Adult Learning Theories: the Self-Directed of Learning
The Self-Directed Style of Learning
Christopher Williams
Southern Illinois University
Abstract
The objective of this paper is to present a brief overview of the methods of self-directed learning and the probability of its success in an adult learning environment. In addition, this paper will observe the benefits of self-directed learning in a secondary school environment as well.
Exactly what is Self-Directed Learning?
Self-directed learning, which began with adult education, is a particular method that’s had its effectiveness tested on learners of all ages, from elementary to high school and beyond. There are different methods between the two, but a review of the subject identifies several beliefs that are common to the theory.
Self-directed learning sees learners as people that take ownership of and control their respective learning process. Responsible is the key word because there is not always a direct contact with the facilitator/instructor, as there would be in a regular “brick & mortar” type classroom. Self-directed learning fits one’s self-interest with one’s self-monitoring (this includes monitoring, evaluating and regulating their learning methods).
The majority of self-directed learning facilitators understand the meaningful part of self-motivation and the ability to initiate and maintain the learner’s energy. The decision to participate in learning is usually driven by motivation, and additionally the will is sustained until the task’s goals are reached.
The power to instill learning in self-directed learning gradually shifts from teachers to the respective learners. Learners display (and act on) a superb amount of independence in stating their goals of learning and choosing the learning style most applicable to them and how they should jump at the learning task, and obviously within the allotted time given to finish said task.
Christopher Williams
Southern Illinois University
Abstract
The objective of this paper is to present a brief overview of the methods of self-directed learning and the probability of its success in an adult learning environment. In addition, this paper will observe the benefits of self-directed learning in a secondary school environment as well.
Exactly what is Self-Directed Learning?
Self-directed learning, which began with adult education, is a particular method that’s had its effectiveness tested on learners of all ages, from elementary to high school and beyond. There are different methods between the two, but a review of the subject identifies several beliefs that are common to the theory.
Self-directed learning sees learners as people that take ownership of and control their respective learning process. Responsible is the key word because there is not always a direct contact with the facilitator/instructor, as there would be in a regular “brick & mortar” type classroom. Self-directed learning fits one’s self-interest with one’s self-monitoring (this includes monitoring, evaluating and regulating their learning methods).
The majority of self-directed learning facilitators understand the meaningful part of self-motivation and the ability to initiate and maintain the learner’s energy. The decision to participate in learning is usually driven by motivation, and additionally the will is sustained until the task’s goals are reached.
The power to instill learning in self-directed learning gradually shifts from teachers to the respective learners. Learners display (and act on) a superb amount of independence in stating their goals of learning and choosing the learning style most applicable to them and how they should jump at the learning task, and obviously within the allotted time given to finish said task.
References: Leonard, D. C. (2002). Learning theories, A to Z. Westport, Conn.: Oryx Press. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: a comprehensive guide (3rd ed.). San Francisco: Jossey-Bass. Moore, M. (1983). Self directed learning and distance education. Hagen: Zentrales Inst. f. Fernstudienforschung, Fern-Univ.. Publication manual of the American Psychological Association (6th ed.). (2010). Washington, DC: American Psychological Association. .