What is self-directed learning?

Although the concept of self-direction dates back to the mid-1800s, it has emerged as a major research area over the past 50 years (Hiemstra, 1994).

Self-directed learning is a process in which individuals take the initiative and responsibility for their own learning experiences. So, self-directed learning is an individual learning process that emphasizes autonomy, choice, and self-actualization.

Indeed, self-directed learners are autonomous. This implies that they possess the ability to make pertinent decisions, have a sense of accountability towards themselves and others, have a desire to reach self-actualization, and have a unique and unlimited potential for growth (Morris, 2019).

Furthermore, self-directed learning is also purposeful since individuals initiate self-directed learning to find solutions to concrete goals or real-world problems.

So, this learning process involves deliberate actions such as planning, managing tasks, self-regulating, solving problems, and monitoring progress to achieve personal goals.

In addition, as research evidence suggests self-directed learning is developmental; it is a vehicle for personal growth (Groen & Kawalilak, 2014).

This is so because learners can solve problems, achieve goals, develop knowledge and skills, innovate, and realize their potential.

It follows that self-directed learning involves personal responsibility to act in ways that benefit oneself. It also comprises the ability to take charge of one’s learning, self-regulate, and make choices through ongoing reflection and evaluation.

However, taking the initiative, with or without others’ help, requires the desire or motivation to get engaged and persistent in learning.

So, this learning approach is not only about individuals’ skills or abilities, but it encompasses intrinsic motivation and a growth mindset to take charge of their learning, adapt to change, and unlock their full potential in an ever-evolving world.

Self-directed learning vs teacher-directed learning

Self-directed learning is different from teacher-directed learning because it requires a different approach from the teacher and new skills from students.

Teacher-directed learning represents teacher-led instruction. The teacher takes control of everything. He decides on the course goals and content, presents the lesson, assigns tasks, monitors completion, and tests, and grades student performance.

Hence, self-directed learning represents student-directed learning in which students take over most of the teaching tasks that are performed by the teacher in the traditional classroom. They make decisions regarding what, when, where, and how they learn while teachers serve as facilitators or consultants.

Still, the difference between these two learning approaches is not just a matter of who owns control of learning in the classroom, but it has to do with the teaching goal and content.

Teaching in self-directed learning is not about imparting knowledge and providing practice for better mastery. Rather, it is about teaching the skills and providing the experience that students need to guide their own learning lives.

Self-directed learning ends not in assignments but in actions that foster life skills development.

So, in self-directed learning, the aim is to equip students with the tools and skills to learn on their own. This goes beyond academic achievements to empower them to thrive in the world beyond the classroom.

Therefore, teachers’ role in self-directed learning is not only to challenge students to excel. But, they help them find their passion then challenge them to direct themselves and lead their learning journey with confidence and success.

However, it is important to recognize that self-direction is best viewed as a continuum that exists in every person and learning situation (Morris, 2019). It ranges from dependent on the low end (with the teacher as authority) to self-determined at the high end (with the teacher as mentor/partner).

This means that promoting self-directed learning requires facilitating and scaffolding the learning process in addition to teaching content. As students move along the continuum, their control over learning increases, they practise and develop more competencies required for self-direction and so receive less support from their teacher.

The benefits of self-directed learning in education

Self-directed learning promotes students’ autonomy because it encourages them to make decisions and take ownership of their learning. This can lead to increased motivation and engagement.

Additionally, to take control of their learning there is a need to self-regulate to make adjustments or change strategies to achieve goals, self-discipline and hold control to maintain willpower.

So, providing learners with opportunities for self-directed practice can improve their self-regulation (Jossberger et al, 2010).

In self-directed learning, students analyze information, set goals, and evaluate their own progress. This can help improve their critical thinking and problem-solving skills and prepare them to adapt to new challenges and opportunities.

Furthermore, self-directed learning does not only foster autonomy, critical thinking, and problem-solving skills, but it also instills a love for learning that extends beyond formal education.

As students feel more responsible for their learning progress, they become more self-reliant, seeking out information and learning new skills independently.

Research evidence also suggests that learners who rarely engaged in self-directed learning tasks initially experienced anxiety and fear when presented with tasks requiring substantial self-direction.

Engaging students in this approach can lead to their personal growth, increased self-confidence, and resilience.

This is because they learn how to overcome obstacles and adapt their strategies to achieve their goals. As a result, they become more self-reliant and self-assured in their abilities.

In conclusion, self-directed learning is not merely an educational approach; it is a transformative philosophy that empowers learners to take ownership of their learning journey. It equips them with the skills they need not only for success in the classroom but also for thriving in a rapidly changing world.

By embracing the potential of self-directed learning, we are laying the foundation for a future where each learner becomes a lifelong explorer, consistently pursuing knowledge, growth, and innovation. To learn more about the necessary strategies to promote self-directed learning, read this post.

References

Groen, J., & Kawalilak, C. (2014). Pathways of adult learning: Professional and education narratives. Toronto, ON: Canadian Scholars’ Press.

Hiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (second edition), Oxford: Pergamon Press.

Jossberger, H., Brand-Gruwel, S., Boshuizen, H., & Van de Wiel, M. (2010). The challenge of self-directed and self-regulated learning in vocational education: A theoretical analysis and synthesis of requirements. Journal of Vocational Education & Training, 62(4), 415–440.

Morris, T.H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65, 633-653. Published Online by UNESCO Institute for Lifelong Learning and Springer Nature.