Radical Solutions and eLearning by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9789811549526
Publisher: Springer Singapore

8.2 Self-directed Learning

Self-directed learning (SDL) is central to all learning within SDMDL. Knowles (1975, p. 18) defines SDL as “a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes”. For Gibbons (2002), SDL refers to “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”. From these definitions, the parameters of the SDL process are clearly drawn.

These definitions also link up with Brockett and Hiemstra’s (2019) statement that, for SDL, a “learner assumes primary responsibility for and control over decisions about planning, implementing, and evaluating the learning experience” (p. 36). Hence the student is at the centre of the educational activity. SDL then not only involves the learning process but also specific characteristics of a student.

Merriam and Bierema (2014) through the following statements distinguish SDL as both a personal attribute and a process: “SDL as a personal attribute refers to an individual predisposition toward this type of learning, and comfort with autonomy in the learning process. SDL as a process is an approach to learning that is controlled by the learner.” (p. 63). For lecturers, both the attribute and process are of importance as this would inform any interventions or actions within the multimodal environment.

Specific essential elements of SDL were identified by Gibbons (2002). These involve students having control of the learning experience as much as possible; students’ skills being developed; students challenging themselves for better performance; students managing themselves and their learning; and students being responsible for the motivation and assessment of themselves.

Within higher education, SDL also takes place within the context of broader multimodal learning, specifically as regards individual preferences, forms of communication, learning as well as delivery. Furthermore, for SDL to be fostered, some access to resources is also implied and hence formal, epistemological and especially demiurgic access are relevant.

SDL does not imply that students function totally independently and in isolation. Due to differing needs by students, varying degrees of support might be necessary. Brockett and Hiemstra (2019) observe that “individuals will vary in their readiness for self-direction thereby requiring varying degrees of assistance by facilitators, especially as self-directed learning skills are developing” (p. 34). Furthermore, SDL is considered a “continuum rather than as some dichotomous model” (Brockett & Hiemstra, 2019, p. 35). Bull (2017) also regards SDL as a spectrum.

In this chapter, it is considered that learning takes place multimodally and within a context that is multimodal.

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