Schlotterbeck Literature Review

Raeanne Schlotterbeck

Literature Review: Self-Directed Learning

Raeanne Schlotterbeck	Commented on…
	Kimberly Neal Laticia Alexander Terry Rood

Introduction

            Self-directed learning is an essential part of lifelong learning. There are multiple definitions of self-directed learning when it comes to adult education, but these various definitions lead to common goals. Self-directed learning allows individuals to be independent yet receive support when they feel they need it. Self-directed learning goes beyond the traditional type of instructor-based learning that many are used to. While self-directed learning is not used to eliminate instructors, it does prepare adult learners for future independent real world experiences. Instructors can actually help to enhance the self-directing process, as mentioned later in the implications section. The goals described regarding self-directed learning promote making educational achievements in a nontraditional way.  This learning style puts a healthy responsibility on the adult learner throughout the educational experience. Self-directed learning can help adult learners to become more motivated and be held accountable for their education. While this may seem like a more challenging experience, self-directed learning fosters intrinsic motivation and will leave learners feeling a sense of pride after fulfilling their educational goals.

Themes

Definitions

            Self-directed learning has been defined as a process of involving self-generated thoughts, feelings, and actions that are planned and adjusted to one’s personal goals (Brydges, Nair, Ma, Shanks, & Hatala, 2012). Self-directed learning often promotes autonomous learning. Merriam, Caffarella and Baumgartner (2007) define self-directed learning as “self-planned learning” (p.105).  Smith (2002) sees self-directed learning as a way for learners to take initiative in their education. This initiative may involve the support of others, or it may simply rely on the learner.  In exploring self-directed learning, the adult learner may begin to diagnose his or her own learning needs, put together learning goals, identify resources for learning, and implement custom learning strategies. Once the learner chooses what type of learning strategy to use, he or she should reflect on and evaluate his or her learning outcome (Smith, 2002). This mix of definitions, though scripted differently, is centered on core goals and purposes of self-directed learning.

Goals

            One primary goal of self-directed learning in adult education is to enable students to be lifelong, self-directed learners (Merriam, Caffarella & Baumgartner, 2007). When students are self-directed learners, they will gain independence and be successful in future educational programs or careers. Merriam, Caffarella, and Baumgartner mention three categorical goals of self-directed learning that includes (2007):

·         To enhance the ability of adult learners to be self-directed in their learning.

·         To foster transformational learning as central to self-directed learning.

·         To promote emancipatory learning and social action as an integral part of self-directed learning (p.107).

            Professionals in the field of adult education are still researching the depth of self-directed learning also known as SDL  (Canipe & Brockett, 2003). This shows that while there is a lot of research revolving around self-directed learning, there is still more to explore in regard to long-terms effects of self-directed learning. Canipe and Brockett saw potential in self-directed learning (2003):

In recent years, SDL has become a lightning rod for those who believe it lacks intellectual rigor, ignores the social context of adult learning, and is little more than a fad associated with the hedonism of the 1970s and 1980s. However… we hope to offer encouragement to those who believe in the potential of adults to guide the direction of their learning (p.4).

Group Self-Directed Learning

            One method of self-directed learning involves self-directed groups of adult learners (Morrow, Rothwell, & Wright, 2012). When group members are part of a self-directed learning support group, they are providing support for a professional, social, emotional, and practical foundation among members. A group self-directed learning environment opens the door to mentoring each other and providing a support network throughout a project or course. A research study by Morrow, Rothwell, and Wright (2012) stated:

The term ‘self-directed’ refers to the fact that group members determine and deliver the educational content. There is no formal leadership and normally no external facilitation. Activities may include case discussion, presentations by members on topics prepared in advance, courses attended, journal articles, and discussion of audits and complaints. (p.271)

            During the study, group members participated in various activities and reflection discussions within their groups (Morrow, Rothwell, & Wright, 2012).  The participants in this study appreciated the emotional support offered by their group members. Overall, this study showed that self-directed learning positively influenced group members in their areas of study.

