Allison

Name:	Commented on:
Allison Hillis	Tashianna Avery Kathie McMahon

Introduction

            Learning in adulthood has many theories that explore the process of learning, some theories are more detailed than others.  One such theory is self-directed learning.  Self-directed learning can happen in a formal setting such as a college or university or an informal setting such as at home or in the community.  Self-directed learning is not a new concept.  It has been around and utilized for many years.  According to Haworth (2016), “The ancient Greeks used the work autodidaktikos, from autos meaning self, and didaktikos meaning teaching.”  Self-directed learning is a process in which individuals take the leading responsibility for planning, implementing and evaluating their own learning experiences (Merriam, Caffarella, & Baumgartner, Learning in Adulthood, 2007).  Self-directed learning is a skill and strategy that is honed from early on in a learner’s life with varying degrees of support from educators. 

             With philosophical positions varying based on the views of individuals, aims of self-directed learning have been narrowed down to three main goals, as explored in Merriam, Caffarella, and Baumgartner’s Learning in Adulthood.   The first goal of self-directed learning is “to enhance the ability of adults to be self-directed in their learning” (Merriam, Caffarella, & Baumgartner, Learning in Adulthood, 2007).  The role of the educator within goal one is to help learners experience, understand and apply the process of self-directed learning.  Educators support learners in planning, implementing and evaluating their own learning.  The learner accepts responsibility for one’s own learning with in this goal.  The second goal of self-directed learning looks to transformational learning as the focus of the learner.  Within this goal and philosophy, the learner needs to be fully and freely engaged in the learning process.  Exploring topics and the perspectives of others, reflecting on their own understanding of the topic, and creating meaning for themselves as the learner.  The third goal promotes emancipatory learning and social action as important parts of self-directed learning.  The proponents of this goal want to see learners take action as part of their learning outcomes (Merriam, Caffarella, & Baumgartner, Learning in Adulthood, 2007). 

According to Tennant (2006) on page 8 of Psychology and Adult Learning, “self-directed learning as a practical and theoretical concept is still strongly linked to the work of Knowles and his model of the lifelong learner, who possesses the following skills.”  Self-directed learners are able to be inquisitive, formulate questions of investigable nature, identify data and information that answers various questions, locate sources and discern appropriateness of data, and apply answers to questions (Tennant, 2006).  Based on this definition and explanation of self-directed learning, it is clear that self-directed learning is a skill to be developed in learners. 

General Themes

Beyond the history, theory, and development of self-directed learning, articles reviewed discussed the importance of self-directed learning in promoting lifelong learning.  A brief letter to the editor in the Journal of Dental Education from Kieran Walsh shares three points on how self-directed learning can grow.  The first point is that learners are more likely to develop self-directed learning skills in an environment in which the skills are useful.  Second, motivation of the learner plays a big part in the development of their self-directed learning skills.  Third, curriculum should consider its purpose.  Looking at the goal of curriculum can support instructors and learners in their pursuit of knowledge.  Is the curriculum wanting to deliver knowledge?  Is it to develop lifelong learners?  Is it application and how information is applied in a workplace (Walsh, 2014)?  

Instructors who are facilitating growth of learners as self-directed learners should develop an understanding of the stages that learners will move through as they master the skill of self-directed learning.  While there are many models of self-directed learning, many of them linear and some less linear and more interactive, “the best known of these is Grow’s Staged Self-Directed Learning model” (Merriam, Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory, 2001).  Grow’s Staged Self-Directed Learning model identifies ways that instructors can support students at various levels of self-directed learning development. Grow labels four stages for the learner and four ways in which the teacher is viewed and should function to support each stage of learner.  Stage 1 identifies a dependent learner who shows low self-direction and needs an authority figure to tell them what to do.  In stage 2, an interested learner is seen, one who is motivated and confident, showing moderate self-direction.  This learner may struggle with not knowing the subject matter to be learned.  Stage 3 labels the involved learner who is ready and able to explore specific subject areas with a good guide.  This learner is at an intermediate skill level of self-directed learning bringing both skill and basic knowledge to the table, as well as confidence that they are capable of learning. Stage 4 presents the fruition of the self-directed learner.  These learners are willing and able to plan, implement and evaluate their own learning with or without the help of a teacher (Merriam, Caffarella, & Baumgartner, Learning in Adulthood, 2007). 

