How self-directed learning impacts academic success
| dc.contributor.author | Kolodenko, Melissa | |
| dc.contributor.supervisor | Milford, Todd | |
| dc.contributor.supervisor | Filler, Chris | |
| dc.date.accessioned | 2015-04-24T16:54:23Z | |
| dc.date.available | 2015-04-24T16:54:23Z | |
| dc.date.copyright | 2015 | en_US |
| dc.date.issued | 2015-04-24 | |
| dc.degree.department | Department of Curriculum and Instruction | en_US |
| dc.degree.level | Master of Education M.Ed. | en_US |
| dc.description.abstract | Self-Directed Learning (SDL) and academic success are defined through a literature review while the positive and negative attributes of SDL are described and analyzed in order to contrive a model that will allow students to be academically successful in the context of Alberta’s education system. This project aims to assist teachers in expanding their knowledge of the many facets of SDL and the best possible way to integrate SDL into their classroom and schools as per the Government of Alberta’s mandate in order to ultimately assist their students on their educational journey. A quasi-experimental approach is taken to conclude whether or not SDL and academic success are correlated to one another by evaluating students’ academic success in a traditional classroom in comparison to students in an SDL learning environment. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/6010 | |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/2.5/ca/ | * |
| dc.subject | self directed | en_US |
| dc.subject | self directed learning | en_US |
| dc.subject | SDL | en_US |
| dc.subject | academic | en_US |
| dc.subject | academic success | en_US |
| dc.title | How self-directed learning impacts academic success | en_US |
| dc.type | project | en_US |