The purpose of the study was a comprehensive examination and thorough analysis of the dynamics of changes in students’ self-direction in learning within a certain period. Consequently, according to the type of article, this paper is scientific, based on causal relationships and competent interpretation of data. In particular, one should note that the authors focused on the methodology appealing to the Self-Directed Learning Readiness Scale (SDLRS) coupled with ANOVA and the testing program for medical students. Moreover, the study’s main results indicate a medium-term trend of changes in self-direction in education, starting from the first to the last semesters, based on the sample size of the target group – 86 occupational therapy and physical therapy students (Malta et al. 2010). Based on this, the results of the study illustrate the apparent difference between WORLDS scores based on the part of the academic year (semester), scores before and after testing, as well as scores for the last semester of the program.
Article Critique
The importance and significance of the analysis for the scientific community, a strict, logical, systematic, and unbiased approach to data interpretation, compliance with ethical principles during the “experiment,” as well as reliability, dependability, universality, and objectivity of the results are among the few positive aspects and strengths of the research. Nevertheless, the weaknesses of this study include the lack of potential deepening into the topic based on different points of view and consideration of issues from different sides and angles. In addition, the usefulness of this paper to health professions education is to provide a unique opportunity to assess the quality, efficiency, productivity, and effectiveness of the current level of education to make appropriate changes.
Perhaps the major flaws of the work are the imperfection of the students’ self-direction assessment system, and the scores do not always and not in all cases reflect learners’ actual knowledge and aspirations. In this case, there is a small probability and risk of distortion of the acquired details. In general, recommendations for improvement of this work proceeds from the fact that in order to study self-direction in learning over time, it is necessary to take into account the most extensive range of various factors and variables.
Future Directions
The following recommendations will expand the current knowledge and understanding of the topic and subject of the study in the best possible way. For instance, Tekkol & Demirel (2018) additionally focus on skills, gender, types of universities, years of study, a field of study, admission scores, and students’ motivation to acquire new knowledge. Particualry, emphasis should also be placed on the expediency of self-study and the reasons that affect the propensities to this type of knowledge, skills, and abilities in terms of innate and acquired characteristics (Szalay, 2020). In his research, another author also focused on the correlation between independent learning and learning within the walls of an educational institution with a teacher and other students (Geng et al., 2019). For example, one can also appeal to another researcher who recommends discussing the importance of independent learning in the context of its implementation in practice and strategies for overcoming obstacles (Robinson & Persky, 2020). In this case, it is necessary to take into account the current shortcomings, shortcomings, and imperfections, which should subsequently be eradicated. It is recommended to focus on this aspect, as it allows one to identify the effectiveness of training in comparison.
References
Geng, S., Law, K. M. Y. & Niu, B. (2019). Investigating Self-Directed Learning and Technology Readiness in Blending Learning Environment. International Journal of Educational Technology in Higher Education, 16, 17. Web.
Malta, S., Dimeo S.B., & Carey, P.D. (2010). Self-direction in learning: does it change over time? Journal of Allied Health, 39(2), e37-41. Web.
Szalay, P. S. (2020). Self-directed learning: a core concept in adult education. Education Research International, 1-12. Web.
Tekkol, İ. A., & Demirel, M. (2018). An investigation of self-directed learning skills of undergraduate students. Frontiers in Psychology, 9(2324), 1-14. Web.
Robinson, J.D., & Persky, A.M. (2020). Developing self-directed learners. Am J Pharm Educ, 84(3), 292-296. Web.