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Self-Learning is the Future: A New Paradigm for the 21st Century
Abstract
Self-Learning method is an individualized method of learning. The face-to-face teaching is disappearing and distance mode of education is becoming popular. Self-learning modules are designed where the learner is free to chose what to learn, how to learn, when to learn and where to learn. This flexibility is an importance characteristic in open learning process. With the advent of information technology for communication, the other modes of instructions are slowly disappearing. The learner is getting accustomed more and more to non-formal mode of education thereby shifting the preference to self-learning methods. Even most of the print materials that come into the market are meant for self-learning. The learner is at an advantage to use this form of non-formal mode of education using self-paced learning materials. The teaching-learning-evaluation all happens without face-to-face interaction. There is no fixed time and no fixed number of classes. To make this learning process effective, it is essential for a Trainer to have the conceptual knowledge of self-learning approach and also the design of self-learning modules and materials. The Trainer should also look at the three domains of learning viz., cognitive, affective and psychomotor and the emphasis required while designing the learning resource material. This paper discusses the features of self-learning approach and design of self-learning modules and material which could be used effectively in non-formal mode of education. The paper also highlights the use of Computer Assisted Learning (CAL) packages used for self-learning purpose.
... Self-learning modules allow students the freedom to decide what they will study, how they will learn it, when they will learn it, and where they will learn it (Sequeira, 2012). During the interview, some students stated their dissatisfaction with their families' lack of direction as to why they were unable to develop their mathematical grasp in modular distance learning. ...
... That is why Self-learning modules (SLMs) are designed to help and sustain students' learning. Sequeira (2012) defined that SLMs are printed materials that the students can use for learning independently since faceto-face interaction between teachers and learners is not allowed. He added that SLMs are also called individualized methods of learning. ...
The study aimed to explore the lived experiences of Public Elementary SLM writers in the new normal education who were required to write modules for various subjects in the elementary level and had difficulties in crafting the modules. The researchers made use of a qualitative approach specifically, descriptive phenomenology to understand the personal experiences of the key informants. A semi-structured online interview was conducted with the eleven selected key informants from various schools. The research study used the purposive sampling technique, open-ended questions as instrument, and data collected were analyzed using Colaizzi’s 1978 phenomenological method. Findings show mastery of content, creativity, time management skills, grammar skills, information and communication technology skills, good communication skills and flexibility are the skills needed to possess as a SLM writer. While the challenges and difficulties encountered are lack of training programs for SLM writers, difficulties in making suitable activities for learners, time constraint in writing modules, overlapping responsibilities, lay-outing difficulties, running out of ideas in content delivery, less proficiency in computer literacy. Different coping practices were also identified by collaboration among colleagues, utilizing academic peripheral resources, time management through priorities, devising ways for the improvement of modules content, and SLM writer’s motivation such as children's educational success and professional development success. The evaluators, criteria and common feedback received during evaluation of SLM were identified. SLM Writers addressed the feedback through considering and taking it as constructive ones. Researchers recommended training and webinars about writing modules. Writers should be resourceful to compensate for the shortcomings of their needs and the children.
... Self-learning modules (SLMs) are a systematic set of instructions that facilitate learners' mastery of a body of knowledge or a complex process (Maile & Cooper, 2018) and are designed where the learner is free to choose what to learn, how to learn, when to learn and where to learn (Sequeira, 2012). The SLMs' content should incorporate constructivist, inquirybased, reflective, collaborative, and integrative pedagogical techniques (DepEd, 2019). ...
