domingo, marzo 30, 2008

Exploratory Study of the Relationship between Self-Directed Learning and Academic Performance in a Web-Based Learning Environment

Me topé con este artículo que presenta los resultados de un estudio de revisión de literatura. En el mismo se revisan seis (6) estudios empíricos: tres de los Estados UNidos y tres de Asia. Resulta interesante el hecho que se comparan variables como el estudio autodirigido como factor importante en el aprovechamiento académico en ambientes basados en el Web. Se concluye que
"The in-depth analysis and discussion of each study finds that the effect of self-directed learning on academic success in web-based environments is divergent among six case studies. Follow-up studies should exclude potential problems identified in this paper.'
Entre las conclusiones e impicaciones se señala
"In theory, a reasonable link exists between self-directed learning and academic success. Whether the learning environment is a traditional classroom or older style distance learning (e.g. telecommunication and TV program), numerous studies support the theoretical statement (Savoie, 1980; Harriman, 1990; Anderson, 1993; Darmayanti, 1994; Morris, 1995; Horng, 1995; Ogazon, 1995; Haggerty, 1995; Hsu & Shiue, 2005; Stewart, 2007). However, from six quantitative studies regarding the relationship between self-directed learning and academic performance in the web-based environment, the results are not consistent. Only one case showed a strongly positive relationship between self-directed learning and academic success (excluding Case 4 with a low relationship coefficient and Case 5 with no instructor-assigned grade). Thus, the results of the effect of self-directed learning on academic success in web-based environments are divergent.

Disclaiming the effect of self-directed learning too quickly is unwise because a number of factors could affect the result of such a study. These factors could be reliability of academic performance as a measure, students’ learning style, time for distributing the SDLRS or OCLI, quality of on-line learning materials, sample subject’s demographics, learner’s educational background, prior knowledge for contents, measurement of self-directed learning, or sample size. For this reason, follow-up empirical studies are needed to test for those factors."
Cabe destacar que el diseño instruccional es un factor que de no validarse afecta los resultados del estudio. Nuevamente se destaca la importancia de incorporar en el proceso de todo currículo el diseño instruccional.

Puede acceder al artículo en:
Online Journal of Distance Learning Administration, Volume X1, Number I, Spring 2008
University of West Georgia, Distance Education Center

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