Self-directed Learning Competence Research Articles

코로나19 엔데믹 국면에서 20학번 대학생의 학교생활 적응에 관한 질적연구

Objectives This study looked at the adaptation to school life of 20th year college students in the endemic phase of COVID-19. Through this, the meaning of these records was clarified in terms of education and ethics. Methods For this purpose, 20 respondents were sampled by convenience sampling and snowball sampling at K university, and then the academic adaptation and social adaptation were examined by the focus group interview. With regard to academic adaptation, this study examined how self-directed learning competencies were exercised, focusing on learning planning competencies, learning execution competencies, and learning evaluation competencies. And with regard to social adaptation, this study examined how social communication competencies developed around social competencies, mobilization competencies, and coordination competencies. Results The liveliness of face-to-face interaction induced learning flow and facilitated active class attitudes and communication among students, but it was not easy to adjust the learning and living time, and group activities and relative evaluation increased the burden of class. The communication with members of the school was made passively by centered on acquaintances. It is inconvenient and awkward for them to go first as the grade goes up. This is the result of the intensification of the freshman experience, and they were more preoccupied with immediate job preparation than communication with members of the school. Conclusions The record of adaptation to school life of 20th year college students should be set as the public memory of the contemporaries who have endured the disease disaster and it is necessary to use it as a public good of social ethics that will allow society to come forward as a subject to solve the situation. It should be utilized in disaster response in the education field, and it should be sought to improve resilience so that learners can successfully adapt to school life.

의과대학생의 자기주도 학습 유형에 따른 학업성취도의 차이

Objectives The purpose of this study was to examine self-directed learning among medical students by type and to investigate whether there are differences in academic achievement based on these types. Methods In order to achieve the research purpose, data were collected from 65 fourth-year medical students enrolled in a professionalism-related course at a medical school in Seoul. Scores on self-directed learning competencies and perceived academic achievement were analyzed using descriptive statistics, frequency analysis, and chi-square tests. Results The findings of the study are as follows: first, among the sub-factors of self-directed learning, cognitive organization was the highest, followed by motivational beliefs. Second, when classifying self-directed learning types based on individual scores, the cognitive type was the highest, followed by the metacognitive type, and then the motivational type. Third, examining differences in academic achievement according to types of self-directed learning among medical students revealed that students with a cognitive self-directed learning type tended to have moderate academic achievement, those with a metacognitive type had higher academic achievement, and those with a motivational type had the lowest academic achievement. Conclusions This study confirmed that metacognition is a significant factor in medical students' learning. The findings of this study are expected to serve as foundational data for improving learning support for medical students in the future.

The effectiveness of immersive virtual reality applications (human anatomy) on self-directed learning competencies among undergraduate nursing students: A cross-sectional study.

Technological developments have significantly impacted various aspects of life, most notably healthcare and education. A nursing education shift was required to prepare digital generation. Consequently, nurse educators must adopt innovative approaches to teaching and learning, like incorporating immersive virtual reality (VR) into human anatomy courses to improve students' learning. To examine the influence of immersive VR applications (human anatomy) on self-directed learning (SDL) competencies among undergraduate nursing students. A cross-sectional design was conducted in the health profession's faculty at Al-Quds University among the first year of the nursing program, who were enrolled in an anatomy course (N = 137). The Self-Directed Learning Instrument was used, and independent sample t-tests were conducted to compare the level of SDL among students who utilized the VR application (Human Anatomy VR). The results showed that 93.9% of the total were approximately 20 years old, and 85.4% were females. 90.5% of participants expressed satisfaction with using the VR application and that it would be beneficial in nursing courses. The average score of SDL for the whole group was 72.03 ± 13.07, and there is a positive significant relationship between SDL and students utilizing VR (p < 0.001), between SDL competencies and technological skills (p = 0.009), and type of digital tools (p = 0.049). The highest coefficient of correlation was related to planning and self-monitoring (r = 0.918), and the lowest was related to interpersonal communications (r = 0.865). VR is an additional tool for enhancing learning, and nursing students perceive immersive VR technologies positively and prefer using three-dimensional images in their anatomy courses. SDL assists students in identifying learning objectives, barriers, and outcomes through using VR technologies as teaching strategies.

