Individual Learning Plan

Abstract: Background The Individual Learning Plan (ILP) is a newly implemented curricular element designed to foster self-directed learning (SDL) skills among medical students during our surgery clerkship. Our aim was to determine the impact of ILPs on educational outcomes and acquisition of SDL skills. Methods Students were surveyed regarding the educational value of ILPs, their acquisition of SDL skills, and the impact of the surgery clerkship on fostering these skills. Mean scores for the NBME surgery subject exam (SSE) were compared before and after implementation of the ILP requirement. Results Students perceived the ILP requirement as having strong educational value. Mean scores for the SSE increased significantly in the year following ILP implementation (74.9 vs 76.6; p = .042; d = 0.21). Students reported successful acquisition and frequent utilization of SDL skills. Conclusions SDL exercises, such as the ILP requirement, lead to improved education outcomes while fostering the acquisition of SDL skills.

Abstract: IntroductionOnline learning has emerged as a recognized and valued segment of higher education. Although well established, online learning has witnessed a steady increase in enrollment in recent years (Merriam et. al, 2007). This iteration of distance learning has capitalized on an expanding population having access to the Internet. Although access is not ubiquitous across the globe, in North America over 320 million people are Internet users, representing approximately 88% of the continent's population, many of them adults (Internet World Stats, 2015).The online student, most commonly female, employed, and older than a traditional university student, is offered a variety of online course options. These options include blended, hybrid, web facilitated, and fully online courses (Allen and Seaman, 2015). Adult students face challenges in online learning, but this medium offers many pragmatic advantages to this learner group such as increased flexibility and accessibility (Kelland, 2005; Merriam et ah, 2007; Williams, 2002). Furthermore, from an adult learning perspective, the principles that guide effective development of online courses are in the same spirit as the assumptions regarding adult learners and andragogy as proposed by Malcolm Knowles (Knowles, 1980; Knowles, 1984).Andragogy, the theory of adult education championed by Malcolm Knowles in the late 20th century, applies six assumptions to the adult learner to best understand and accommodate their educational needs. According to Merriam et al. (2007), these assumptions are:1. Adult learners are self-directed learners and act independently.2. Adult learners have gained valuable experiences in their lives and value applying their experiences to the learning process.3. Adult learners are eager and ready to learn what they need to leam to succeed.4. Adult learners are interested in the application of learning in order to problem-solve.5. Adult learners are more internally motivated and less so by outside forces.6. Adult learners are interested in understanding the value of what they are being taught.While scholars have applied the assumptions of andragogy to inform quality online course design, this work proposes that an online course designed using sound pedagogical principles can exhibit a learning experience beneficial to adult learners.Though not universally adopted, pedagogical principles for online learning as presented by Anderson and McCormick (2005), can be used as a framework to inform quality online course design and promote online learner success. These principles propose online course design must be matched to curriculum, be coherent and consistent, have ease of use, be inclusive to learners, engage students, be innovative and effective, and include formative and summative assessments (Anderson & McCormick, 2005). Each of these principle parallel well with one or more of Knowles' assumptions of the adult learner and, therefore, if implemented thoughtfully, will produce an online course environment which can be an effective tool of adult education.Online Course Development Principles Applied to AndragogyThe principles of online course design proposing that course content match well with the curriculum and that online course organization is coherent, consistent, and easy to use parallels with Knowles' assumption that the adult learner must understand the importance content being presented (Knowles, 1984). Content must be well organized and be designed with course objectives in mind (Blondy, 2007; Hanna et ah, 2000). Mapping course objectives transparently to course content conveys to students that learning objectives are being met as a result of particular content. This is critical to an adult learner acutely interested in how course content fits into the course design and their individual learning plan (Blondy, 2007). Additionally, adult learners are often confronted with many situational barriers and demand a clear and focused approach to course design (United States Congress, 1993). …

Abstract: This 6-year study examined how metacognitive strategies could enhance learning achievement and whether the use of individual learning contracts could enhance an individual's ability to become a conscientious learner. The criteria included whether students would learn by planning, controlling, monitoring learning processes, and using study skills. The process of using metacognitive strategies included setting goals for individual learning programs, developing individual learning contracts, monitoring learning processes, writing reflective journals, conducting individual conferences with the instructor, and being involved in summative evaluations. Participants were 222 college students. At the beginning of the semester, the instructor explained the purpose of the Individual Learning Plan (ILP), connected students to resources, and set the time frame for planning. The instructor reviewed students' ILPs for learning objectives and strategies, self-monitoring processes, evaluation processes, expected grade, and feasibility. At the end of the semester, a summative evaluation was implemented, and an individual conference invited feedback. Students were asked about how well they used the skills and the overall effectiveness of the ILP. Data analysis involved tallying survey forms and transcripts from interviews and reflective journals. Results indicated that this process helped students become conscientious learners. The instructor found that using learning contracts, appraisals, reflective journals, and conferences helped develop a rapport with students. (Contains 11 references.) (SM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Enhancing Metacognitive Skills through Learning Contracts Mid Western Educational Research Conference

Abstract: Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs) at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.