Self Directed Learning
Most adults spend a considerable time acquiring information and learning new skills. The rapidity of
change, the continuous creation of new knowledge, and an ever-widening access to information make
such acquisitions necessary. Much of this learning takes place at the learner's initiative, even if available
through formal settings. A common label given to such activity is self-directed learning.
In essence, self directed learning is seen as any study form in which individuals have primary responsibility for
planning, implementing, and even evaluating the effort. Most people, when asked, will proclaim a
preference for assuming such responsibility whenever possible.
"Moving from Teacher-Directed Learning to Self-Directed Learning.."
Several things are known about self-directed learning:
(a) individual learners can become empowered to take increasingly more responsibility for various decisions associated with the learning endeavor;
(b) self-direction is best viewed as a continuum or characteristic that exists to some degree in every person
and learning situation;
(c) self-direction does not necessarily mean all learning will take place in isolation from others;
(d) self-directed learners appear able to transfer learning, in terms of both knowledge and study skill, from one situation to another;
(e) self-directed study can involve various activities and resources, such as self-guided reading, participation in study groups, internships, electronic dialogues, and reflective writing activities;
(f) effective roles for teachers in self-directed learning are possible, such as dialogue with learners, securing resources, evaluating outcomes, and
promoting critical thinking;
(g) some educational institutions are finding ways to support self-directed
study through open-learning programs, individualized study options, non-traditional course offerings,
and other innovative programs.
The Self Directed Learning (SDL) Spectrum
The spectrum refers to degrees of SDL ranging from entirely teacher-directed learning (TDL) to SDL as defined above. The spectrum includes the following stages or degrees of movement toward SDL.
Incidental Self-Directed Learning.
The occasional introduction of SDL activities into courses or programs that are otherwise teacher-directed (e.g. individual projects, stations, or brief introduction of any other forms of SDL on the spectrum).
Teaching Students to Think Independently.
Courses or programs that emphasize the personal pursuit of meaning through exploration, inquiry, problem solving and creative activity (e.g. debates, case studies, investigations, trials, dramatizations, fieldwork).
Self-Managed Learning.
Courses or programs presented through learning guides that students complete independently.
Self-Planned Learning.
Courses or programs in which students pursue course outcomes through activities they design themselves.
Self-Directed Learning.
Courses or programs in which students choose the outcomes, design their own activities and pursue them in their own way.
change, the continuous creation of new knowledge, and an ever-widening access to information make
such acquisitions necessary. Much of this learning takes place at the learner's initiative, even if available
through formal settings. A common label given to such activity is self-directed learning.
In essence, self directed learning is seen as any study form in which individuals have primary responsibility for
planning, implementing, and even evaluating the effort. Most people, when asked, will proclaim a
preference for assuming such responsibility whenever possible.
"Moving from Teacher-Directed Learning to Self-Directed Learning.."
Several things are known about self-directed learning:
(a) individual learners can become empowered to take increasingly more responsibility for various decisions associated with the learning endeavor;
(b) self-direction is best viewed as a continuum or characteristic that exists to some degree in every person
and learning situation;
(c) self-direction does not necessarily mean all learning will take place in isolation from others;
(d) self-directed learners appear able to transfer learning, in terms of both knowledge and study skill, from one situation to another;
(e) self-directed study can involve various activities and resources, such as self-guided reading, participation in study groups, internships, electronic dialogues, and reflective writing activities;
(f) effective roles for teachers in self-directed learning are possible, such as dialogue with learners, securing resources, evaluating outcomes, and
promoting critical thinking;
(g) some educational institutions are finding ways to support self-directed
study through open-learning programs, individualized study options, non-traditional course offerings,
and other innovative programs.
The Self Directed Learning (SDL) Spectrum
The spectrum refers to degrees of SDL ranging from entirely teacher-directed learning (TDL) to SDL as defined above. The spectrum includes the following stages or degrees of movement toward SDL.
Incidental Self-Directed Learning.
The occasional introduction of SDL activities into courses or programs that are otherwise teacher-directed (e.g. individual projects, stations, or brief introduction of any other forms of SDL on the spectrum).
Teaching Students to Think Independently.
Courses or programs that emphasize the personal pursuit of meaning through exploration, inquiry, problem solving and creative activity (e.g. debates, case studies, investigations, trials, dramatizations, fieldwork).
Self-Managed Learning.
Courses or programs presented through learning guides that students complete independently.
Self-Planned Learning.
Courses or programs in which students pursue course outcomes through activities they design themselves.
Self-Directed Learning.
Courses or programs in which students choose the outcomes, design their own activities and pursue them in their own way.