Dexter Da Silva
Keisen University
About
I am basically interested in learning - student learning, teacher learning, individual learning, group learning, different theoretical approaches to learning, the learning process, context and related factors, such as memory and motivation. I love teaching when it involves connecting with student learning. I have been teaching at various levels for more than 35 years, mostly in Japan, but also in Australia and Laos.Sessions
Learner Development The critical role of the teacher in the Self-Directed Learning (SDL) class more
Teachers and students have pulled through two years of online learning, gaining new information and technological (ICT) skills, studying self-directed learning skills, and demonstrating an adaptability to sudden and unexpected change. When our post-pandemic world finally arrives, how will we have changed? Dewaele and Mercer (2018) examined teacher attitudes and the necessity of a high level of emotional intelligence (EI) and self-efficacy to connect with students. This human connection between teacher and student is critical in all modes of education, face-to-face, online, blended, hybrid, or hyflex. Martin’s (2013) research on student adaptability to uncertainty and novelty is useful in helping teachers guide, advise, coach, challenge, and believe in students. In this presentation, the presenters reflect on various self-directed learning (SDL) courses they have taught in the past two years and re-consider the indispensable role of the teacher in fostering new skills in our students to learn without us. Data from open-ended and multiple-choice questionnaires, interviews, and actual work from first- through third-year students are used in this interpretative evaluation of the teacher's role and influence in the SDL classroom. The presentation will conclude with suggestions for SDL teachers.
Learner Development The critical role of the teacher in the Self-Directed Learning (SDL) class more
Sat, Jul 9, 16:00-16:40 Asia/Tokyo
Teachers and students have pulled through two years of online learning, gaining new information and technological (ICT) skills, studying self-directed learning skills, and demonstrating an adaptability to sudden and unexpected change. When our post-pandemic world finally arrives, how will we have changed? Dewaele and Mercer (2018) examined teacher attitudes and the necessity of a high level of emotional intelligence (EI) and self-efficacy to connect with students. This human connection between teacher and student is critical in all modes of education, face-to-face, online, blended, hybrid, or hyflex. Martin’s (2013) research on student adaptability to uncertainty and novelty is useful in helping teachers guide, advise, coach, challenge, and believe in students. In this presentation, the presenters reflect on various self-directed learning (SDL) courses they have taught in the past two years and re-consider the indispensable role of the teacher in fostering new skills in our students to learn without us. Data from open-ended and multiple-choice questionnaires, interviews, and actual work from first- through third-year students are used in this interpretative evaluation of the teacher's role and influence in the SDL classroom. The presentation will conclude with suggestions for SDL teachers.
