Self-directed learning is one of those amorphous terms that occur in adult education literature but that lacks precise definition, it is so broad as to be almost meaningless. (Jarvis, 1992).
Self-directed learning may seem to be self-explanatory and we all probably assume we know what it is. However, there is no single, accepted definition; rather there is a confusion of terms used in various ways by different people. (Kasworm,1983; Candy, 1991; Oddi, 1987) was one of the first to articulate this confusion. (Candy, 1987) identified at least 30 different terms being used interchangeably with self-direction. He lists autodidaxy, autonomous learning, independent learning, learner-controlled/directed instruction, non-traditional learning, open learning, participatory learning, self-directed learning, self-education, self-organized learning, self-planned learning, self-responsible learning, self-study and self-teaching as examples. (Oddi, 1987) lists a “plethora of terms used in reference to the concept” and Gerstner (1992) found 20 different
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In this article, the authors argue that participatory learning environments with a focus on knowledge building offer clear learning benefits to students and teachers. They describe three inquiry projects that were designed to promote intellectual engagement through knowledge building in participatory learning environments. In each of these projects, socially and digitally connected learners sought out complex issues and problems, worked hard to understand and solve them while collaborating with peers, and engaged with audiences and expertise beyond the classroom. Finally, the authors observe that strong task design and ongoing, continual assessment of the learning taking place were essential to ensuring a rich learner
Self-directed or independent learning is a strategy which focuses on giving responsibility for students in their own learning. McInerney et al. (2015) state that this strategy is likely well-suited to teach adult learners since adults are autonomous learners. The example of applying this strategy in learning is by giving a project to students that lasts over several days and this is largely unsupervised. This is often employed by university lecturers when they give assignments to their students.
Adults are self-motivated. They learn best by building on what they already know and when they are actively engaged (Lindeman, 2010). The approach of adult education revolves around non-vocational ideals and is based on experience rather than subjects (Lindeman, 2010). It helps adults gain knowledge about their powers, capacities, and limitations (Funnell et al, 2012).
In earlier times, the acquisition and spreading of knowledge was not used to improve society. Instead it was used to have control and to exclude certain groups. As one could imagine, there needed to be a change in the way that the education system was set up. In her essay, “Project Classroom Makeover”, Cathy Davidson discusses how the “one size fits all” model of learning hinders students from learning in a new and modernized way. She suggests the notion that using technology to teach and learn can be effective in many ways. Davidson shows that using technology presents the opportunity for a traditional classroom to become more inclusive and creative. The “democratization of knowledge” is the improvement and modernization of how information is taught and learned. Having a modernized and advanced learning system is a vital point for students because they gain insight and experience with what is considered a society dominated by advanced technology. Technology has become a dominant resource in the 21st century which makes it a relevant and essential factor needed to succeed in the world of education and
Analyze the various processes within each of these three learning theories from a self-regulation perspective and recommend a strategy to use each theory in a professional situation in your specialization of psychology to enhance self-regulated learning.
We can all agree, educators and future educators alike, that teaching students is so much more than just presenting information to them. There is more to learning than only speaking. We’ve all had those teachers who were brilliant in their subject area, but not brilliant in making the students know the information. These are not true teachers; they are only smart. They teach in one way only, and doesn’t believe in individualized instruction, even though we all know that “low-income students and students of color tend to feel less “connected” to their schools than affluent and Anglo students, and that older students feel less connected than younger ones” (Schaps). As a future educator, sometimes I fear that I will become like one of these teachers, and I want to make sure that each of my students enjoy coming in class to learn, and is able to apply what they’ve learned to their unique lives. So for this inquiry project, I’ve decided to focus on classroom community. I believe that every great teacher establishes this concept in his/her classroom; without this concept, learning cannot happen. In this paper, I will define classroom community, discuss different ways to implement it in every classroom, and show the results of making an effort to keep it in your classroom.
“In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (Knowles, Holton, Swanson, 2011, p. 18)
Learner’s self-concept: The second principle self-concept of the learner relates to autonomy and self-directedness of the
A defining condition of being human is that we have to understand the meaning of our experience. For some, any uncritically assimilated explanation by an authority figure will suffice. But in contemporary societies we must learn to make our own interpretations rather than act on the purposes, beliefs, judgments, and feelings of others. Facilitating such understandings is the cardinal goal of adult education. Transformative learning develops autonomous thinking. (Mezirow 1997, p. 5)
The next task these groups were asked to complete was to test the children’s ability to self-teach. Two sessions were conducted. The first session took place a week before the sec...
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
Within the andragogical model described by Knowles, Holton, and Swanson (2015), adults need learning experiences that are different than those found in the pedagogical model. Instead of waiting for experiences that are directed and controlled by a teacher, adults need to have a clear rationale and understanding for the learning, feel past experiences are valuable, and have a developed internal system for motivation in order to help a learning experience be successful. The connection and orientation to the learning task, the readiness to learn, and self-concept are other important ideas to adult learning.
Portelli, P. "Self-Directed Learning Effects in Voluntary Associations Organizational Framework." In Expanding Horizons in Self-Directed Learning, edited by H. B. Long et al., pp. 255-267. Norman, OK: Classic Book Distributors, 1997.
Self-concept of the learner- Adult learners are naturally self- directed which means they will take ownership of what and how to learn and how to manage their time and learning.
As we know, human being keep learning though all their lives, Sometimes I am thinking how we adult learning. In this book, I found them--some related concepts about adult learning and ways to Self-Direct Learning(SDL). Before reading this book. I already knew what is the adult learner is. In China, students who are over 18 years old are the adult in General Principles Of the Civil Law. In some perspectives, University education can be called adult education. It is new for me to learn this knowledge, so I chose the first eight chapters of the textbook.
...xplore self-knowledge, self-identity and the developing of our full potential with the view to assisting us to realize our dreams, aspirations and enhancing our quality of life. These self-development programs will help us to become more effective and successful, effectively improve individual and group performance.