Self-Directed Learning

This entire blog post is taken from the article, "Adult Learning" by Julie Conlan, Sarah Grabowski, and Katie Smith.  

Self-Directed Learning

"Informal and incidental learning is at the heart of adult education because of its learner-centered focus and the lessons that can be learned from life experience (Marsick, 2001, p.25)." Self-directed learning in an example of informal learning. It is defined as the process in which individuals take on the responsibility for their own learning process by diagnosing their personal learning needs, setting goals, identifying resources, implementing strategies and evaluating the outcomes. In 1999, more than 95% of adults participated in self-directed learning. Typical learners spend an average of 15 hours per week on a self-directed learning project (Rager, 2003).

There are three categories involved with self-directed learning: the goals, the process, and the learner. In an adult learning context, the goals are generally self-determined, as is the process. Self-directed learning can be enhanced with facilitation, particularly through providing resources. Motivation is key to a successful self-directed learning experience. This is very similar to the motivation that takes place in children during a self-regulated learning experience as mentioned in the Motivation Chapter of the ebook.

Adult Learners are motivated by the opportunity to:

• Gain new skills, knowledge, and attitudes to improve their work performance
• Improve family life and health, enjoy the arts and physical recreation, participate in a hobby, or simply increase their intellectual capital

Case Study: 183,000 women are diagnosed with breast cancer each year. For many, self-directed learning becomes a means to learn about their condition and provides a method for coping with it. Resources obtained through doctors, support groups, libraries and the Internet facilitate their learning. From this information, the learners gain a sense of control and direction over their own well-being, and are able to make informed decisions about treatment options.

Advantages/Strengths:

• Integrated with daily routines
• Triggered by an internal or external motivation
• An inductive process of reflection and action
• Linked to learning of others

Disadvantages/Weaknesses:

• Learners are self-directed depending on the situation. They will not necessarily be self-directed in all situations.
• Not all adults prefer the self-directed option, and even the adults who practice self-directed learning also engage in more formal educational experiences such as teacher-directed courses.
• Because it is unstructured, learners can easily be distracted by their own needs, assumptions, values, and misperceptions.
• Research has shown that some adults are unable to engage in self-directed learning because they lack independence, confidence, or resources.
• In recent years, less research has been conducted on self-directed learning.

Reference

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult Learning.  In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology.  Retrieved from: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning


References used in above article


Marsick, V. J. & Watkins, K. E. (2001). Informal and incidental learning. New Directions for Adult & Continuing Education, v. 89, p. 25-34.


Rager, K. B. (2003). The self-directed learning of women with breast cancer. Adult Education Quarterly. v. 53, no. 4, p. 277-293.