The Self Directed Learning Theory

The theory of adult learning is the assumptions about how adults learn. Emphasizes the value of the process of learning in adults ("Adult Learning Theory," 2007). Malcom Knowles and American practitioner and theorist of adult education defined is as an art and science of helping adults learn ("Adult Learning Theory," 2007). Knowles also defined six adult learning principles as adults are internally motivated and self-directed, adults bring life experiences and knowledge to learning experiences and are goal orientated. They also relevancy oriented and are practical learners who like to be respected when in the classroom ("Adult Learning Theory," 2007). As educators, we need to foster the adult learner’s internal motivation to learn. Develop a rapport with the adult learner, encourage them to ask questions and explore concepts. Some adult learners come with years of experience and knowledge, with this as an instructor or teacher we need to harvest this information and have them apply it to their

As we discussed in class, motivation plays an intrinsic role in creating successful self-directed learning. Those who practice this form of learning, in various ways, are driven by personal or external incentives, such as the desire to learn something, or simply for curiosity 's sake, self-esteem and self-efficiency. Because of this self-directed learners are known to take initiative, view issues as challenges to overcome, become confident, have a desire to evolve, and appreciate and seek out learning opportunities (Taylor, 1995).

The self-directed learning theory is when adults make their own decisions about learning. They have full control over their learning and how it will define their future. Self-directed learning lets adults have their independence in the learning process. For example, students are to do a project on any subject as long as it deals with business. This lets the adults decide what topic they want to do, how they want to put the project together, and allows

The participants in this study were 104 LD students who were randomly picked from a group of about 900 students. These students ranged from grades 5-6. The students were categorized by mastery-oriented, performance avoidance and amotivated groups. The students were

My understanding of skillful teaching has been formed through my practical teaching experience, and further developed as a master of education student who has the advantage of learning and discussing the most recent literature about education and methodology. I found that I completely agree with, Brookfield’s explanation and understanding of skillful teaching. Throughout his book, Brookfield, (2015) mentioned four assumptions of skillful teaching which included helping students learn, adopting a critically reflective stance towards teaching practice, awareness of how the learners are

From being 18 to being 31 now, there are some major differences for one an adult learner is goal oriented, adult learners are not just goal oriented but are interested and want to know why they should learn things. These things are explained through David Kolb” who identified a four-part learning process based on firsthand experience in which knowledge is created” (Kolb, 1984). As a learner, I am different than others some people learn through concrete experience, some through

Learning Theories (ADED-5050) - Self-directed learning was really interesting to read and learn about and I agree with the importance of that type of learning in adult education. Merriam, Caffarella, and Baumgartner (2007) talk about the goals of self-directed learning which include enhancing the ability of adult learners to be self-directed in their learning, learn to substitute transformation learning as central to self-directed learning, and to promote learning and social action as an essential part of self-directed learning (p. 107). I really agree with the first goal because I think it is important for adult learners to be proactive in their education and try to direct themselves so that the student can push themselves forward to be as great in their learnings as they possibly can. It is important for the student to

This is a learner who takes initiative personally. This learner who is self-reliant and takes time practicing over and over. In terms of responsibility this individual embraces responsibility of learning and takes each problem as an opportunity to grow not an obstacle. Furthermore a self-directed learned learns to develop and maintain self-discipline and is very confident. This learner also explores and questions scenarios and is driven by a high degree of curiosity which builds a strong desire to learn. Time management for learning is well managed by self-directed learners and this will be driven by a plan for work completion. In essence this individual enjoys learning.

Merriam and Bierema reports, Knowles definition of the of SDL is “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 those learning outcomes” (p. 63). Randolph is a self-directed learner, and takes initiative to continue her education. She has sense of responsibility for her own learning goals, and has set certain criteria for her learning. She is had the experience as an educator and

A self-directed, intrinsically motivated learner is someone who sets goals in a course to utilize their educational opportunities, and then works to complete them in a competent and timely fashion. There are many aspects involved in being or becoming a self-motivated learner, and most of them are fairly obvious. A responsible, independent, persistent, self-disciplined, self-confident, goal-oriented person who accepts responsibility is likely to successful in educational pursuits. (Cobb, 2013). Further, attitude plays a large role in educational success, with the following traits contributing: optimistic approach to challenges, curiosity, desire to learn, possession of basic study skills, and organization with regard to time-management and planning. (Cobb, 2013). Further, an intrinsic learner is one who identifies the merit in education and does it for their own sake, as opposed to doing it for someone else. (Ryan, 2000). Active learning involves processing the information as it is taken in, so as to absorb and recall it more easily.

In addition, because so little is known about self-directed learning among older adults, a third objective will complete the research effort:

Self-development is a planned, progressive, and sequential program followed by NCO’s (Morrow, J. E. (2008). DA PAM 600-25). Self- development includes research, individual studying, and professional reading. In this portion of the leader development process self-development should again, like the other two major parts build on the previous phase. Self-development is just as it is titled on the individual to complete with leader oversight.

We are able to begin to develop abilities in self-directed-studying during our first-year in the college, to be an effective student. We will be spending a considerable time getting information and learning the continuous creation of new information, new skills due to the fast pace of change in culture and technology, and an access to info. Much with this learning will happen at our own initiative. We as a person will have the main responsibility for implementing, planning, and even appraising our learning effort. This what we should understand as self-directed learning.

First, it needs to be realized that self-education as defined by Ryken is different than that of self-directed learning. In the context of The Students Calling, Ryken states

A self-directed learner is a student who takes ownership of his/her learning and knows what is at stake to learn. A self-directed learner does not need to be instructed to study. A self-directed learner is time concious in delivering assignments. A self-directed learner is a responsible student, matured and takes charge of learning.