Evaluating self-directed learning competencies in digital learning environments: A meta-analysis

Evaluating self-directed learning competencies in digital learning environments: A meta-analysis

An intervention model for developing self-directed learning skills in NEET-youth: a literature review

In response to the growing need for self-directed learning (SDL) skills in a rapidly changing world, research was conducted to map interventions that support SDL skills, aiming to find a model for supporting SDL skills in NEET-youth. SDL competencies support continuous personal development and coping with change. There is a significant number of young people in society who do not participate in working life, education, or training (NEET-youth) and are characterized by a low level of education. Little has been done to support SDL skills interventions for them; however, bringing young people back to the education path is a crucial issue. This raises important questions about which supportive approach and tools are most beneficial for developing SDL skills in NEET-youth, and how best to implement them. This literature review is based on the analysis of 25 articles. The results of the study showed that SDL interventions have not been used for NEET-youth, and therefore, the new model was created. In the case of NEET-youth the SDL intervention should be seen as a non-formal learning process that combines various activities that enable self-reflection and real-life experiences for acquiring new positive learning experiences.

Status of Professional Identity, Self-Directed Learning Competence, and Self-Efficacy Among Central Sterile Supply Department Nurses.

BACKGROUND Previous studies on professional identity, self-directed learning competence, and self-efficacy among central sterile supply department (CSSD) nurses are rare. We investigated the status of these 3 characteristics among CSSD nurses and offered suggestions, to provide a reference for CSSD talent development. MATERIAL AND METHODS CSSD nurses working in 45 hospitals in southwest China were invited to participate in a questionnaire survey in August 2021. The survey comprised a general information questionnaire, a self-directed learning competence rating scale, a professional identity scale, and a general self-efficacy scale. RESULTS The CSSD nurses' scores for professional identity, self-directed learning competence, and self-efficacy were 109.92±17.161, 125.77±21.316, and 26.92±6.633, respectively. For professional identity, statistically significant differences were identified (P≤0.05) for 3 factors: monthly income, reason for studying nursing, and reason for working in the CSSD. For self-directed learning competence, statistically significant differences (P≤0.05) were identified for 5 factors: age, hospital grade, type of employee, monthly income, and reason for working in the CSSD. For self-efficacy, statistically significant differences were identified (P≤0.05) for 3 factors: age, reason for studying nursing and working in the CSSD, and whether the CSSD nurses wished their children to become nurses. CONCLUSIONS The professional identity, self-directed learning competence, and self-efficacy of the CSSD nurses in this study were at the medium level. More attention should be paid to career planning of young nurses and improvement of their professional identity and self-directed learning competence.

Knowledge status of skin tear prevention and its demographic and occupational influencing factors: A National cross-sectional survey among nurses.

A skin tear (ST) is a common skin injury that is often misdiagnosed or overlooked. This study examined the current state of nurses' ST knowledge and its influencing factors. A national cross-sectional survey combined with a quantitative analysis was used to provide evidence of poor ST knowledge among nurses and its influencing factors. An electronic questionnaire survey was conducted among 1293 nurses from 32 hospitals in 18 provinces across China, including a General Information Questionnaire, ST Knowledge Assessment Instrument (OASES) and a Self-directed Learning Competence Scale for Nurses (SLCS-N). The mean OASES score was 9.51 ± 3.15, with a score rate of 47.55%. Pearson's correlation analysis showed positive correlations, ranging from none to strong, between every dimension in the OASES and from strong to extremely strong between every dimension in the SLCS-N. Multivariate analysis revealed multiple independent factors influencing ST knowledge, such as hospital tier, specialized nurses in wound/ostomy/incontinence care, participation in training for wound/ostomy/incontinence management, willingness to undergo ST training, self-assessed grade in ST care and the degree of emphasis of managers. ST knowledge status was generally poor among nurses nationwide. Managers should establish a comprehensive and specialized curriculum-based system, develop evidence-based standardized nursing processes, and provide tailored training programs to address nurses' unique characteristics and individualized needs, thereby enhancing their proficiency in ST-related knowledge and skills. This study is the first to identify a poor level of ST knowledge among nurses nationwide, particularly in the four dimensions of risk assessment: prevention, treatment, classification, and observation. Based on the findings regarding demographic factors and ST experiences, an integrated management system and educational program should be implemented to improve nurses' awareness and knowledge in this field. No patient or public contributions.

Fostering self-directed learning competencies among preservice teachers through reflective practice and technology-mediated collaborative learning

ABSTRACT This study examined the effects of reflective practices (RP) on self-directed learning competencies (SDLC) as well as the relationship between technology-mediated collaborative learning (TMCL) as a reflective practice and SDLC in a preservice teachers’ class. Regression analyses were conducted to examine the effects of RP on SDLC. In addition, a pre- and post-test survey comparison was used to compare SDLC differences before and after the class using TMCL. To investigate more details regarding the relationships between TMCL and SDLC based on participants’ experiences and perceptions, qualitative data were analysed using thematic analysis. The results indicated that RP significantly affected SDLC. Importantly, TMCL played a crucial role in improving SDLC of preservice teachers. This study implied that the ultimate goal of collaborative learning using technology was to promote preservice teachers’ SDLC so that they could become self-directed learners.

