The Computerized Braille Tutor is an interactive software tutorial that sighted persons can use to learn the literary braille code. The software presents 15 lessons that address different aspects of the literary braille code and include braille-translation exercises, proofreading exercises, and graded self-evaluation proficiency tests. (Author)

This article reviews self-study programs that teach braille to sighted people. Programs include "Just Enough to Know Better,""Braille Reading for Family Members,""Handbook for Learning to Read Braille by Sight,""New Programmed Instruction in Braille,""Braille Codes and Calculations,""Literary Braille Refresher Course for Teachers and…

Identifies the extent to which the "Self-Directed Learning Readiness Scale" (SDLRS) is a reliable and valid instrument for use with graduate students (N=356). Argues that the results of the study warrant the integration of such developmental constructs as tolerance, self-concept, creativity, initiative, self-understanding, and…

Nursing students used a research module either in self-study groups (n=6) or class sessions (n=6). There were few differences in knowledge or attitudes. Overall, the ratings were higher for those in the taught class rather than self-study. (SK)

Shares experiences of a human resource development (HRD) book group. Offers practical startup tips, descriptions of different types of book groups, and lessons learned about such groups. Suggests that membership on an HRD book group is an opportunity for self-directed learning in a social context, and it fosters a mindset for lifelong learning.…

Of 19 college algebra classes, 12 used WeBWorK and 7 used traditional paper and pencil homework (PPH). Given the earlier quantitative result that no significant difference in performance between WeBWorK and PPH classes was found, a qualitative analysis of 358 student and instructor surveys revealed 3 primary categories of student perceptions…

The internal motivation to learn sets adult learners apart from children. Self-directed learning is associated with adult learners with the maturity to realize what they need to know and the internal motivation to learn it. This article provides sites to learn more about adult learning and resources to help support one's own informal,…

In our cognitive motivational process model (Vollmeyer & Rheinberg, "Zeitschrift fur Padagogische Psychologie," 12:11-23, 1998) we assume that initial motivation affects performance via motivation during learning and learning strategies. These variables are also central for self-regulation theories (e.g., M. Boekaerts, "European Psychologist,"…

Playing the role of constructive critic of articles in this special issue, I adopt the term self-reliance to refer to work habits, work styles, volition, and self-regulated learning. Starting with the belief that developing self-reliance is an important goal of education, I examine key issues that influence the likelihood of reaching this goal. I…

This study used meta-analytic techniques to examine the relationship between emotional intelligence (EI) and performance outcomes. A total of 69 independent studies were located that reported correlations between EI and performance or other variables such as general mental ability (GMA) and the Big Five factors of personality. Results indicated…

New learning theory, underpinning the idea of teaching for self-directed learning, provides new conceptions of learning: the self-regulation of learning, the construct-character of knowledge, the social nature of learning and a dynamic model of intelligence. What conceptions teachers hold may be related to their tolerance of uncertainty. We…

Demographic, psychological and secondary level examination measures were obtained at the start of undergraduate courses in an attempt to predict first-year higher education (HE) withdrawal. As usual, withdrawal was greatest for males. Overall, intrinsic motivation and independent study expectations were better predictors of withdrawal than…

Teachers' perspectives in secondary and higher education have been investigated separately until now, probably owing to the differences expected between these two groups of teachers. In this study similarities and differences between secondary and university teachers' perspectives on self-regulated learning were investigated using semi-structured…

The ability (fluid and crystallized intelligence) and nonability (personality, interests, self-concept, etc.) determinants of domain knowledge before and after an independent learning opportunity were evaluated in the context of a study of 141 adults between the ages of 18 and 69. The domain knowledge under consideration included an array of…

"Metacognition," or the set of skills indicated as critical thinking in the domain of business education, constitutes an important aim in many educational programmes. At the same time, empirical studies demonstrate that teaching metacognitive skills is much harder than teaching cognitive ones. Moreover, the assessment of metacognitive skills poses…