The Relationship Between Preferences for Online Large-Classroom Learning Methods and Self-Directed Learning Readiness
- DOI
- 10.2991/assehr.k.210930.016How to use a DOI?
- Keywords
- online learning, student preferences, SDLR
- Abstract
The Covid-19 era has an impact on teaching. The Faculty of Medicine of Universitas Islam Indonesia develops online classrooms with a number of learning strategies. Self-directed learning readiness is one of the factors related to the selection of learning strategies. This study aims to determine the relationship between SDLR and online learning strategy preferences. Methodology This study aims to survey students’ preferences for online learning in large classrooms and their reasons as well as to investigate the levels of self-directed learning readiness of the students. Furthermore, a crosstab analysis was carried out to observe the relationship between the self-directed learning readiness of the students and their online learning preferences. Results Out of 132 students, 70 (53%) chose to study using the flipped classroom, 47 (35.6%) chose synchronous lectures, while 15 (11.4%) chose to independently study the lecture materials shared online. A total of 115 students (87,1%) had a high level of SDLR, and 17 students (12,9%) had a moderate level of self-directed learning. There is no relationship between students’ preferences for online learning methods and students’ self-directed learning levels (p-value >0.05). Conclusion and Recommendation: Self-directed learning does not correlate with choosing the forms of online learning. It is necessary to carry out a further exploration of which factors play a role in online learning selection by students.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Diani Puspa Wijaya AU - Umatul Khoiriyah PY - 2021 DA - 2021/10/01 TI - The Relationship Between Preferences for Online Large-Classroom Learning Methods and Self-Directed Learning Readiness BT - Proceedings of the International Conference on Medical Education (ICME 2021) PB - Atlantis Press SP - 88 EP - 94 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210930.016 DO - 10.2991/assehr.k.210930.016 ID - Wijaya2021 ER -