Affiliation:
1. Stockton University
2. University of Hawaii at Mānoa
Abstract
Augmenting academic advising in the era of smart cognitive computing technologies creates new dynamics of engagement that can help academic advising evolve toward a learning-centered paradigm. We examined the self-directed learning readiness of students selected through demographic variables. The results indicate that differences in employment experience, length of employment, and grade point average (GPA) are statistically significant with regard to self-directed learning readiness scores. Preparing learners for self-directed processes can augment student development when purposefully positioned in a learning-centered approach with continuity across mobile, cloud, and cognitive technology–based learning platforms and in components of academic advising processes.
Publisher
National Academic Advising Association (NACADA)
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献