingc.on.ca" 17-DEC-1996 12:00:21.23
To: TCREED
CC:
Subj: Re: Distance ed.
I just returned after eight months and ended up with thxis assignment
of preparing a model for alternate delivery of serevices to distance
learner and learners in the Learning Commons.
No I do not have anything yet. I am still in the exploration state.
But after three weeks I begin to believe that there has never been
put as lot of thought to the fact that distance learners also may be
high risk students, or students with learning disabilities, or
students who do not really understand what learning and being
responsible for your own learning is all about.
My starting point is a profile of the distant learner, their
environment and the modes in which they receive instruction. We use
here in the College a rather good survey for the incoming students.
It looks at their perceived needs and persistance among other
thingsa. This survey I would like to redevelop for dist. ed.
learners. In the meantime I need to try out some of the tech. stuff
in terms of creating nurturing environments in which the academic
process is supported.
I'll keep you up to date.
Mieke Schipper
Counsellor
Fleming College
Peterborough ON
705-749-5530 ext. 1606