Self-Guided Learning and Adoption of Technology
The approach for guiding learners, which involves self –directed learning, is useful in providing direction for learning through competency-based job experience. The acquisition of job skills and application of knowledge helps guide learners to become competent in their job through problem-solving, observation, and collaborative learning and social activities. Applying the skills required and learning on the job is useful in creating job opportunities compared to traditional approaches to learning. Therefore building a guided approach involves three elements, which include the use of a training guide tool, utilizing strategies for self -learning and supporting learning through the harnessing of technology.
The construction of a training guide consists of the identification of job competencies, development of training activities, assembling of support resources, and the creation of performance standards (Cox, 2016). Job competency refers to the crucial skills that employees require to perform their job successfully. The expert performance contribution system guides learners by defining their competencies. According to the system for guiding learners, competency consists of attitudinal, behavioral, and cognitive components. The creation of learning activities involves the breaking down of competency-based elements. For instance, the development of skills may include assistance, guided practice, observation, and actual job performance.
In developing performance standards, evaluation of learning activities utilize a given standard (Egloffstein & Ifenthaler 2017). For instance, a reference approach criteria are used, such as the context, timing, correctness, and quality, as well as the organization’s current standards of procedure and policy. The development of a guiding system for learners also utilizes the search and use of identified organizational resources such as lessons, audiovisuals, job aids, role models, and maps for processing information existing in job environments. The merits of developing a learner guided system include the realization of training outcomes and job retention.
The methods for use and harnessing of self –directed training include learning through mastery, allowing individualized instruction, and self-management of programs (Milhem et al., 2014). The approach of mastery allows learners to master through practicing and also evaluates their competency. The utilization of instructions by an individual allows the organization to tailor their training based on the learner’s capabilities demonstrated at the initial stages of training. Moreover, permitting learners to manage themselves during training is essential in the developing management skills necessary for successful completion of a training program (Ten et al., 2015). For instance, the employees organize their training guides through scheduling learning activities, time planning, resource selection, and evaluation of performance.
The extensive application of information and communication technology in education systems directs self-learning, which goes beyond the regular classroom teaching models (Bullock, 2013). For instance, ICT tools have been utilized throughout the world to enhance online self-directed learning. Due to the availability of technology, access to information has been easier than before hence increasing its adoption in schools by teachers to facilitate individualized learning experiences. Additionally, the use of technology in education has revolutionized traditional methods of learning whereby the role of teacher and students has changed though altering of place and time of learning. The availability and use of the internet have increased self-learning initiatives among students through the utilization of learning innovations such as the Khan Academy.
References
Cox, J. H. (2016). Smart Training and Development: A Learner‐Guided Approach. Performance Improvement, 55(5), 6-9.
Egloffstein, M., & Ifenthaler, D. (2017). Employee perspectives on MOOCs for workplace learning. TechTrends, 61(1), 65-70.
Milhem, W., Abushamsieh, K., & Pérez Aróstegui, M. N. (2014). Training Strategies, Theories, and Types. Journal of Accounting, Business & Management, 21(1).
Ten Cate, O., Chen, H. C., Hoff, R. G., Peters, H., Bok, H., & van der Schaaf, M. (2015). Curriculum development for the workplace using entrust able professional activities (EPAs): AMEE guide no. 99. Medical teacher, 37(11), 983-1002.
Bullock, S. M. (2013). Using digital technologies to support self-directed learning for preservice teacher education. Curriculum Journal, 24(1), 103-120.