Self-Directed Learning TheoryNancy Varga

February 27, 2010

Objectives

To construct a definition of Self-Directed Learning (SDL)

To determine why people engage in SDL activities

To determine what possible effects SDL has on the growth of a learner and the learning process.

What is Self-Directed Learning (SDL) Learning efforts, self-planned learning

(Tough, 1978), self-regulated learning (Zimmerman, 1990),

Last stage of learning-usually reserved for the adult learner.

Average adult learner engages in 7 learning projects and spends 500 hours per year in SDL activities.

Learner takes the initiative in the planning executing, and the evaluation of their own learning.

Goals of Self-Directed Learning

Enhance the ability of adult learners to be self-directed in their learning

Promote transformational learning as key to self-directed learning.

Promote emancipatory learning and social action as an integral part of self-directed learning.

Goal 1 Self-Directed learning

Humanistic philosophy

Knowles and Tough

•Was a goal setter•Kept a daily journal for evaluation

Goal 2 Transformational learning

Rita, a fictional character exemplifies an adult learners transformation through reflective thought and self-directed learning skills.

Self- reflection is key to this goal.

Mesirow and Brookfield

Goal 3 Emancipatory and Social Action

Making a difference in the lives of others.

John Walsh- National Center for Missing and Exploited Children

Anyone can be an agent for social change-act on it.

Can you think of another example/have you been an agent of change?

3 models of self-directed learning as process

Linear- Tough (1971) study and Knowles (1970) assumptions are linear because they found that learners moved through a series of steps to achieve their learning goals. They are deliberately planned from beginning to end by the learner.

3 models of self-directed learning as process

Interactive ModelPeople engage in self-directed learning

by;▪ What is available in the environment in

which they live▪ Their personality characteristics▪ Their cognitive processes▪ The learning context

3 models of self-directed learning as process

Instructional modelFound in formal educational programsRelated to the first goal of SDL

Grow’s model how teachers can promote SDL

Stage 1 Dependent learner: teacherStage 2 Interested learner: motivated but not

informed of the subject matterStage 3 Involved learner: more

knowledgeable of subject matter and ready to explore with help

Stage 4 Self-directed learner: plan, execute, and evaluate their own learning with or with no help

Which model fits the best ?

After living in a high-rise for 35 years, a woman moves to a house in the country, so she takes up gardening.

A first grader that finishes work before the teacher finishes the instruction.

Mike’s wife was diagnosed with eye matriculation, and he wants to educate himself and look for ways that it can be reversed.

The Top Reasons people engage in SDL

Time management/Family obligations

Cost of traditional learning Transportation Learner’s own learning styles Prefer informal learning structure Ability to plan programs to fit the

learner

Time management/family obligations

Graduations

Birthdays

Studying!

What’s for dinner?

Fun in the sun!

Cost of traditional learning

WorkshopsInstructional

Technology (IT) computer classes

Cooking lessonsJewelry lessons

Hourly Daily weekend rates Course rate

Transportation

Have you ever been late to class because of a traffic jam that was unexpected?

This accident occurred on the way to an evening class!

Learner’s own learning styles

This learner prefers tostudy outside in nature.

She enjoys listeningto music.

This man prefers to learn right from the cookbook late at night.

Informal or Formal learning

Ability to plan programs to fit the learner

There are many opportunities to guide one’s learning directly from the internet some at a small cost or entirely free.

There are even TV shows designed to encourage the viewers in self-directed learning projects.

Causes of SDL

Catastrophic events-death of a loved one

Life changes-illness Professional development Career advancements/promotions Internal motivations External motivations

Catalysts examples

Questions regarding SDL skills

Should the skills be formally taught? Elementary school? Are the skills acquired as one

matures? If self-directed learners plan, execute

and evaluate their own learning, can self-directed learners exist in formal education?

Implications of SDL on Learning

How will the elementary school student use SDL skills to their advantage?

Car salesman? Small business owner? College student? Medical professional? Teachers/Professors? You?

Conclusion

Do you consider yourself a self-directed learner?

Why do you think you are a self-directed learner?

References

Knowles, M.S. (1970). The modern practice of adult education, from pedagogy to andragogy revised and updated.

Retrieved from http://74.125.155.132/scholar?q=cache:KbSfmR3rq7MJ:scholar.google.com/+

experience+and+andragogy&hl=en&as_sdt=10000000000000

Merriam, S. B. (2001). Andragogy and self-directed learning: pillars of adult learning theory. New Directions for Adult

and Continuing Education. 89.p. 3-13.

Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood a comprehensive guide. San

Francisco, CA: Jossy- Bass

Roberson, D.N., Merriam, S.B., (2005). The self-directed learning process of older, rural adults. Adult Education

Quarterly,55(4). 269- 287. doi: 10.1177/0741713605277372.

Tough, A., (1978). Major learning efforts: recent research and future directions. Adult Education Quarterly, 28(4), 250-

263. doi:10.1177/074171367802800403.