Self Learning
RESEARCH PAPER ON SELF-DIRECTED LEARNING (SDL)
Page
Introduction 3
History/Background 5
Benefits of Self-Directed Learning 7
Emerging Trends and Issues 9
Impact on Facilitating Adult Learning 10
Conclusion 10
References 11
RESEARCH PAPER ON SELF-DIRECTED LEARNING
Michelle Henry
INTRODUCTION “Self-directed learning is a continuous engagement in acquiring, applying and creating knowledge and skills in the context of an individual learner’s unique problems. Effectively supporting self-directed learning is one of the critical challenges in supporting lifelong learning. Self-directed learning creates new challenging requirements for learning technologies. Domain-oriented design environments address these challenges by allowing learners to engage in their own problems, by providing contextualized support, and by exploiting breakdowns as opportunities for learning. (Fischer and Scharff, 1998: Abstract). Most adults spend a considerable amount of 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. Merriam and Caffarella, believe "Learning on one 's own, being self-directed in one 's learning is itself a context in which learning takes place. The key to placing a learning experience within this context is that the learner has the primary responsibility for planning,
Page
Introduction 3
History/Background 5
Benefits of Self-Directed Learning 7
Emerging Trends and Issues 9
Impact on Facilitating Adult Learning 10
Conclusion 10
References 11
RESEARCH PAPER ON SELF-DIRECTED LEARNING
Michelle Henry
INTRODUCTION “Self-directed learning is a continuous engagement in acquiring, applying and creating knowledge and skills in the context of an individual learner’s unique problems. Effectively supporting self-directed learning is one of the critical challenges in supporting lifelong learning. Self-directed learning creates new challenging requirements for learning technologies. Domain-oriented design environments address these challenges by allowing learners to engage in their own problems, by providing contextualized support, and by exploiting breakdowns as opportunities for learning. (Fischer and Scharff, 1998: Abstract). Most adults spend a considerable amount of 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. Merriam and Caffarella, believe "Learning on one 's own, being self-directed in one 's learning is itself a context in which learning takes place. The key to placing a learning experience within this context is that the learner has the primary responsibility for planning,
References: Garrison, D.R. (1997). Self-directed learning: Toward a comprehensive model. In Adult Education Quarterly, Fall 97 v 48 n 1, p18, 16 p. Guthrie, J.T, and Others. (1996). Growth of Literacy Engagement: Changes in Motivations and Strategies during Concept-Oriented Reading Instruction. Reading Research Quarterly; v31 n3 p306-32 Jul-Sep 1996. [EJ 530 522]. Knowles, 1975 publication, Self-directed Learning. Merriam, S. & Caffarella, R. (1991). Learning in Adulthood. San Francisco: Jossey-Bass, 54-55. Taylor, B. (1995). Self-Directed Learning: Revisiting an Idea Most Appropriate for Middle School Students. Paper presented at the Combined Meeting of the Great Lakes and Southeast International Reading Association, Nashville, TN, Nov 11-15. [ED 395 287]. Tough, The Adult 's Learning Projects (1979).