Purpose

            Research shows three main reasons why self-directed learning is essential for adult learners (Smith, 2002). The first reason why many learners prefer self-directed learning is that one will learn to be a proactive learner when he puts his learning into action using his own expectations. A proactive learner is different than a reactive learner because a proactive learner does not need to wait for further instructions from an outside source to move on with his education. The second reason that Smith (2002) discusses is that self-direction is in tune with our natural process of psychological development. During this developmental phase of learning, learners will mature and take responsibility for their own lives. The third reason Smith (2002) mentions is that self-directed learning prepares learners for more challenging tasks later on. When a learner has not had experience with self-directed learning before entering a different type of educational program, then the educational experience may become negative when learners feel additional stress from an overwhelming work load.

Implications

            A research study conducted by Brydges, Nair, Ma, Shanks, and Hatala analyzed the effects of self-directed learning (2012). This study suggests a “potential long-term benefit (p.648)” of self-directed learning as opposed to strictly instructor-regulated learning. The discussion at the end of this study indicated that participants felt more confident in their performances after working in a self-directed learning environment. This model of using peer support in self-directed learning strategies is one way to implement this type of learning style in a learning environment.  Therefore, one way an instructor can promote self-directed learning is through groups. As mentioned above, groups help to provide valuable peer support. When learners start to understand the concepts of self-directed learning in peer groups, they may begin to understand how to direct their own learning. This could be a way to bridge the gap between instructor-only learning and self-directed individual learning.

            This may suggest that individuals may not understand how to be self-directed learners right away. An instructor may have to guide learners to understand how to be independent in their learning. If an instructor can guide students in becoming self-directed learners, then they will ideally strive to become intrinsically motivated and reap the benefits of taking control of one’s learning.

Reflection

            When researching self-directed learning, many different types of articles appeared in my searches. The challenging part of this assignment was taking a broad topic and knowing how to narrow it down. My first theme, the definition, was important for my own benefit to understand how to best define self-directed learning from multiple professional perspectives. I also wanted to look at the theme of self-directed group learning since this was mentioned in quite a few research studies that I found online. The idea of self-directed group learning sounded odd to me because the concept seemed to take away from the idea of individual self-directed learning. However, as I read the conclusions of the studies I gathered that this idea is a scaffolding method for adult learners to work their way to individual self-directed learning. I also thought it was necessary to review the future goals and purposes of self-directed learning so that my group could try to use this as a foundation for our upcoming assignments. I am thankful to have a supportive group to bounce ideas off of and learn from.  I look forward to seeing what other information my group members found.

Self-Directed Learning Themes Table

Themes	Application
Definition	Autonomous Learning Self-Planned Learning
Goals	Enhance learners’ abilities Foster transformational learning Promote emancipatory learning Continue to explore self-directed learning in the future
Group Self-Directed Learning	Promotes peer support Professionally Socially Emotionally Practically Instructors may encourage a group self-directed learning environment
Reasons	Self-directed learning promotes confidence and has long-term benefits A Natural process of psychological development Prepares learners for future educational environments Gives the learner a sense of responsibility Promote intrinsic motivation

References

Brydges, R., Nair, P., Ma, I., Shanks, D., & Hatala, R. (2012). Directed self-regulated       learning versus instructor-regulated learning in simulation training. Medical            Education, 46, 648-656. 

Canipe, J., Brockett, R. (2003) New perspectives on self-directed learning. Adult Learning, 14     (4) 4-5.

Merriam, S. Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood: A   Comprehensive Guide, (p. 105-129). Jossey-Bass Publishing, San Francisco, CA.

Morrow, G., Rothwell, C., & Wright, P. (2012). Self-directed learning groups: A vital       model for education, support, and appraisal amongst sessional GPs. Education for Primary   Care, 23, 270-276.

Smith, M. K. (2002). 'Malcolm Knowles, informal adult education, self-direction and       andragogy', the encyclopedia of informal education. Retrieved from:            www.infed.org/thinkers/etknowl.htm.