Abstract An increasing number of German schools have suspended teacher-directed learning (TL) in favor self-directed (SL) modules. We used the broaden-and-build theory and self-determination as a theoretical framework to determine whether students environments differ interplay positive emotions strategies secondary education. The study also compares mediating role autonomy support on relationsh...

Providing learners with computer generated feedback on their learning process in simulation based discovery environments cannot be based on a detailed model of the leaning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for discovery learning based on an “opportunistic” learning model that takes the current hypothesis of ...

The PBL process is a self-directed learning process. In the light of self-directed learning theory, the author argues that computational mechanisms can be used to support selfdirected learning for PBL groups in virtual learning environments. In this paper, an approach to the support of self-directed learning is proposed. This approach supports self-directed learning in a virtual PBL environment...

PURPOSE Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. METHODS The subjects of this study we...

This paper conceptualizes the theoretical framework of modeling learning spaces for self-directed learning at university courses. It binds together two ideas: a) self-directed learners’ common learning spaces may be characterized as abstract niches, b) niche characteristics are collectively determined through individually perceived affordances. The implications of these ideas on the learning de...

Self-directed learning confers a number of advantages relative to passive observation, including the ability to test hypotheses rather than learn from data generated by the environment. However, it remains unclear to what extent self-directed learning is constrained by basic cognitive processes and how those limits are related to the structure of the to-be-learned material. The present study ex...

Preparing future professionals for highly dynamic settings require self-directed learning in authentic situations. Authentic situations imply teamwork. Therefore, designing education requires an understanding of how develops teams. We followed (bio-)medical sciences students (n = 15) during 8-month period which they worked on innovation project teams 4–6 students. Template analysis 39 transcrip...