Abstract
This chapter focuses on the role of self-directed learning (SDL) in Problem-Based Learning (PBL). The construct of self-directed learning is defined in relationship with the construct of self-regulated learning. Then, the chapter discusses various demands placed on learners’ SDL in PBL such as epistemic beliefs, motivation, cognition and metacognition. After the discussion of various SDL demands, the chapter focuses on cultivating strategic SDL learners through scaffolding in PBL. Various strategies are explored for designing effective scaffolds to cultivate learners’ positive epistemic beliefs for PBL, motivate learners for SDL, and foster their cognition and metacognition. In addition, guiding questions are provided to PBL instructors to help learners develop SDL skills. The role of learning technology in nurturing SDL learners by scaffolding the three aspects of SDL is also discussed. Finally, implications for scaffolding design and future research on SDL in PBL are discussed.
Published Version
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