Literature Review

I replied to Jessica Davidson from Transformational Learning on 10/1 and Mishele Adams from Embodied Learning on 10/1.

Self-Directed Learning

Stephanie Coleman

Ball State University

Self-Directed Learning

Self-directed learning is a process were the learner takes initiative to plan, follow through, and evaluate their own learning.  The learner takes on the ownership of their learning process.  This causes it to become more than acquiring knowledge but a memorable and motivating experience.  There are three goals to self-directed learning, which are to enhance the ability of adult learners to be self-directed in learning, to foster transformational learning as central to self-directed learning, and to promote emancipatory learning and social action as an integral part of self-directed learning. Self-directed learning builds a learner’s confidence, and causes them to be responsible for their own learning. 

There are three types of models – linear, interactive, and instructional. In the linear model learners move through steps.  According to Knowles there were six major steps: climate setting, diagnosing learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.  The interactive model does not follow a plan or steps, it is dependent upon opportunity, personality, cognitive processes, and the context of learning that form episodes of self-directed learning. Spear’s model stated that chance occurrences, opportunities in the environment, and past or new knowledge makes up the process of self-directed learning.  In the instructional model there is a framework for facilitators to implement self-directed methods into their programs. Grow determined there were four stages of learners, which are dependent, interested, involved, and self-directed (Merriam, Caffarella, & Baumgartner 2007).  In this paper I will discuss the applications and implications of incorporating self-directed learning in curriculum.

Technology

            The advancement of technology has also affected the use of self-directed learning in the instructional model.  “When technology is infused into the curriculum, it can promote development of skills and attitudes for lifelong, self-directed learning” (Bryan 2015). The use of technology can enhance the self-directed learning experience because the learner has wide variety of resources to utilize in order to reach their academic goal.  These resources can be utilized on their time without the assistance of a facilitator. The use of online resources also increases the opportunity for learners to pursue their educational goals within colleges and universities.  It allows learners to close educational “gaps” by learning a concept that is a prerequisite for the course on their own, using technology resources.  It also allows the facilitator to give immediate feedback and clarify any misunderstandings quickly.  As well as, allowing the learner to reach out to the facilitator with questions and concerns in a timeframe that is acceptable for them.    

            The literature states the important role that technology has played in developing self-directed learning.  As an on-line graduate student, I would have to fully agree with this premise.  By utilizing the technology provided with this course, such as the online discussion boards, and recommended videos, I have developed a strong understanding of the course content.  It has also allowed me to further my understanding by utilizing the online library for articles.  I have videos to further my understanding of the content on my own.  I agree that technology has enhanced the experience of self-directed learning.

Collaboration

Collaboration is always an excellent learning experience, even in self-directed learning.  “In spite of the emphasis on the word “self,” Malcolm Knowles suggested that self-directed learning often involved others-teachers, mentors, and even friends as assistants in the learning process” (Bryan 2015). Incorporating collaboration in self-directed learning, allows learns to initiate an investigation with others that are interested in the same concept. It allows learners to work together to make meaning of new content and experiences.  The collaboration process can also be improved with the use of technology because it allows the learner to communicate with learners from different countries, cultures, and backgrounds.  This can also lead to the goal of transformational learning during self-directed learning by allowing learners to see a concept from a completely different perspective. This may lead a learner to question their own preconceived assumptions about a concept.  This questioning could lead to self-reflection and finally to new transformational learning experience.

This theme reinforces the fact that self-directed learning does not involve one person.  The process of self-directed learning is a journey that a person goes on, but usually they encounter several other travelers going down the same path.  It helps us to remember that these experiences with others also lead to learning.    

Feedback

             Incorporating a feedback cycle in self-directed instruction can bolster the facilitator and learner interactions.  In the feedback cycle the facilitator asked the learners to identify their own questions that were relevant to the lecture content and provide logical answers to their own questions.  Once submitted the facilitator would correct any misunderstandings, and ask two or three questions of their own based on the learner’s answers.  The learner then chose one of those questions to answer.  “Because the assignment reflected a student’s own intellectual interest, the instructor was able to develop a holistic view of the student” (Journal of Science College Teaching 2016). 

            Prompt feedback also helps learners to self-monitor their understanding of concepts and what their next steps should be in going forward.  I agree that having often feedback is a positive component that would be beneficial to self-directed learning instruction.

The Role of the Facilitator

            The role of the facilitator in self-directed learning is not diminished but changed.  “Student-centered learning may diminish the role of the instructor in terms of lecturing but requires a significant commitment to create an inspiring and supportive environment for learning” (Journal of College Science Teaching 2016).  An important component of introducing self-directed learning is making sure there is an understanding between the facilitator and the learners. “In order for SDL to be successful, it is necessary for the teacher to shed the ‘expert’ stance and join the student as a co-learner (Nolan and Nolan, 1997a,b)”  (Levett-Jones 2005).  Facilitators must ensure that the learners and the facilitators themselves are prepared with a cognitive understanding of self-directed learning, prior to incorporating it into the curriculum.  There must be a balance between teacher-directed learning and student directed learning.  It is the responsibility of the facilitator to determine and maintain that balance so that both learners and facilitators do not become overwhelmed and frustrated.  “Perhaps it is not the concept of SDL that is problematic however, but the misinterpretation of its implications and limitations, and an indiscriminate application its principles” (Levett-Jones 2005).

            I agree that the facilitator’s role is a key component in accomplishing effective self-directed learning instruction.  Implementing self-directed learning instruction should also be a self-directed learning experience for the facilitator as well as the learner.  The facilitator must ensure the learners are ready and fully understand the concept of self-directed learning. The facilitator should also always consider what is in the best interest of the learner.

