Kristi

Literature Review

Name:	Commented on:
Kristi Burkhart	Vicki Lehman

Introduction to Self-directed Learning:

               After reviewing several publications on the topic, a common definition of self-directed learning emerged. Self-directed learning revolves around the thought that a learner takes control of their learning. Just as it sounds, in this method of learning, the learner directs their own learning and is responsible for what they learn.  Self- directed learning allows for the learner to reflect on their own needs and set goals related to their specific needs as a learner. The learner becomes solely responsible for the motivation to reach these learning goals.  Self-directed learning is primarily a natural part of life. It can take place within or outside of formal education (Merriam and Bierema, 2014, p. 61-80).

According to Knowles, self-directed learning consists of eight elements. First, self-directed learning is a process of learning. It involves multiple steps or aspects of learning. Second, it does not occur on its own. It is initiated by the learner themselves. This is why there must be motivation on the part of the learner. Third, the learning may involve the help of others. Self-directed learning does not always consist of learning alone. The learner may choose to take a class on the topic, seek assistance and consult with others, or gather information and resources from various sources. Fourth, the learner must identify their learning needs. Fifth, the learner must reach out to find the necessary resources to obtain their learning goals. Then, they must seek and implement learning strategies to best meet their learning style and reach their learning goals. Finally, the self-directed learner is responsible for determining how to measure and evaluate their learning based on the goals they have set  (Merriam, Caffarella, and Baumgartner, 2007, p. 105-129).

According to Boyer, Edmondson, Artis, and Fleming, “students who are taught how to be proactive and self-directed learners will be better prepared as employees to anticipate their organization’s needs, tailor their learning to meet their own unique learning styles, and acquire the necessary skills, knowledge, and abilities to create value for their customers, employers, and organizations” (p.20).

General Themes which emerge when researching self-directed learning:

Learner lead:

In self-directed learning the learner takes control of their learning. The learner decides first what they want to learn and then how they will learn. This form of learning is completely directed by the learner. According to Merriam and Bierema, self-directed learning “characterizes adulthood and shapes individuals” (p. 63). All adults are capable of self-directed learning, but the learning depends on the readiness and motivation of the learner (Merriam and Bierema, 2014, p. 63).

An important thing to remember in learner led learning, is that it is not necessarily learning in isolation. A learner, who is engaged in self-directed learning, may choose to seek consultation from others who may have knowledge in the topic area of choice. The learner may choose to take a class on the subject they are seeking more knowledge in. In self-directed learning, the learner may also “engage in intense, individualized learning, their learning will be enhanced by sharing it with others and inquiring with other adults or instructors about their questions, insights and reflections” (Merriam and Bierema, p.65).

Dependent of motivation of the learner:

All adults are capable of self-directed learning; however, self-directed learning is not for all adults. Though it has proven to be a highly effective method for engaging adult learners, self-directed learning is not for every learner. Learning is impacted by the learner’s willingness to learn, motivation, and current life circumstances. There must be a readiness to learn on the part of the learner. Without motivation to learn a chosen topic, a self-directed learner will have trouble maintaining their learning. Motivation to learn can also change throughout time according to needs of the learner, life circumstances, and internal drive of a learner. It is important to remember that self-direct learning does have limitations and must be implemented appropriately (Merriam and Bierema, 2014, p. 61-80).

Self-directed learning is a process:

               Self-directed learning occurs as a process. The first step to becoming a self-directed learner is assessing the readiness to learn. A ready to learn self-directed learner is self-disciplined, organized, able to effectively communicate, and able to self-evaluate. Second, the learner will set goals for learning. This goal setting may occur as the individual learner sets goals for themselves or when goals are set between a student and guiding instructor. Third, students engage in learning and understand their needs as learners. Students seek out the methods of learning that best suit their learning needs. Finally, a student must evaluate their learning through self-reflection and self-evaluation (Merriam and Bierema, 2014, p. 61-80).

Implications:

Self-directed learning can be implemented within the formal education setting. The goal of self-directed learning is for the learning to become more independent, but it does not mean the learner works in solidarity.  Even the most advanced level of self-directed learner does not devalue the role of the expert and educator. To create a self-directed learning environment, the instructor or educator must make accessible rich content and resources for the learner. These resources might include digital or print text, coordinated interviews, discussions, or experiences. The teacher aids in building confidence while guiding critical thinking, brainstorming, and evaluating learning (Merriam, 2001).

There are multiple models of self-directed learning, but I find Grow’s Staged Self-Directed Learning model seems to provide the most guidance for implementing self-directed learning into the educational setting. This model discusses how teachers can aid students in becoming more self-directed learners. His model outlines four stages of learners. Using these four stages of learners and implementing learning opportunities can strengthen the adult learner’s ability to self-direct their learning.

Stage one: Learners in stage one have a low self-direction. They are dependent learners who need guidance and assignments from an instructor. They need to be told what to do. Supporting a stage one learner requires introductory level material. They learn through lecture, testing, drill form assignments, and immediate correction (Merriam, Caffarella, and Baumgartner, 2007, p. 117-118).

