Self-Directed/Individual Learning
Literature Review
Introduction
Self-directed learning, in its broadest meaning, describes a process in which individuals take the initiative with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies and evaluating learning outcomes (Knowles, 1975). It allows the learner to function with autonomy and have more control over their learning and plan of study.
Because adult learners become more self-directed as they mature (Knowles 1975) they may be drawn to the structure and concepts of self-directed learning (Merriam, S., Caffarella, R. & Baumgartner, L. (2007). This idea of learning can be appealing to adults because it allows them choice and flexibility, unlike previous learning experiences. Most adults have work and family obligations, making a traditional learning environment challenging to participate in. Through time and experience, they may have redefined their goals and may now have more motivation and drive to engage in lifelong learning.
General Themes
Theme 1 - Independence and Control
A common theme in the literature showed the learner having independence and control over the learning process. Unlike the traditional classroom setting, self-directed learning allows for the shift in control over to the learner as opposed to the educator. As adults mature, they may be drawn to the structure and concepts of self-directed learning (Merriam, S., Caffarella, R. & Baumgartner, L. (2007).
Adult learners get more out of the learning opportunity when they are provided with input and some element of control over the learning method, the materials, the learning environment, and the evaluation of learning effectiveness (Boyer 2014). This element of control allows the learner to be an active participant in helping to define their goals, needs and outcomes. This can be seen in online or distance education as the curriculum is self-directed, allowing more flexibility to the adult learner. They can control how and when they want to engage in learning based on their work/life demands. There is also more independence given in how they learn (such as their environment) and why (professional or personal). They also have control in deciding what courses they want to engage in as well.
While the focus of learning is self-directed, the facilitator still plays a vital role for the adult learner. They can aid in the process by providing additional resources and opportunities. (Miriam etc. 2007) For example, an instructor may have an outlined syllabus and curriculum but may provide supplemental material (such as videos, reference articles, access to journals) to better assist the learner.
Theme 2 - Choice
Self-directed learning can be viewed as a choice that is initiated by the individual. It is the learner who decides what they want to explore and how they want to gain additional knowledge. This theme of choice may be common in adults who are choosing to return to school. They may have discovered they are deficient in a certain area and want to pursue additional training. A learner may also choose to participate in additional work-related courses to help increase their skills. As stated by Garrison (1997) learners should be provided with choices of how they wish to proactively carry out the learning process.
There are many factors that may affect choice such as promotion or even self-enhancement. However, having too many choices can be a pitfall for the learner. It is here when the use of an instructor can help guide the learner to determine what is the best option for their situation or activity.
Theme 3 - Motivation
As stated by Boyer (2014) motivation is the force that drives employees to work toward their goals and is often manifested in their willingness, desire, or commitment to perform tasks that will lead to goal attainment. Self-directed learning allows for individuals to choose their goals and set their own expectations for learning. Therefore, self-directed learners require a certain level of motivation. These ideas can also be viewed as a commitment to learning. (Garrison 1997)
There are several factors and variables that play into motivation. These can be personal in that the individual sees value in the learning. As stated by Garrison (1997) students will have a higher entering motivational state if they perceive that learning goals will meet their needs and are achievable. For example, the learner may enter the activity because they are in pursuit of the desired outcome. For others it can be the pressure to gain additional skills to for employment.
Implications
With self-directed learning, there is the need to have control or independence. This can be achieved in the work-place in several different ways. Employees can be given more opportunities for autonomy in their work. Even if it is only project or task based, it will allow the self-directed learner to decide how they want to conduct their work. The choice in environment also plays a factor in self-directed learning. A traditional classroom may not be conducive to an adult learner. They may thrive by learning in a smaller space which is more comfortable. They may also have preferred ways of learning such as with sound or added visuals. All these choices are important for those participating in self-directed learning. Within the work place, perhaps there are options for employees to choose their environment to work more effectively or providing a flexible schedule. Allowing more choice in the work environment can make a big impact on the learner. We can also give more choice to the employee in terms of how they want to pursue learning opportunities. If an employee is found to be lacking certain skills, they should be able to choose how they want to remediate. They may find online learning modules not suitable but prefer to attend an in-seat course instead.
Reflections
To prepare for this assignment I utilized several online sources (BSU library, UChicago library and Google Scholar) as well as our course textbook. I found myself dealing with the theme of choice several times, due to the overwhelming amount of literature available on the topic. Also, since this is my first course and writing assignment at BSU, I wasn’t sure how much time I would need to carve out. I also appreciated having a group to reach out to if I needed support. After reading the literature, I now have a better understanding of the self-directed learner. I plan to hone in on these traits as I progress in my studies.
Theme 1
|
Main themes in the Literature
|
Implications
|
Self-directed learners are independent and enjoy a sense of control
|
Individuals initiate the process of learning and decide how and when they want to learn
|
Provide flexibility to and input to individuals regarding the learning plan and goals
|
Self-directed learners appreciate choice
|
Learners will appreciate options as it related to education but also environment
|
The workplace can provide different styles and options for training.
|
Self-directed learners are motivated
|
Adult learners are mature and know what they want to achieve
|
Provide support and incentive to learners by allowing them to proceed with their learning methods
|
Comments
Post a Comment