Lit Review - Sabrina West

Your name	Commented On
Sabrina West	Lori Donoho

Self-Directed/Individual Learning

Literature Review

Introduction

Self-directed learning (SDL) happens when the learner takes control of their learning. They choose what they learn and how they learn. They are able to direct their learning in a way that will most benefit them, in a way that they will most easily grasp the information and retain it. SDL “enables its students to be lifelong, self-directed learners” (Merriam, Callarella, & Baumgartner, 2007). Self-directed learning has many benefits to its learners throughout their lives. There are benefits within education, the workplace, and even leisure activities. “Dewey proposed that all persons are born with an unlimited potential for growth and development” (Wilcox, 96). Embracing SDL helps release that potential for growth and development.

General Themes

First Assumption: Self-directed learning is a natural part of adult life with positive outcomes

Throughout adulthood learning occurs naturally. Situations arise where the adult learner is seeking information. That information maybe for a number of reasons but the motivation to learn propels the adult learner down a path of seeking knowledge. “…we can say without reservation that the existence of the independent pursuit of learning in adulthood has been established” (Merriam, Callarella, & Baumgartner, 2007). SDL leads the adult learner down a path with many positive outcomes. SDL helps with “comprehension, memory, critical thinking, inquisitiveness, good decision making, achievement satisfaction, enthusiasm, competency and self-reliance” (Shen, Chen, & Hu 2014 as cited by Chien [A Study of Volunteers’ Science Service Satisfaction in Relation to Their Self-Directed Learning and Motivation] 2017, p.189). Accepting and participating in SDL as part of one’s natural maturing in adulthood will reap benefits throughout the learner’s life.

Second Assumption: Students want and enjoy self-directed learning atmospheres

Research shows that students want more self-directed learning. Research performed by Jack Lam, “found that the majority of learners expressed a desire for more partnership in the planning, organizing, delivering, and evaluating of courses…” (Lam 1985 as cited in Wilcox [Fostering self-directed learning in university setting] 1996, p. 3). A research study performed by Bonk, Lee, Kou, Xu, & Sheu, they found that students enjoyed not being restricted to one set path of course materials. Students liked to pick and choose from several resources or courses. These options are seen as highly motivational and makes learning feel more personalized (p. 359). When a student is presented with the opportunity to guide their own learning they are more connected, they are seeking out information that they are interested in relevant to the topic. Many times, they will select areas which they already have some knowledge so that they can write their own narrative in relation to the new information being learned. This attachment to the learning is more enjoyable for the learner and helps drive their want to learn.

Third Assumption: Students see success with utilizing self-directed learning

When a student is in control of their learning they have a closer relationship with their learning. Students will benefit from self-directed learning long after they leave the academic setting. “…the truly self-directed learner is empowered, not controlled by external decisions to acquire predetermined skills or negotiate through some heavily structured curricula. Learning decisions rest with the learner” (Bonk, Lee, Kou, Xu, & Shen, 2015, p.350). This research continues on to state, “intrinsic motivation trumped extrinsic motivation for these self-directed learners”. They had goals, based on this style of learning, to continue to improve themselves. A learner who is invested in their learning continues to want to learn. Utilizing self-directed learning in an academic setting not only benefits the student while in school, it teaches them to be lifelong learners. Being a lifelong learner will aid them in their personal and professional lives. SDL is part of an adult’s life and building on this foundation is an easy transition into an academic setting, if the same mindsets and awareness is applied.

Summary of Themes and Thoughts:

Self-directed learning occurs naturally with motivated learners. The ability to control how they learn and apply their own experiences to their learning enables them to be more successful. Research supports that learners want control over their learning.

Implications

First Assumptions: Based upon the assumption that self-directed learning is already part of an adult’s life it is easy to build upon and add into an academic setting. Working with what the learner is already naturally doing will lead to the student having more success. Studies about informal learning show that adults are doing this in all aspects of their lives, that “90% of adults are engaged in hundreds of hours of informal learning” (Merriam, Caffarella, & Baumgartner, 2007). If educators are able to access this drive to learn that is already in adults, they can help their adult students become more successful. “Self-directed learning’s emphasis on personal autonomy, personal responsibility, and personal growth embodies some of the most fundamental principles in higher learning” (Wilcox, 1996).

Second Assumption: Allowing the student to be more involved in their learning will result in the student being more deeply invested in their learning and they will reach a higher level of satisfaction. Academic settings need to work this into their regime. The student will enjoy the learning more and have a higher level of success. Students enjoy not being restricted in searching for information (Reem, Syukri, Damanhuri, & Nur, 2016).

Third Assumption: Success will follow a student when self-directed learning is applied to the curriculum in their academic settings. Kaur and Kaur (2014) state “having the skills of self-directedness towards learning has been proposed as imperative to continuing education for medical students”. In a field like medicine self-directed learning allows the medical professional to continue to learn about advancements in their field. This new knowledge allows the medial professionals to be successful in their job and help heal with the newest research as aid. Placing the students in an SDL environment will prepare them for their future work. Hays (2009), he states “…self-guided group demonstrated greater skill retention than a control group when learning would closure through access to instructional videos”. There are many professions that will benefit from a self-directed learner. Allowing a student to hone these skills while in the academic setting will assist in their success after graduation.

Summary of Themes and Thoughts:

Educators need to understand their students past learning experiences. Educators need to see that different types of learning have happened for the student reached the classroom and finding a way to capitalize on this, will lead to higher student satisfaction and understanding of topics being discussed.

Reflection

Highlights: Some of the highlights of this assignment included the new knowledge of writing literature reviews. I knew nothing of literature reviews, this being my first class in my grad work. I also enjoyed searching for journals that supported my ideas. I was pleased to know that my thoughts were easily supported by published works. I found during my research that SDL is being applied around the globe but is still a newer idea in the western world. I feel that it needs to be embraced more not only in an academic setting, but in work settings as well. Employers should want a better educated and more inquisitive employee.

Process: I began this assignment by spending a day thinking about what I would want from a course that involved self-directed learning. This guided me in my research. I did follow the suggestions on how to prepare and write your paper, I found it to be very helpful in organizing my thoughts. I also wrote this paper in phases over a number of sessions. This allowed me to return to the paper, review what I had written and decided if I was still moving in the direction I intended.

Table 2. Summary of the literature review

	The main themes/ideas in the literature:	Application of the main ideas in practice:
Assumption 1:	Self-directed learning is a natural part of adult life with positive outcomes	Select a topic of interest to the student and allow them to explore themes
Assumption 2:	Students want and enjoy self-directed learning atmospheres	Survey the student to see what they liked and disliked about their experience with SDL
Assumption 3:	Students see success with utilizing self-directed learning	Students complete two 2-week units in class. One with and one without self-directed learning and reflect on which learning style benefited them most.