Adult learners’ perceptions of self-directed learning and digital technology usage in continuing professional education: An update for the digital age
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Mandatory continuing professional education is accepted across many professions as a re-credentialing mechanism to maintain professional competency. Self-directed learning is a widely recognized type of learning to meet mandatory continuing professional education requirements. The nature and characteristics of self-directed learning has been transformed with the growth in digital and mobile technologies, however there is minimal understanding of the role of these technologies in the self-directed learning habits of adult learners. This study sought to explore the perspectives of adult learners around the effect of digital and mobile technologies on continuing professional education activities. Semi-structured interviews were conducted with 55 adult learners from four professional groups (9 physicians; 20 nurses; 4 pharmacists; 22 social workers). Key thematic categories included perceptions of self-directed learning, self-directed learning resources, key triggers, and barriers to undertaking self-directed learning. Digital and mobile technologies emerged as important resources supporting the self-directed learning of health and human services professionals. Increasing usage and dependency on these technologies has important implications for organizational and workplace policies that can support effective self-directed learning processes in a digital age. A conceptual model is introduced to characterize the key factors defining the self-directed learning patterns and practices of adult learners in a digital age.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it