Playing to learn: developing self-directed learning skills through serious games

Purpose Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.

학생 현장탐방형 META-HyFlex 혁신 수업모형이 대학생의 자기주도학습역량, 창의적 문제해결역량 향상에 미치는 영향

Objectives The purpose of this study is to analyze the effect of META-HyFlex(Meta-HyFlex) innovation class model on the improvement of students' self-directed learning competency and creative problem solving competency.&#x0D; Methods The subjects of this study were college students who enrolled in the required courses at the basic level of major at S University. The experiment was conducted in the first semester of 2018 before the onset of COVID-19 and the second semester of 2022 when the META-HyFlex innovation class model was introduced in the post-corona period.A pre-test was conducted with a total of 23 questions, including 13 self-directed learning competencies and 10 creative problem-solving abilities, which were self-reported check items before the class started, and the homogeneity between the groups was confirmed.&#x0D; Results As a result of analyzing the change trajectory of the experimental group and the comparative group, it was found that the self-directed learning ability and the creative problem solving ability improvement effect were significant in the 2022 class (face-to-face class) in which the META-HyFlex innovation class model was introduced to strengthen the successful student experience.&#x0D; Conclusions The META-HyFlex Innovative Teaching-Learning Model is a class design focused on enhancing class effectiveness. It integrates knowledge of various disciplines and learners can perform multidisciplinary, practical, and cooperative tasks to foster self-directed learning and creative problem solving skills.This study for the improvement of future core competencies of university students can be provided as basic data for educational outcomes to improve the quality of education and will contribute to the advancement of customized experience- based education for the improvement of future core competencies of university students in the era of future transition.&#x0D;

Theoretical and practical exploration of work-based learning curriculum with a case study

This contribution reviews the development of vocational education and training (VET) curriculum development in the last two decades in China, which is categorised into three models: curriculum with theory and practice in parallel (TPP), curriculum with theory in the service of practice (TSP), and integrated curriculum between theory and practice (ITP). It describes briefly also a VET curriculum reform project that adopts a design-based research approach. The main objective of this project is to explore curriculum models that can more effectively promote the development of learners’ holistic professional competences. Result shows that the new work-based curriculum, especially ITP, plays a positive role in promoting the professional action competence of students. The new curriculum also has been welcomed by employers. Difficulties in implementation of new curriculum are teaching capability and work experience defect of teachers, and the lack of self-directed learning competence of some students. The key problem to be solved in the future is how to effectively identify the courses and learning contents through effective qualification research.

Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency and AI-assisted writing

The impact of Artificial Intelligence (AI) on English writing is gaining prominence. This study aimed to examine the interplay between critical thinking skills, self-directed learning competency, and Artificial Intelligence writing by cross-lagged model, with the focus on the moderating role of self-directed learning competency on critical thinking skills and Artificial Intelligence writing. A total of 204 participants completed a critical thinking test, self-directed learning questionnaire and a writing task. The results revealed significant correlations between critical thinking skills, self-directed learning competence, and AI-assisted writing. However, the temporal correlations between critical thinking skills and self-directed learning exhibited a reciprocal pattern over three times, while the correlations between critical thinking skills, self-directed learning, and AI-assisted writing were unidirectional. Interestingly, the findings indicated that self-directed learning moderated the relationship between critical thinking skills and AI-assisted writing over two times, but not in the third time. These findings emphasized the pivotal roles of critical thinking skills and self-directed learning in AI-assisted writing among EFL learners. They also suggested that using AI-assisted tools critically and independently in writing can mitigate the tendency to over-rely on these tools.

Comparative study of clinical reasoning competence and self-directed learning competence in nurses across varied years of experience.

To compare and analyse the differences in the clinical reasoning competence of nurses with different working years and their relationship with self-directed learning competence. A cross-sectional survey design (online investigation) was used. A total of 376 nurses were recruited from four independent hospitals in China. Online questionnaires collected data on nurses' demographic characteristics and assessed their clinical reasoning and self-directed learning competence. Pearson correlation analysis, t-test, analysis of variance (ANOVA) and multivariate regression analysis were used. Clinical reasoning competence scores of nurses with working years >10 years were higher than those of other nurses. Self-directed learning competence scores of nurses with working years of <1 year and (from ≥1 year to <3 years) were lower than those of nurses with working years of 6-10 years and >10 years. Self-directed learning competence scores of nurses with working years of 3-5 years were lower than those of nurses with working years of >10 years. There was a positive correlation between clinical reasoning competence, self-directed learning competence and each dimension among nurses of different working years. There are differences in the influence of different dimensions of self-directed learning competence on clinical reasoning competence among different working years. There were differences in clinical reasoning and self-directed learning competence among nurses with different working years. Self-directed learning competence is a positive predictor of nurses' clinical reasoning competence, which applied to nurses with all working years; however, the specific effect of self-directed learning competence on clinical reasoning competence differed among nurses with different working years. Nursing managers should pay attention to the development characteristics of clinical reasoning competence and self-directed learning competence of nurses with different working years and determine effective intervention strategies according to specific influencing factors.