Stage two: The stage two learner has a moderate amount of self-direction. This interested learner is motivated and confident, but unaware of the subject to be learned. Supporting a stage two learner requires providing intermediate level material through lecture and discussion. The facilitator needs to assist students in applying the basic concepts in a stimulating way. The instructor acts as the motivator in this stage (Merriam, Caffarella, and Baumgartner, 2007, p. 117-118).

Stage three: The stage three learner is an involved learner. They have intermediate skills of self-directed learning and basic knowledge of the content of the learning. They view themselves as ready to learn and explore a specific subject area. Supporting the stage three learner involves opportunity to apply the content, engage in facilitated discussion, and work closely with the instructor on actual problems. They are able to engage in critical thinking opportunities presented to them (Merriam, Caffarella, and Baumgartner, 2007, p. 117-118).

Stage four: The stage four learner is a self-directed learner. These learners have high level self-directed learning skills. They are able and willing to plan, implement, and evaluate their learning with or without the help of an expert. Supporting the stage four learner requires the educator to assign independent projects, self-directed discussions, and allowing the learner to discover through their learning. The instructor or educator becomes the consultant and monitor (Merriam, Caffarella, and Baumgartner, 2007, p. 117-118).

In a study on integrating theory and practice by self-directed inquiry-based learning, it was found that participants who engaged in self-directed learning opportunities had increased self-confidence, higher motivation for learning, and a sense of control. The assignments in this study were learner led. During the first week of the class, students posed research questions, selected assignments based on their learning needs and outcomes, and planned a schedule based on their needs. Throughout the course, learners completed self-reflections of their progress and process. Students were still held accountable to reach the goals which they had set, and through the use of self-reflection activities, they were kept on task throughout the class schedule. Students showed interest in expanding and extending the skills learned and an increase in self-confidence and self-autonomy in their learning (Hammarlund, Nordmark, and Gummesson, 2013, p. 225-230).

Tips for creating a self-directed learning environment:

• ·        Ensure learners have internet capable devices. The internet provides a great source of resources for learners. Using the internet for research, allows the focus to be more on the learner than the instructor.
• ·        Setting up a Learning Management System enables a self-directed learning environment. This can help students engage in meaningful group discussion and analyzing information. There are several LMS systems available for use such as Blogger, Google, or Schoology are just a few.
• ·        Creating individualized learning plans for the students within your program. A self-directed learning environment goes beyond differentiating learning, providing individualized learning plans for students.
• ·        Implementing self-management strategies for adult learners. This may include letting students create their own timetables. The instructor must understand that not all students will come with self-management skills. This makes setting up these strategies important in a self-directed learning environment (Gibson, 2013).

Reflection:

               As I began reading articles and publications on this topic, I felt I had a good understanding of what self-directed learning is. I felt I could see areas where self-directed learning had been incorporated in prior classes that I took, but I found it difficult to see where I myself could add self-directed learning into learning opportunities. I found throughout my research on self-directed learning, that I was able to gain a more concrete understanding of how to incorporate self-directed learning within the educational setting. I also believe that I now understand how to better support an adult learner to stay motivated and in becoming a self-directed learner.

               I began this assignment by pulling articles and books together about self-directed learning. As I read through the materials, I made notes about the themes I saw in the material. I gathered my thoughts around these themes and began to put my research together. I then went back to the materials to find ways to incorporate this learning into the educational setting. By rereading the material, I was able to focus and summarize my thoughts on each piece of the assignment. 

	Main Themes:	Implications:
Theme 1:	Self-directing learning contains eight elements.	Understanding the eight elements of self-directed learning can help in defining self-directed learning.
Theme 2:	Self-directed learning is learner led.	In self-directed learning, the learner decides what they want to learn and sets goals for themselves. The learner may choose to set goals of attending formal education, research the internet, watching videos on the topic, or the goals may be set within the formal education setting.
Theme 3:	Self-directed learning requires motivation to learn by the adult.	The self-directed learner must be ready to learn and have continued motivation for learning. This motivation may be meeting goals set for themselves.
Theme 4:	Self-directed learning is a process of learning.	The first element to self-directed learning is that it is a process. This process begins with assessing the readiness to learn and ends with self-reflection and evaluation of the learning.
Theme 5:	Self-directed learning can be implemented and supported in formal education.	There are many ways to support the self-directed learner or the beginning learner to become a self-directed learner. There are multiple strategies that can be implemented in the formal education setting to support and develop the self-directed learner.

Resources:

Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2013). Self-Directed Learning. Journal of Marketing Education,36(1), 20-32. doi:10.1177/0273475313494010

Gibson, S. (n.d.). Top tips for creating a self-directed learning environment. Retrieved January 29, 2018, from http://tomorrowslearners.com/self-directed-learning/

Hammarlund, C. S., Nordmark, E., & Gummesson, C. (2013). Integrating theory and practice by self-directed inquiry-based learning? A pilot study. European Journal of Physiotherapy,15(4), 225-230. doi:10.3109/21679169.2013.836565

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

Merriam, S. B. (2001). Editors Notes. New Directions for Adult and Continuing Education,2001(89), 1. doi:10.1002/ace.2

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass, a Wiley brand.