            Seeing that self-directed learning is a skill to be developed as addressed by Grow, not all self-directed learners exhibit confidence in their learning.  Since self-directed learning is an essential skill to being an effective life-long learner, developing strategies to become a better self-directed learner and more confident in one’s learning can be important.  Reviewing on the use of individualized learning plans, the study found that pediatric medical residents saw benefits of writing individualized learning plans as not all learners self-identified as meeting learning goals that were set.  While the study appears to be measuring confidence of the residents in their self-directed learning, there were components of learning plans that support self-directed learning shared throughout the article (Li, Tancredi, Co, & West, 2010). Through the learning plans, individuals are able to see the steps of self-directed learning, have a plan to implement, and develop more confidence as a self-directed learner. 

Environments for learning are another component of self-directed learning.  The environment that educators create can be supportive of self-directed learning, as well as the environment the learner uses to organize and make sense of their learning.  One such strategy is called Personal Learning Environments or PLEs.  Personal learning environments are used as learners organize and track their learning.  These PLEs are often social media technologies that provide a self-management type of support for learners.  Ryan Haworth explores this self-directed learning support in his paper, “Personal Learning Environments: A Solution for Self-Directed Learners.”  He contends that an optimal PLE would be “student centered, collaborative, open, customizable, distributed and infinite content, compatible with standards, mobile terminal implementation, PLES are not persistent environments, and bride to educational institutions” (Haworth, 2016).  Haworth goes on to discuss that while those characteristics would be ideal, there are four he lists as important. PLEs must be easy to use, allowing learners to navigate and use the tool.  PLE tools need to be open, which Haworth defines as open to the public.  Many schools and universities have a closed learning management system, with PLEs being open, they are available to the general population and any self-directed learner who desires to use them.  The tools should be dynamic having the ability to evolve as the learner grows and evolves in their interests and objectives.  Finally, he addresses that PLE tools need to have options for collaboration as some learners prefer to work with others and some learners prefer to work independently (Haworth, 2016).  There are several options for PLE tools listed in the article ranging from specific programs to the use of blogs. 

Implications for practice

Reflecting on the letter to the editor in the Journal of Dental Education from Kieran Walsh, educators can glean points to reference as they reflect on their teaching designs.  Looking at the learning environment that they have created for their learner, are the learner’s able to apply the skills?  Are the skills the learners have gained useful?  Educators should also reflect on how they are motivating the learners.  Is an educator stimulating the learners intellectually and also emotionally?  The last point to reflect on is the curriculum.  How does the curriculum support learners’ skill development of self-directed learning?  Is there a goal to develop lifelong learners (Walsh, 2014)?  Reflection for educators is an important piece of continuing personal, professional development and also models for students’ self-directed learning practices. 

Educators can utilize Grow’s Staged Self-Directed Learning model to support learners at various levels of self-direction.  Instructors who have an understanding of where students are at in the process are able to provide appropriate supports to them.  When needed, instructors can act as authority figures of the information and tell students how to engage with the material, providing lecture and drill as needed.  Instructors can also act as motivators, having a lecture and discussion style of classroom activities.  As instructors apply basic information in a stimulating way, learners are able to engage with the material and start working through more intermediate pieces.  As learners become more involved, instructors begin to facilitate work and learning.  This can be done through learners working to solve real problems and applying material learned.  Once a learner has reached self-directed learning, they are ready for independent projects, discovery learning and student lead discussions.  At this point, the instructor can adopt the role of a consultant or monitor as the expert of the material (Merriam, Caffarella, & Baumgartner, Learning in Adulthood, 2007).  With this information, educators can then more effectively scaffold their support for learners based on the level of learner maturity and motivation.

Educators can also guide students in becoming stronger self-directed learners through the use of individual learning plans.  Educators would be working with students through training and deliberate practice to develop the skills of self-assessment and self-directed learning.  Plan styles may vary based on learner goals.  Suggested components for an individualized learning plan include: the learning goal, identified steps to reach the goal, timeline in which the goal will be reached.  Another part of teaching and using individualized learning plans is the learner reviewing the plan to ensure that they are working towards their said goal.  In the study by Li, Tancredi, Co, and West, the evaluators found that a greater tendency for a learner to engage in lifelong learning behaviors was associated with greater success in achieving learning goals.  They also found that learners of a system to track progress was an important part of reaching learning goals (Li, Tancredi, Co, & West, 2010).  Tracking can be done through the individualized learning plans.  As the learners use the plans and achieve goals, they develop into lifelong, self-directed learners. 