Analysis of the Impact of Personalized Learning Paths in Mobile Learning Platforms on the Development of Self-Directed Learning Strategies Among Brazilian College Students

This paper investigates the impact of personalized mobile learning (m-learning) platforms on the development of self-directed learning (SDL) strategies among Brazilian college students. Employing a mixed-methods research design, the study combines quantitative surveys with qualitative interviews to explore how personalized learning paths influence SDL skills such as goal-setting, time management, and reflective practice. The quantitative analysis reveals a significant positive correlation between the degree of personalization in m-learning experiences and enhancements in SDL competencies. Qualitative insights further elucidate students’ perceptions of personalized m-learning, highlighting increased motivation, engagement, and a sense of ownership over their learning processes. The research also delves into the challenges and opportunities presented by the Brazilian educational context, including infrastructural limitations and the digital divide. The findings underscore the potential of personalized m-learning platforms to foster learner autonomy and suggest implications for educators, policymakers, and educational technology developers. The study calls for further research on the longitudinal effects of personalized learning and the socio-economic factors affecting m-learning adoption and effectiveness.

Learning enhancement through deploying personal learning environment, network and problem-based learning assessment

Intended to foster students’ self-directed learning and research ability at the postgraduate level, this educational research evaluated the implications of personal learning environment &amp; network (PLE&amp;N) and problem-based learning (PBL) assessment as student-centric and student-driven pedagogic approaches. Compared to conventional instructional paradigms, the PLE&amp;N platform presents an agile and interactive platform that empowers students to partake in collaborative discourse while orchestrating their learning journey through the judicious utilization of communal resources. The vitality of the PLE&amp;N model is substantiated by the enduring engagement of peers, teachers, professionals, and external experts in the field, fostering a milieu of enriched knowledge exchange, synergistic collaboration, and personalized curation of learning approaches. In contrast, the PBL assessment was designed by incorporating intricate scenarios similar to the real world, thereby affording an avenue for cultivating students’ cogitation and adroit problem-solving skills within a guided learning environment. By integrating constructivist and connectivist pedagogies, the PBL assessment facilitated teamwork while engaging students in independent research and empowered their knowledge construction on selected topics. Students’ self-evaluation through the survey indicated their enhancement in self-directed learning behavior and competence building for complex problem-solving tasks. Moreover, peer feedback and suggestions received through both PLE&amp;N and PBL were highly beneficial for students to analyze information and learning resources from diverse perspectives, which further helped to expand their learning horizon. This study underscored the significance and advantages of modern student-centric approaches such as PLE&amp;N and PBL. These pedagogical paradigms stand as seminal strategies for nurturing nascent post-graduate students, thereby endowing them with indispensable proficiencies in self-directed learning and robust competencies in scholarly inquiry. Keywords: PLE&amp;N, PBL, Constructivism, Connectivism, Pedagogy, Self-directed learning.

The effectiveness of using situational awareness and case-based seminars in a comprehensive nursing skill practice course for undergraduate nursing students: a quasi-experimental study

