Abstract
In adult education, the concept of self-directed learning has great importance. This term arose in the field of adult education in the 1970s and is still a widely used term in the field. Annual symposiums have been held by the International Society for Self-Directed Learning since 1986, dedicated to the promotion of self-directed learning. The society also publishes an international journal of self-directed learning. A term of more recent origin is self-regulation, used by some authors sometimes interchangeably with self-direction. This review article focuses on the term self-directed learning, which is the term most frequently used in adult education. Many consider the tendency for self-direction to be a fundamental difference between children and adults in a learning situation. This article deals with some factors that affect the understanding of self-directed learning. At the beginning is given a short case story and an account for different perceptions of self-directed learning. This is followed by a clarification of different aspects of self-directed learning, such as why it is advisable, what affects the tendency to self-directed learning, and if self-direction is essentially innate or learned. The situational aspect is dealt with separately as a relatively self-contained aspect of self-directed learning. The presentation is based on a literature study.
Highlights
Introduction e concept of self-directed learning has been present since my first contact with the field of adult education in the mid1970s
An essential condition for practical use of self-directed learning is to clarify all aspects of the concept, so that practice is not based on a limited understanding. e purpose of this article is not to locate all relevant literature related to self-directed learning but to give a basic understanding of the field based on essential written material. is article is a narrative review based on secondary sources which fit for the purpose of clarifying the different aspects of self-directed learning. e main text section is broken down to subparts showing different aspects considered central to the field of self-directed learning. e intention is to account for these aspects in a unified presentation, to provide a quick overview
Self-directed learning is one important piece of the mosaic forming the knowledge base of adult learning [19]. is article discusses a number of factors affecting the propensity and ability to self-direct
Summary
Self-directed learning is clearly a multifaceted concept that should not be approached through one perspective. 18) defines self-directed learning as “an approach where learners are motivated to assume personal responsibility and collaborative control of the cognitive (self-monitoring) and contextual (self-management) processes in constructing and confirming meaningful and worthwhile learning outcomes” He states that meaningfulness and worthwhileness reflect the cognitive and social perspectives of an educational experience. Self-directed learning is a question of to what extent the learner maintains an active control of the learning process. Long [28] argues that psychological self-directedness is necessary for self-directed learning, meaning that the learner must take the responsibility for a critical judgement of the content In his view, when the learner is not in active control of the learning process, it is not psychological selfdirectedness. He states that a critical and self-reflective attitude is a fundamental element of self-direction and is necessary when it comes to personal responsibility for your opinions and actions
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
