Today I’m diving deep into the concept of Self Directed Learning (SDL). Yes, those three words that are like music to any lifelong learner’s ears. Self-directed learning is a transformative approach that flips traditional learning on its head by giving the reins back to the learners themselves. The beauty of this learning approach lies in its empowerment of individuals to take control of their educational journey, making learning an incredibly personal and meaningful experience.
Now, what makes today’s discussion even more interesting is that I’ve rolled up my sleeves and dug into various scholarly papers, articles, and educational frameworks to bring you a well-rounded perspective on self-directed learning. Yep, I’ve gathered insights from difference-makers in the field, and you’ll find all the nitty-gritty details cited in the reference list at the end of this post.
What is Self Directed Learning?
Self-directed learning is, obviously, a learning approach that has received so much attention especially in the adult learning literature. Several terms have been used interchangeably with self-directed learning including independent-study, andragogy, auto-dedactism, self-planned learning, self-education, autonomous learning, among others (Guglielmino et al, 2013; Guiter, 2014).
The concept isn’t new, but it’s gained a lot of traction recently, especially in the age of easy access to digital resources. Self-directed learning emphasizes autonomy, self-management, and the ability to use a variety of resources to achieve learning objectives. It also focuses on the idea that learners can identify their own needs and formulate methods to meet those needs.
One of the key scholars who has written prolifically on adult learning is Malcolm Knowels. According to Knowels (1975), self directed learning
describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes
Self-directed learning is, therefore, a learning approach where individuals take the initiative and responsibility for their own learning journey. Instead of being guided at every step by an instructor or a set curriculum (hetero-formation), self-directed learners determine what they want to learn, set goals, find resources, and evaluate their progress.
The concept isn’t new, but it’s gained a lot of traction recently, especially in the age of easy access to digital resources. Self-directed learning emphasizes autonomy, self-management, and the ability to use a variety of resources to achieve learning objectives. It also focuses on the idea that learners can identify their own needs and formulate methods to meet those needs.
One of the key strengths of SDL is that it provides learners with the tools and critical competencies that enable them to express their voice, build their autonomy, and learn on their own (Kasworm, 2011). In my years in the classroom, I’ve seen firsthand how empowering students can result in transformative experiences. I’ve witnessed students flourish when they were allowed to explore topics they were genuinely interested in, like choosing their own books for a reading assignment or leading a classroom discussion on a topic of their choice.
The Historical Foundations of Self-Directed Learning
Academic interest in the concept of self-directed learning dates back to the 1960s and 1970s with a number of foundational studies published in this regard. To provide you with a cursory look into the studies that shaped self-directed learning as we know it today, I will draw on Howard Moriss (2019) paper “Self-directed learning: A fundamental competence in a rapidly changing world”.
Morris’ paper provides a comprehensive look at the historical and philosophical roots of SDL, pointing out the evolution and the gaps in the concept. According to Morris, the concept of self-directed learning has been influenced by three main philosophical stances: humanistic philosophy, pragmatic philosophy, and constructivist epistemology.
Canadian researcher Allen Tough’s work in the early 1970s is highlighted as a key milestone in the study of adult SDL. Tough focused on informal adult learning, employing structured interviews to explore how adults initiated self-directed “projects” for learning. His work showcased the pragmatic nature of SDL, emphasizing that adults often initiate learning projects to solve real-world, life-centered problems. Tough’s work, however, didn’t delve into the quality of SDL outcomes, which Morris points out as a limitation.
Another important figure is Carl Rogers, who in his 1969 book “Freedom to Learn” laid out the foundational humanistic philosophy of SDL. According to Rogers, SDL fosters the most important competencies needed to cope with rapidly changing societal conditions. Rogers stresses the cognitive aspects of SDL, including the significance of enabling learners to take responsibility for their own meaning-making. His work suggested that SDL is not an isolated endeavor but rather often a collaborative effort.
Malcolm Knowles (e.g., 1970, 1975) also significantly influenced SDL theory, advocating for its facilitation in higher education settings. Knowles emphasized the process dimension of SDL, which is all about learner control over the means and objectives of learning. This control contrasts sharply with teacher-directed learning environments, which are underpinned by behaviorist theories.
The paper also touches on the work of Charlene Tan, who posits that competent SDL is rooted in a “shared moral vision” balancing personal and societal needs. This emphasizes the role of social and contextual circumstances in SDL.
Finally, the concept of constructivist epistemology, which views learning as an individual and interpretive process, is also explored. Morris notes that while early conceptualizations of SDL included humanistic and constructivist principles, they didn’t fully incorporate the pragmatic aspect, which focuses on solving real-world problems.
Self–directed learning strategies
If you’re looking to empower students or even yourself to take charge of the learning process, you’ll find my post on self-directed learning strategies to be a treasure trove. In it I discuss 14 effective self-directed learning strategies. You’ll find nuggets of wisdom on how to elevate your cognitive awareness through metacognition and why SMART goals are your trusty roadmap for academic success. I also shed light on the importance of information literacy in this digital age, showing you how to search like a Google scientist.
But that’s not all; the post is peppered with insights from seminal research and studies in the field. Whether it’s Howard Morris on the purposeful nature of self-directed learning, or Angela Duckworth and Carol Dweck’s work on grit and the growth mindset, these strategies come with academic heft. Plus, I share my own experiences and tips on how these strategies have played out in real-world educational settings, providing you a nuanced view that goes beyond theory.
In Conclusion
In wrapping up this exhaustive look at self-directed learning, we’ve danced from its historical foundations to its practical applications, zooming in on influential scholars and rounding it all up with strategies that you can apply right now. I want to reiterate the essence of self-directed learning: it’s about empowering the learner. From the classroom to the online courses, the objective remains consistent – foster autonomy, create curious minds, and cultivate an enduring love for learning.
Let’s not forget the scholars and thought leaders who’ve shaped our understanding of this transformative concept. Knowles, Rogers, Morris, and many others have laid down frameworks and philosophies that give us both a macro and micro view of how self-directed learning can be effectively applied. Their work has been invaluable, and I recommend diving into their papers and books to get a granular understanding of the subject.
References
- Guglielmino, L.M. (2013). The case for promoting self-directed learning in formal educational institutions. SA-Educ Journal, 10: 1-18.
- Guiter, G. (2014). Self-Directed Learning (SDL): A Brief Comprehensive Analysis. Weill Cornell Medical College in Qatar
- Kasworm, C. (2011). New perspectives on post-formal cognitive development and self-directed learning. International Journal of Self-Directed Learning, 8: 18-28.
- Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: New York Association Press.
- Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Chicago, IL: Follett
- Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft / Revue Internationale de l’Education, 65(4), 633–653. http://www.jstor.org/stable/45201203
- Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Charles Merrill.
- Tan, C. (2017). A Confucian perspective of self-cultivation in learning: Its implications for self-directed
learning. Journal of Adult and Continuing Education, 23(2), 250–262. - Tough, A. M. (1971). The adults’ learning projects: A fresh approach to theory and practice in adult education. Toronto, ON: The Ontario Institute for Studies in Education.
