Chapter 5 SelfDirected Learning EDAE 624 ADULT TEACHING

Chapter 5 Self-Directed Learning EDAE 624 – ADULT TEACHING AND LEARNING – DR. KAISER BRIDGES-BALDWIN, FRANK NOBLE, JOHNSON, SPENCE

Introduction �The study of self-directed learning (SDL) is one of the most researched topics in adult learning �Schools of all types use the concept of SDL to describe one of the primary goals of their institutions �SDL is thought by some to occur outside of formal institutional settings �SDL is a multifaceted concept Source: Merriam, Caffarella, and Baumgartner, 2007, p. 108

Goals of Self-Directed Learning �Enhance the ability of adults to be self-directed in their learning �Foster transformational learning as central to SDL �Promote emancipatory learning and social action Source: Merriam, Caffarella, and Baumgartner, 2007, p. 107 -108

Question “Having learners exercise control over all educational decisions needs to be a consistent element of self-directed learning. ” Do you agree that in order for learning to be considered self-directed, the learner must make all educational decisions? Source: Merriam, Caffarella, and Baumgartner, 2007, p. 109

Self-Directed Learning as a Process

Linear Models Knowles Tough � Learners moved through a series of steps to reach their goals. � Found that most learning projects were planned by the learners. � 13 steps included: Self planned, representing key decision points about choosing what, where, and when to learn. 6 major steps: 1. Climate setting 2. Diagnosing learning needs 3. Formulating learning goals 4. Identifying human & material resources 5. Choosing & implementing learning strategies 6. Evaluating learning outcomes Source: Merriam, Caffarella, and Baumgartner, 2007, p. 110 -111

Interactive Models Examples of models of SDL that the learning process is not well planned or linear in nature: � Spear’s Model: Suggested that each SDL project is compiled of sets or clusters that supports 3 elements, the opportunities people find in their own environments, past or new knowledge and chance occurrences. � Brockett and Hiemstra’s Model: Involves both instructional method processes and personality characteristics of the individual learner. � Garrison’s Model: “Collaborative constructivist” perspective: Integrates self management (contextual control), selfmonitoring (cognitive responsibility), & motivational (entering and task) Source: Merriam, Caffarella, and Baumgartner, 2007, p. 112 -115

Instructional Models Hammond and Collins Grow Teacher’s goal of promoting SSDL: � Stage 1: Dependent Learner � Stage 2: Interested Learner � Stage 3: Involved Learner � Stage 4: Self-Directed Learner Goal of promoting emancipatory learning & social action: � Cooperative learning climate � Analyzing & reflecting on the society � � � in which they live. Competency profiles Diagnosing learning needs Formulating socially & personally learning goals. Implementing & managing their learning goals. Reflecting on & evaluating their learning goals. Source: Merriam, Caffarella, and Baumgartner, 2007, p. 117 -119

Question "Good teachers individualize their teaching strategies to match the learners' stage of selfdirectedness and allow the students to become more self-directed in their learning. " What are some examples of how you have individualized your teaching strategies to apply Grow’s stages of self-directedness in your classes?

Self-Direction as a Personal Attribute of Learners

Current Areas of Focus and Research �Research Assumption: Learning in Adulthood means becoming more self-directed and autonomous �Focus of Research: Researchers are trying to get an understanding of the typical self directed learners characteristics and attributes �Autonomy and its relationship to SDL – Is it Innate or Situational? Source: Merriam, Caffarella, and Baumgartner, 2007, p. 120

Assessing Self-Directedness Two Instruments have been widely used to assess aspects of self-directedness as a personality trait: 1. 2. The Oddi Continuing Learning Inventory (OCLI) – measures one’s self-directedness as a personality trait. �Examples of personality traits measured: self-efficacy, self-concept, personal responsibility The Self-Directed Learning Readiness Scale (SDLRS) – measures readiness to undertake SDL. �Examples of qualities measured: initiative, independence, acceptance of responsibility on one’s learning. Source: Merriam, Caffarella, and Baumgartner, 2007, p. 120

Autonomy and Self-Directedness – Innate or Situational? �Self-directed learners generally feature: 1. Independent Thinking 2. Self-Responsibility 3. Control over actions of learning �Autonomy is not always context-free �People move to SDL at differing rates, and not necessarily in all dimensions of life Source: Merriam, Caffarella, and Baumgartner, 2007, p. 122 -124

Autonomy – continued… �Variables having the most influence on adults using autonomous behavior in learning: 1. 2. 3. 4. Technical skills related to the learning process Familiarity to the subject matter Sense of personal confidence as learners Commitment to learning at that time �More work needs to be done on the social and cultural aspects of self-directedness in learning Source: Merriam, Caffarella, and Baumgartner, 2007, p. 122 -124

Question "Individual readiness for self-directed learning could be an important factor in matching certain types of jobs with applicants seeking those jobs. " The author discusses the potential of these tools in the workplace, but do these measures have a place in other areas of Adult Education? Is it important to measure student readiness for self-directedness in learning? Source: Merriam, Caffarella, and Baumgartner, 2007, p. 121

Applications of Self-Directed Learning

Professional Fields �Many fields mandate CPE for licensure �“’Open’ teachers” value SDL �Social aspects affect learning, even self-directed learning Source: Merriam, Caffarella, and Baumgartner, 2007, p. 125

Human Resource Development �SDL can “address needs” of organization �Higher SDL readiness 1. Higher GDP per capita 2. Higher per capita income � “Culture of learning” 1. More voluntary projects 2. More synergistic projects Source: Merriam, Caffarella, and Baumgartner, 2007, p. 126

Research on Self-Directed Learning

Impact of Technology �Web-based learners need to be self-directed �Younger learners 1. Web a “natural habitat” 2. Natural SDL orientation Source: Merriam, Caffarella, and Baumgartner, 2007, p. 127

Need for New Research �Research on sociopolitical contexts �New method to assess “self-directedness” �Explore limits of self-direction �How power and control affect SDL Source: Merriam, Caffarella, and Baumgartner, 2007, p. 127 -128

Question “No longer can educational systems ‘hand on knowledge to the next generations’; rather, schools from primary to university must ‘develop the conditions, foundations and motivation’ for people to see learning as ‘their own responsibility and motivation. ’” How can we, as educators, create the “conditions, foundations and motivation” about which the author speaks? Is it possible to create motivation? If so, how? If not, why? Source: Merriam, Caffarella, and Baumgartner, 2007, p. 125