Every day, every week, every month, and every year we all
participate in self-directed learning. While
making our way through life, the opportunity or necessity to learn something
happens very often. Chapter 4 provides self-directed learning from several
different perspectives. In this post, I will
discuss:
- The definition of Self Directed Learning
- The goals of Self Directed Learning
- Four Types of Self Directed Learning
Definition of Self
Directed Learning
Knowles defines the SDL as the process in which adults take
the initiative to diagnose their learning needs, formulate learning goals,
identify learning resources, choose learning strategies and evaluate the
learning process. (Merriam & Bierema,
2013)
 |
| View Self Directed Learning Defined |
Goals of
Self Directed Learning
Caffarella stated four goals likely to motivate learners to
engage in SDL. They are:
 |
| View Goals of Self Directed Learning |
- Aspiration to gain knowledge or develop a new skill
- Become more self-directed in learning
- Inspire transformational learning
- Emancipatory that supports social justice and political action. This moves beyond the realm of individual learning. (Merriam & Bierema, 2013)
An example of this would be learning about adopting children.
First you have the aspiration to learn about the adoption process. Secondly,
you would take a class at the local social service that outlines all of the
regulations and steps of the adoption process. This may lead you to interact
with families that have adopted children. This interaction would lead you to
some parents that tell you stories about the difficulties with the regulations
of adoption that can lead to problems for families and children. You may then
decide to find out more about these regulations and form a group to encourage social
services and politicians to review these regulations.
Four types of Self
Directed Learning Projects
“Clardy interviewed 56 adult works and identified four types
of SDL projects: induced, synergistic, voluntary, and scanning” (Merriam & Bierema, 2013).
 |
| View Four Types of Self Directed Learning |
References
Merriam, S., & Bierema, L. (2013). Adult learning: linking theory and practice. United States: John Wiley & Sons Inc.
Melissa,
ReplyDeleteI found a peer-reviewed article that seems to reflect the self-directed adult learner and it speaks of how the influence of self-efficacy beliefs for adult learners, more specifically student parents, determines how the adult learner views academic satisfaction. For adult learners, accountability and self-efficacy seem to be the norm in college settings and though many students considered to be "college age" are, in fact, adults, many of them still learn like children. Because of this college age students often turn place blame on environmental factors along with lack of accountability for lack of academic success/satisfaction. For the adult learner that chooses to attend school to gain an education as opposed to be required to go and not necessarily have the path or direction in life that many adults possess, it becomes easy to lose focus and hold oneself accountable. Not only was the student parent's perception of academic satisfaction measured and effected, but also in the family and with life in general. Perceptions of one’s capacity to manage multiple roles (i.e. school–family balance) were found to mediate the relationship between academic self-efficacy and school satisfaction as well as parental self-efficacy and family satisfaction. Furthermore, preliminary evidence is provided of unique subgroups within the student parent population based on children’s ages, partner status and enrollment status (van Rhijn & Lero, 2014).
References:
van Rhijn, T.M., & Lero, D.S. (2014). The influence of self-efficacy beliefs for student parents attending university. International Journal of Lifelong Education. Vol. 33 Issue 4. p541-555.