BackgroundNurses play an important role in healthcare development. The increasing demands for nurses mean that nursing schools at the undergraduate level have the responsibility to ensure patient safety and quality care through a well-designed curriculum. This research aimed to evaluate the effect of the teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course on the level of self-directed learning, professional identity, academic self-efficacy, theoretical scores, practical scores, teaching satisfaction, and student competence among nursing students.MethodsThe research population comprised was of the grades of 2019 and 2020 at Wannan Medical College in Anhui Province, China (n = 169, response rate 77.88%). The observation group from grade 2020 used the teaching method combined with situational awareness and case-based seminars, whereas the control group from grade 2019 used the traditional teaching mode. General information, self-directed learning, a professional identity, and academic self-efficacy were compared between the two groups. This research used means and standard deviations, chi-square, the Shapiro–Wilk test, and an independent sample t-test for statistical analyses.ResultsCompared with the control group, the total scores for self-directed learning, professional identity, and academic self-efficacy were higher in the observation group (78.80 ± 7.89 vs 60.21 ± 7.44, 63.39 ± 7.87 vs 52.35 ± 7.68, and 22.31 ± 3.30 vs 21.28 ± 2.31, respectively, with P < 0.05 for all scores). More significant improvements were made in the observation group on the level of theoretical scores (81.39 ± 3.32 vs 76.28 ± 5.90) and practical scores (93.32 ± 4.70 vs 90.67 ± 5.09) (P < 0.05). Meanwhile, teaching satisfaction, which includes teaching method (66/18 vs 32/53) and teacher-student interaction (72/12 vs 34/51), and student competence, which includes team cooperation (67/17 vs 39/46), critical thinking (60/24 vs 31/54), and communication skills (67/17 vs 38/47) after the intervention (P < 0.05). There was no significant difference in social persuasion (P > 0.05).ConclusionThe teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course has the potential to improve the level of self-directed learning, professional identity, and academic self-efficacy, and it increases theoretical scores, practical scores, teaching satisfaction, and student competence.

Designing learning activities to develop self-directed learning competency in teaching informatics

&lt;span lang="EN-US"&gt;Currently, there are not many studies on teaching informatics in the direction of developing students’ self-directed learning (SDL) competency. The results of the survey with 235 informatics teachers in 42 provinces/cities across Vietnam showed that although they are very interested in teaching SDL, teachers are still confused about teaching methods and assessments. To improve the effectiveness of informatics teaching as well as develop SDL for students, the study proposed a method of teaching informatics in the direction of designing activities to guide students to create digital products by themselves. The pedagogical experiment on assessing SDL and learning outcomes was conducted on two experimental and control groups, selected from 87 10th grade students, in the first semester of the school year 2022-2023 at Cam Giang High school in Hai Duong, Vietnam. The results of SDL and test scores of the experimental class were higher than that of the control class (with p-value &amp;lt;0.005– this difference is statistically significant). This proves that the method (creating of digital products) is effective, positively affecting students’ learning, helping students develop SDL competency.&lt;/span&gt;

A Longitudinal Assessment of Self-directed Learning Readiness and Development in Medical Students.

Self-directed learning (SDL) competency is important for physicians to stay abreast of advances in their field and to provide the best available evidence-based care to their patients. Therefore, an essential responsibility of medical educators is to ensure the development of SDL skills in their students. The first objective of this study was to investigate longitudinally the degree to which medical students were ready to engage in SDL. The second objective was to examine students' perceptions of their SDL development throughout training. A 2-part study of preclinical and clinical medical students was carried out at a midwestern U.S. university. In Study A, a longitudinal assessment of preclinical medical students' readiness to engage in SDL was conducted by administering an SDL readiness survey (SDLRS). In Study B, third- and fourth-year medical students were asked to reflect on their SDL development, in addition to completing the SDLRS. After validating the Hendry and Ginns version of the SDLRS in preclinical medical students during Study A, we found that 3 of the 4 subscales remained constant over the 3 iterations of the survey while the self-determination subscale increased significantly between the first and third iteration of the survey. In Study B, an analysis of the clinical medical students' comments indicated a perceived increase in their SDL abilities and a growing appreciation of SDL. However, the SDLRS scores of clinical students did not differ from the results observed in preclinical students in Study A. The results of the SDLRS indicated that the experience of students in our medical school has a positive influence on self-determination by the end of the preclinical years. Furthermore, analysis of the reflections of clinical students indicated ongoing development of SDL skills throughout their medical school training that were influenced by a wide range of experiences.

The Mediating Effect of Self-Regulation on the Relationship Between Self-Directed Learning and Digital Competence

The Mediating Effect of Self-Regulation on the Relationship Between Self-Directed Learning and Digital Competence

Four Dimensions of Self-Directed Learning: A Fundamental Meta-Competence in a Changing World

Self-directed learning is a core theoretical construct of adult learning. Importantly, self-directed learning represents a fundamental meta-competence for living and working in our increasingly complex and unpredictable world. Nonetheless, the construct of self-directed learning has become obfuscated. In order to redress this concern, this theoretical paper presents a model of Four Dimensions of Self-Directed Learning. The present paper highlights two original theoretical points (1) that there are four key dimensions of the self-directed learning construct, and (2) responsibility and self-regulation required for self-directed learning is not equivocal to that required for teacher-directed learning. Theoretically, the latter point may, in part, explain why practice of years of teacher-directed learning in formal schooling does not prepare persons for competent self-directed learning in adulthood. So, adult education represents a primary opportunity to foster self-directed learning competence in adult learners, but adult education practitioners must be ready to provide support to facilitate the process.