Self-Directed Learning

The concept of Self-Directed Learning (SDL) is one which educators have investigated and discussed for many years. This Digest will examine the basic tenets of SDL, and it will discuss recently conducted research findings germane to its application in K-12 classrooms.

What is Self-Directed Lerning?

Self-directed learning, which has its roots in adult education, is an approach that has also been tried with learners in elementary and secondary schools. There may be slight variations in how different educators define SDL, but a survey of the literature on the subject identifies several tenets that are central to the concept.

• As the term suggests, SDL views learners as responsible owners and managers of their own learning process. SDL integrates self-management (management of the context, including the social setting, resources, and actions) with self-monitoring (the process whereby the learners monitor, evaluate and regulate their cognitive learning strategies) (Bolhuis, 1996; Garrison, 1997).
• SDL recognizes the significant role of motivation and volition in initiating and maintaining learners' efforts. Motivation drives the decision to participate, and volition sustains the will to see a task through to the end so that goals are achieved (Corno, 1992; Garrison, 1997).
• In SDL, control gradually shifts from teachers to learners. Learners exercise a great deal of independence in setting learning goals and deciding what is worthwhile learning as well as how to approach the learning task within a given framework (Lyman, 1997; Morrow, Sharkey, & Firestone, 1993).
• Teachers scaffold learning by making learning 'visible.' They model learning strategies and work with students so that they develop the ability to use them on their own (Bolhuis, 1996; Corno, 1992; Leal, 1993).
• SDL is, ironically, highly collaborative. Learners collaborate with teachers and peers in (Guthrie, Alao & Rinehart; 1997; Temple & Rodero, 1995).
• SDL develops domain-specific knowledge as well as the ability to transfer conceptual knowledge to new situations. It seeks to bridge the gap between school knowledge and real-world problems by considering how people learn in real life (Bolhuis, 1996; Temple & Rodero, 1995).

What are the Benefits of Self-Directed Learning?

The benefits of SDL are best described in terms of the type of learners it develops. The literature on SDL asserts that self-directed learners demonstrate a greater awareness of their responsibility in making learning meaningful and monitoring themselves (Garrison, 1997). They are curious and willing to try new things (Lyman, 1997), view problems as challenges, desire change, and enjoy learning (Taylor, 1995). Taylor also found them to be motivated and persistent, independent, self-disciplined, self-confident and goal-oriented.

Self-directed learning allows learners to be more effective learners and social beings. Guthrie, et al. (1996) noted that the self-directed learners in a Concept-Oriented Reading Instruction (CORI) program demon-strated the ability to search for information in multiple texts, employ different strategies to achieve goals, and to represent ideas in different forms (drawing and writing). Morrow, et al. (1993) observe that with proper planning and implementation, self-directed learning can encourage students to develop their own rules and leadership patterns.