Self-Directed Learning

Self-directed learners according to Knowles, Holton & Swanson (2005) stated, “adults generally become ready to learn when their life situation creates a need to know” (p. 194). This has some grounded facts because most adult learners do not go back to school without a pre-determined purpose and/or desire to improve on personal or professional set skills. Learning for adults most times have different motivational reasons, which reflect in their learning style and the research on the relationship between aging and adult intelligence, is a very controversial conversation within the scientific arena. Adult learners have different motivations when they decide to continue their education and understanding how adult learners learn and process information is critical if the instructor is to achieve the course objectives.
Brookfield (1995) inserted “education properly conducted is viewed as a dialogue among equals, an endeavor in cooperative learning” (p. 208). No one person has all the answers and teaching should allow students to think for themselves and understand the process of coming to their own conclusion based on sound peer-reviewed research and analysis. Based on this process, the student must become a self-directed learner if they are to become a partner in the learning process. According to Diaz & Entonado (2009) “there is no real difference between on-line and face-to-face teaching methods, but the difference may exists within the teacher involvement and the institutions commitment to the learning process” (p. 32). E learning is really still new to many institutions, but the concept is picking up steam due to increasing demand for limited face-to-face among this generation who prefer more interaction through technology by learners who prefer a more self-directed approach to learning. Merriam, Caffarella, & Baumgartner (2007) inserted “four major variables appear to have the most influence on weather individual adult learners exhibit autonomous behavior