In the June 2014 issue, Premkumar et al. presented a fascinating account of self-directed learning scores in dental students.1 Their account is comprehensive, and the take-home message is clear: students’ self-directed learning scores fall during their predoctoral years. Like all research, their account begs the question as to what, if anything, can be done about this. In some ways, it may not ...

Art and science of dentistry is constantly changing, broadening the knowledge of etiopathogenesis of oral diseases, development of new diagnostic tools and introducing new therapeutic modalities. In these days of competition and evidence based practice it becomes mandatory for a clinician to keep abreast with new developments to continue in the profession. This calls for lifelong learning. To m...

Bu araştırmada, Williamson (2007) tarafından geliştirilen ‘Kendi Kendine Öğrenme Öz Değerlendirme Ölçeği’ni Türk kültürüne uyarlanıp üniversite öğrencilerinin kendi kendine öğrenme algılarının çeşitli değişkenlere göre anlamlı farklılık gösterip göstermediğini belirlemek amaçlanmıştır. Araştırmanın örneklemi, Atatürk Üniversitesi bünyesinde farklı bölümlerde öğrenim gören 441 öğrencisinden oluş...

This paper discusses the relationship between self-directed learning and self-access as a system of organising learning resources . The first part of the paper outlines the skills needed for self-directed learning in a self-access centre. The second part describes how self-access English resources at Hong Kong University Language Centre have been reorganised to help develop these skills . This ...

Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the end of each PBL phase were used to estimate the ...

Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the end of each PBL phase were used to estimate the ...