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首页> 外文期刊>Higher Education >Preclinical students’ predispositions towards social forms of instruction and self-directed learning: a challenge for the development of autonomous and collaborative learners
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Preclinical students’ predispositions towards social forms of instruction and self-directed learning: a challenge for the development of autonomous and collaborative learners

机译：临床前学生对社交形式的教学和自主学习的倾向：对自主学习和协作学习者发展的挑战

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Self-directed and social forms of learning are fundamentally different from traditional didactic educational settings from which students are selected for veterinary, medical and other professional degree courses. It is therefore expected that a mismatch may emerge between students’ conceptions of effective learning and expectations inherent to the new learning environments. The present study addressed this issue by examining 128 preclinical students’ predispositions towards two key elements in problem-based and case-based learning, namely self-directed and social forms of learning. A mixed method approach revealed converging evidence of students’ overwhelming preference for external, teacher regulation and individual forms of learning. External regulation was consciously invoked as a coping strategy in managing large amounts of complex information. Constructivist conceptions of learning were positively related to an appreciation of the cognitive benefits of social forms of learning, a relationship that has attracted little attention in the higher education literature. These findings stress the importance of guiding students’ transition towards learning autonomy required for social forms of learning and continuous lifelong learning after graduation.
机译：自主学习和社会学习形式与传统的教学教育设置有根本的区别，传统的教学设置是从学生中选择兽医，医学和其他专业学位课程。因此，预计学生的有效学习观念与新学习环境固有的期望之间可能会出现不匹配。本研究通过检查128名临床前学生对基于问题的学习和基于案例的学习中的两个关键要素（即自主学习和社会学习）的倾向，解决了这一问题。混合方法的方法揭示了越来越多的证据表明，学生对外部，教师调节和个体学习的压倒性优势。在管理大量复杂信息时，有意识地将外部监管作为应对策略。建构主义的学习观念与对社会学习形式的认知益处的认识呈正相关，这种关系在高等教育文献中很少受到关注。这些发现强调了引导学生向社会自主学习和毕业后持续终身学习所需的学习自主过渡的重要性。

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