Implications

Technology

            Implementing technology in self-directed learning instruction can enhance the learning experience.  It provides the learner with several resources for instruction.  The application of technology can be utilized in several ways.  Technology can be used to help students have a similar experience with prior knowledge in order to be successful in a course.  “As students’ prior knowledge can dictate their readiness to learn new material, the expectation was that through SDL the students would have the opportunity to achieve the required ‘starting point’ for each session in the module” (Mello 2016).  Technology can also be utilized to bolster collaborations with other learners that they would normally not come into contact with.  “This electronic collaboration ironically heightens the necessity that learners be self-directed” (Bryan 2016). 

Collaboration

            Collaboration during self-directed learning is a key to its success.  “With a strong self-directed learning skill bank they can make sense of the world through interpersonal social negotiation with their peers or even a content expert” (Bryan 2016).  Having learners collaborate in small groups after a lecture or assignment is a good way to strengthen their understanding of the concept.  It also allows any differences in understanding to be discussed and debated. Collaboration causes learners to listen to, and understand a concept from another person’s perspective. Utilizing online group collaboration tools gives all learners the ability to collaborate, share content, develop new understandings and knowledge.  Students could participate in online discussion boards, or respond to another person’s blog. “Assist the learner in becoming self-aware and able to assess his or her skills, assets, and liabilities;” (Bryan 2016).

Feedback

            Receiving feedback from facilitators and peers is an excellent way to self-monitor your understandings and misconceptions. In practice the facilitator or peers would give timely feedback to answers to questions or reflective writing.  In addition, they could ask learners questions about the answers they provided or the reflective writing they have submitted.  This would cause the learner to delve deeper into their own thinking. “The instructor could recognize individual students’ levels of understanding and correct any errors that were not brought to her attention during the lecture.  Students were also able to verify their understanding of the lecture content before high-stake exams” (Journal of College Science Teaching 2016).

Role of the Facilitator

            It is crucial for the facilitator to ensure that learners are ready and prepared to be self-directed learners. “Many students entering nursing, conditioned by past pedagogical/teacher-directed learning experiences, may not be prepared of SDL, leading to difficulty in adapting to, and at times open rejection of SDL (Slevin and Lavery,1991)” (Levett-Jones 2005).  The facilitator also must have a strong understanding of the application of self-directed learning.  The facilitator must find a balance between teacher-directed learning and self-directed learning. The facilitator should have a clear plan of how they are going to incorporate self-directed learning in their curriculum, and how they will evaluate the learning outcome in way that promotes reflection.  In practice the facilitator would have an open discussion with learners and explain clearly the expectations of the self-directed learning portion of the course.  Then follow through with constant support, reminders, feedback and resources to ensure the success of learners. “However it is not enough that the teacher is approachable and establishes the right climate for learning assuming that the students will, in some undefined, magical way, become self-directed learners” (Levett-Jones 2016).

Reflection

Highlights

            The highlights of this assignment was developing a stronger understanding of self-directed learning.  It was interesting to look at the importance of feedback and collaboration even though it is self-directed learning. The most significant part to me was the role of the facilitator.  Often we focus and question the role of the learner, but role of the facilitator is assumed instead of questioned. It was important to understand that the role of the facilitator is often the most important factor in success of self-directed learning.

Process

            I started this assignment researching journal articles that I was interested in, in regards to self-directed learning.  After identify the articles I wanted to focus on I read through them several times to understand and identify the themes and main ideas.  I started with completing my table first, in order to organize my thoughts.  I am still working on my understanding of how to post and maintain a blog.

Table 1
Summary of the Literature Review
Main Theme	The Main Theme Ideas	Application of the Main Ideas in Practice
1.      Technology	-          Enhances self-directed learning -          Makes self-directed learning more convenient -          A way to collaborate		-          Provides learners with several sources of information -     Allows adult learners to further their education in a convenient way that fits their unique schedules. -          Provides away to collaborate with peers from all over the world (which can broaden a learner’s perspective)
2.      Collaboration	-          Self-directed is not just “self” -          Importance of collaboration -          Ways to collaborate	-          Allows learners to hear different points of views -          Helps foster a deeper understanding of the content -          Collaboration can happen in a variety of ways that work for the adult learner- person to person, e-mail, text, blogs, discussion boards, and phone calls.
3.      Feedback	-          Prompt facilitator-feedback -          Peer feedback -          Used to understand the learner’s thinking	-          Helps learners quickly clear-up misunderstandings and strengthens understanding -          Allows learners to learn from each other’s experiences and understandings -          Allows the facilitator to see learners holistically
4.      Facilitator’s Role	-          Incorporating self-directed learning -          Importance of self-directed learning -          Changing and embracing new ways to instruct	-          Facilitators must thoroughly plan to correctly incorporate self-directed learning -          Self-directed learning can allow learners to have a more rigorous and in-depth learning experience -          Allows the facilitator to also grow and learn

 

References

Bryan, V. C. (2015). Self-directed learning and technology. Education Digest, 80(6), 42.

Choi, Y., & Anderson, W. J. (2016). Self-directed learning with feedback. Journal of College Science Teaching, 46(1), 32.

de Bruijn, E., & Leeman, Y. (2011). Authentic and self-directed learning in vocational education: Challenges to vocational educators. Teaching and Teacher Education, 27(4), 694-702. doi:10.1016/j.tate.2010.11.007

Levett-Jones, T. L. (2005). Self-directed learning: Implications and limitations for undergraduate nursing education.

Mello, L. V. (2016). Fostering postgraduate student engagement: Online resources supporting self-directed learning in a diverse cohort. Research in Learning Technology, 24, 1-16. doi:10.3402/rlt.v24.29366

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass Publishers.