Competence of Filipino Secondary Science Teachers in Developing Self-Learning Modules. Objectives: This study investigates the competence of Filipino secondary science teachers in developing self-learning modules (SLMs) in terms of intellectual property compliance, learning competencies, instructional design and organization, instructional quality, assessment, and readability. Methods: Data were gathered from 68 Filipino teachers using simple random sampling and clustered sampling techniques. To analyze the data, frequency count and percentage, mean and standard deviation, and one-way Analysis of Variance (ANOVA) were utilized. Findings: Results revealed that science teachers were highly competent in developing SLMs across all six variables. Furthermore, there was a statistically significant difference in the competence in developing SLMs in terms of intellectual property compliance based on their highest educational attainment and in terms of the aspects of learning competencies, instructional design, and organization, and assessment based on their sex. Conclusions: Teachers' competence is essential in improving the quality of performance in the learning process. Abstrak: Kompetensi Guru IPA SMA di Filipina dalam Mengembangkan Modul Belajar Mandiri. Tujuan: Penelitian ini menyelidiki kompetensi guru IPA SMA di Filipina dalam mengembangkan modul belajar mandiri dalam hal kepatuhan kekayaan intelektual, kompetensi pembelajaran, desain dan pengorganisasian pembelajaran, kualitas pembelajaran, penilaian, dan keterbacaan. Metode: Data dikumpulkan dari 68 guru Filipina menggunakan teknik simple random sampling dan clustered sampling. Untuk menganalisis data, digunakan frekuensi dan persentase, mean dan standar deviasi, dan Analisis Varians satu arah (ANOVA). Temuan: Hasil mengungkapkan bahwa guru sains sangat kompeten dalam mengembangkan SLM di semua enam variabel. Selanjutnya, terdapat perbedaan yang signifikan secara statistik dalam kompetensi pengembangan SLMs dalam hal kepatuhan kekayaan intelektual berdasarkan pencapaian pendidikan tertinggi mereka dan dari aspek kompetensi pembelajaran, desain pembelajaran, dan organisasi, dan penilaian berdasarkan jenis kelamin mereka. Kesimpulan: Kompetensi guru sangat penting dalam meningkatkan kualitas kinerja dalam proses pembelajaran. Kata kunci: pendidikan IPA, modul belajar mandiri, kompetensi guru.
... The self-learning method is a model of learning that gives the learner freedom to choose what to learn, how to learn it, and when and where to learn it [5]. And that it is necessary to develop an awareness of one's self-learning skills and then develop effective strategies to access those skills [6]. ...
Following adoption of the Moroccan educational system with a blended learning approach vis-à-vis the circumstances of the Covid-19 pandemic, which requires an adaptation on the part of the pedagogical actors to ensure pedagogical continuity and support students to guarantee their academic success. Our aim is to bring students to develop their own self-learning strategies to cope with the demands of the current situation through the use of a digital textbook in a flipped classroom. The sample consists of 362 students of which 54.14% are middle school students and 26.24% are male for the middle school and 23.2% in the high school. The digital textbook and the flipped classroom can improve the acquisition of disciplinary knowledge and obtain better results in students, and they can develop their soft skills. While there is a significant relationship between the development of soft skills in students and their academic success. The student ‘self-learning method using the digital textbook and the flipped classroom can help develop certain soft skills in the student. To conclude, our method remains effective and relevant, and does not replace face-to-face teaching, but is a complement for the teacher to improve his or her professional practices.
Analyzing Self-Learning Modules (SLMs) on grade seven social studies based on the criteria for content selection necessitated a commitment to improving the Asian Studies curriculum. With this intent, the study also: (1) compared the most essential learning competencies (MELCs) and learning activities of grade seven in terms of the following predetermined criteria: self-sufficiency, relevance, soundness, viability, maturation, curiosity, and efficacy; (2) identified the assessment strategies utilized by the teacher in the SLMS in Asian Studies; and (3) formulated a framework on curriculum revision. This qualitative method uses a Deductive Content Analysis (DCA) design by coding and interpreting the textual material. The review of the SLMs vis-à-vis the criteria for content selection revealed the strength of autonomy and maturation among the seven criteria. To address the need to develop quality modules, a "SIR FAME" model was created to guide module development and instructional materials creation. The study recommends the provision of ample teacher training on module development and instructional materials, regular evaluation of the SLMs, upholding its criteria for content selection, formulation of its learning objectives, and appropriate resources for the planning, development, implementation, and evaluation among curriculum stakeholders to utilize "SIR FAME" model of curriculum cycle of revisions.
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