Personal Learning Environments could be a tool utilized in individualized learning plans.  Haworth lists a variety of suggestions of how PLEs can be applied to learning scenarios.  One example of a PLE is the Blackboard tool that is utilized by many professors at Ball State.  Within the Blackboard system, there are options for students to create a Wiki page, which would be a way for students to organize materials they are searching and learning.  The blogs utilized in EDAC 635 could be a PLE tool, as a place to collect student work as a portfolio.  Use of PLE tools can support self-directed learners in their quest for knowledge and becoming a lifelong learner as a strategy to seek, collect, and reference materials in which learners are interested (Haworth, 2016).

            Recommendations for educators’ practice are down-to-earth.  Work to have levels of support within courses or sessions knowing that learners will come to the table with differing levels of knowledge, experience, and self-directed learning skills.  Weave in supports for learners to develop the skill of self-directed learning such as with individual learning plans.  If educators are wanting learners to be lifelong learners, they need to ensure that they are not simple using the words but also sharing the tools to achieve that goal.  Create and encourage the creation of environmental supports that allow learners to be more self-directed. 

Reflection

As I completed this assignment, I reviewed several articles and found many more with a focus towards the medical learning community.  With a strong need for self-directed learning, I noted several application points that I can incorporate into my work.  Presenting individual professional development sessions on early childhood, learners get lecture and application activities during the time constrained sessions.  After the sessions, it can be important for the learners to continue practicing and learning in more of a self-directed format.  I have reflected on the concepts and strategies for supporting others in their implementation and practice of self-directed learning. 

            I started this work by researching article and re-reading sections of books to gain a better sense of self-directed learning.  I found themes that support ideas on applying and developing self-directed learning.  I pared the themes down to ideas that I find interesting to use in my work.  In studying self-directed learning growth and supports, I am discovering ways that I can support self-directed learners and those on their path toward becoming a self-directed learner.  

	Themes	Evidence	Implications/Applications
1	Instructional Model	Grow’s Staged Self-Directed Learning model outlines how teachers can help students become more self-directed in their learning.	As an educator, I need to learn about each individual in programs to support them in their respective stage of growth.
2	Individualized Learning Plans	Study presenting findings of the impact of individualized learning plans on the self-directed learning success of pediatric residents.	Utilizing the strategy of writing individualized learning plans support with specific, measurable learning goals helps self-directed learners reach those goals.
3	Teaching Self-directed Learning strategies	Study of a workshop training on self-directed learning skills of medical students presents a positive statistically significant difference of post-test scores from participants.	Identifying areas in which learners need support to further develop self-directed learning skills and teaching strategies for learners to incorporate can promote their lifelong learning.
4	Environments	Personal Learning Environments are technologies that enable individual learners the ability to manage their own learning.  Utilization of a cafeteria style approach of using student choice when completing assignments.	Self-directed learners can benefit from technology based platforms to organize and further their learning.  Self-directed learners can practice skills of planning and carrying out learning with guided supports.  Learners are able to make choices in the learning activities they complete towards the goal of achieving course objectives.

References

Haworth, R. (2016). Personal Learning Environments: A Solution for Self-Directed Learnings. Techtrends: Linking Research & Practice to Improve Learning, 60(4), 359-364. doi:10.1007/s11528-016-0074-z

Li, S.-T. T., Tancredi, D. J., Co, J. P., & West, D. C. (2010). Factors Associated with Successful Self-Directed Learning Using Individualized Learning PLans During Pediatric Residency. Academic Pediatrics, 10(2), 124-130. doi:10.1016/j.acap.2009.12.007

Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, 2001(89), 3-13.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood. San Francisco, California: Jossey-Bass.

Tennant, M. (2006). Psychology and Adult Learning. London and New York: Routledge.

Walsh, K. (2014, 08 01). Encouraging Self-Directed Learning. Journal of Dental Education, 1105. Retrieved 2017