Self-direction in learning and writing
viable research proposals are considered by higher education institutions as
essential skills for graduate students to start their careers as researchers.
This is an evidence-based practice study focuses on the use of concept mapping
to facilitate self-directed learning and enhance research proposal writing in
teacher education. An action mixed methods research design was used in this
study with quantitative and qualitative data. Participants were 29 graduate
students who were enrolled in a core course aimed to provide learners with an
in-depth understanding of research methods. All students, at the beginning of
the course, were asked to write a research proposal and complete the
Self-Directed Learning Readiness Scale (SDLRS). They then were given training
in the use of concept mapping technique throughout the course to develop
research proposals. Students’ scores prior to and after the intervention were
compared. Results indicate that students developed significantly more concrete
research proposals, and displayed higher scores at post-intervention
assessment. Findings of this study value and support the use of concept mapping
to provide students with a comprehensive understanding of the knowledge of
their area of study as they reflect on every element of their proposals.
Mobile technologies have enabled various new learning approaches. The
researcher investigated the effectiveness of using Short Message Service (SMS)
with concept mapping for English as Foreign Language learners’ vocabulary
learning. The results indicated that after receiving English vocabulary lessons
via SMS, the concept mapping group performed significantly better than the
random group on the test scores, especially on the translation part.