Assignment 2 Self directed Learning The Assumptions of Andragogy
Assignment #2 – Self-directed Learning and Assumptions of Andragogy
Shannon Goodwin
Strayer University
Adult Learning Theory
EDU 500
Dr. Rollia Oliver
October 23, 2013
Self-directed Learning and the Assumptions of Andragogy
Self-directed Learning
1. What do you think about self-directed learning in what and how we learn?
Self-directed learning has been defined as “an informal learning process in which an individual takes responsibility for his/her learning process by identifying their learning needs, setting goals, finding resources, implementing strategies, and evaluating the results” (Conlan, Grabowski, & Smith, 2003). Taking this definition into consideration, I believe self-directed learning is the most effective type of learning. Why – because self-directed means being single-minded, guided by one’s self. It means taking a meaningful and active role in one’s intellectual growth and development.
Self-directed learning allows people to focus on themselves. It affords them the opportunity to make decisions about their learning experience. The learner then becomes motivated, focused and determined to obtain the knowledge being imparted to him or her. This kind of empowerment increases the learner’s confidence level; making a lasting learning experience, not a fly-by-night memory. Simply put, people learn what they want to learn; which are the things that are interesting and relevant to them (Boyatzis, 2001).
2. Can or should all learning be self-directed, why or why not?
Yes, relation to the adult learner I believe all learning should be self-directed whether taught via a teacher-directed in the classroom or a self-planned and conducted project. Unlike, childhood learning of the basics early learning subjects such as grammar, mathematic, reading and writing, fields of studies for adult learners a built upon the learner’s desire to learn. According to Guglielmino (2001), self-directed learning is a natural reaction to changes and challenges
Shannon Goodwin
Strayer University
Adult Learning Theory
EDU 500
Dr. Rollia Oliver
October 23, 2013
Self-directed Learning and the Assumptions of Andragogy
Self-directed Learning
1. What do you think about self-directed learning in what and how we learn?
Self-directed learning has been defined as “an informal learning process in which an individual takes responsibility for his/her learning process by identifying their learning needs, setting goals, finding resources, implementing strategies, and evaluating the results” (Conlan, Grabowski, & Smith, 2003). Taking this definition into consideration, I believe self-directed learning is the most effective type of learning. Why – because self-directed means being single-minded, guided by one’s self. It means taking a meaningful and active role in one’s intellectual growth and development.
Self-directed learning allows people to focus on themselves. It affords them the opportunity to make decisions about their learning experience. The learner then becomes motivated, focused and determined to obtain the knowledge being imparted to him or her. This kind of empowerment increases the learner’s confidence level; making a lasting learning experience, not a fly-by-night memory. Simply put, people learn what they want to learn; which are the things that are interesting and relevant to them (Boyatzis, 2001).
2. Can or should all learning be self-directed, why or why not?
Yes, relation to the adult learner I believe all learning should be self-directed whether taught via a teacher-directed in the classroom or a self-planned and conducted project. Unlike, childhood learning of the basics early learning subjects such as grammar, mathematic, reading and writing, fields of studies for adult learners a built upon the learner’s desire to learn. According to Guglielmino (2001), self-directed learning is a natural reaction to changes and challenges
References: Boyatzis, R. E. (2001, May 28). Unleashing the power of self-directed learning. Consortium for Research on Emotional Intelligence in Organizations. Retrieved October 18, 2013, from http://www.eiconsortium.org/pdf/self_directed_learning.pdf. Conlan, J., Grabowski, S., & Smith, K. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved October 18, 2013, from http://projects.coe.uga.edu/epltt/. Keesee, G. S. (2010, October 10). Andragogy -- adult learning theory. PBWorks Teaching and Learning Resources. Retrieved October 21, 2013, from http://teachinglearningresources.pbworks.com/w/page/30310516/Andragogy--Adult%20Learning%20Theory. Merriam, S. G., Baumgartner, L. M., & Caffarella, R. S. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Wiley.