Edu 500: Assignment #2
1. What do you think about self-directed learning in what and how we learn?
The concept of Self-Directed learning (SDL) has captured the interest of adult educator who interested in learning in adulthood and processes of SDL continues growing as evidenced by the expanded number of thoughtful and insightful publications within the last few year (Caffarella, 2003; Abdullah, 2001). Hiemstra (1994). Many public educational institutions have used this concept to describe one of the primary goals of their institutions: to enable their students to be life long, self directed learners.
Gibbons stated that “SDL is any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstances at any time” (Gibbons, 2002, p.2).In self-directed learning (SDL), the individual takes the initiative and the responsibility for what occurs. Individuals select, manage, and assess their own learning activities, which can be pursued at any time, in any place, through any means, at any age. In school, teachers can work toward SDL a stage at a time. Teaching emphasizes SDL skills, processes, and systems rather than content coverage and tests. For the individual, SDL involves initiating personal challenge activities and developing the personal qualities to pursue them successfully. This website is devoted to illuminating these principals as they apply to schooling and to life. SDL also has described about several things are known about Self-Directed learners as the following: (1) learners could be empowered, take more responsibility for decision associated with the learning endeavor; (2) SDL is best viewed as continuum or characteristic exists to some degree in every learners and learning situation; (3) learners can take place in isolation from others but not necessary; (4) learners able to transfer learning in term of knowledge and study skill, from one situation to
The concept of Self-Directed learning (SDL) has captured the interest of adult educator who interested in learning in adulthood and processes of SDL continues growing as evidenced by the expanded number of thoughtful and insightful publications within the last few year (Caffarella, 2003; Abdullah, 2001). Hiemstra (1994). Many public educational institutions have used this concept to describe one of the primary goals of their institutions: to enable their students to be life long, self directed learners.
Gibbons stated that “SDL is any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstances at any time” (Gibbons, 2002, p.2).In self-directed learning (SDL), the individual takes the initiative and the responsibility for what occurs. Individuals select, manage, and assess their own learning activities, which can be pursued at any time, in any place, through any means, at any age. In school, teachers can work toward SDL a stage at a time. Teaching emphasizes SDL skills, processes, and systems rather than content coverage and tests. For the individual, SDL involves initiating personal challenge activities and developing the personal qualities to pursue them successfully. This website is devoted to illuminating these principals as they apply to schooling and to life. SDL also has described about several things are known about Self-Directed learners as the following: (1) learners could be empowered, take more responsibility for decision associated with the learning endeavor; (2) SDL is best viewed as continuum or characteristic exists to some degree in every learners and learning situation; (3) learners can take place in isolation from others but not necessary; (4) learners able to transfer learning in term of knowledge and study skill, from one situation to