Abstract
This chapter seeks to provide guidance to learners on what may be for many a new perspective on learning that is different from learning styles developed in 13 years of K-12 education. Strategies such as rote memorization and other passive learning techniques may have been sufficient for K-12 classroom learning, but higher education, workplace, and online learning environments require more active and sophisticated learning strategies. It is the perspective of this chapter that the fundamentally different nature of post-K-12 learning and the constant acceleration of changes in knowledge will force learners to develop a more active and self-directed learning style.
TopBackground
Becoming a Self-Directed Learner
This chapter seeks to provide a guide for students to what may be for many a new perspective on learning, differing significantly from learning styles developed in K-12 education. This new perspective calls for learners to become an active agent of change in developing new approaches to learning. When one is actively engaged in their own learning, we say they are being agentic (Deci & Ryan, 2000, p. 233). They are acting on their own behalf to acquire new knowledge and skills. The goal of this chapter is to demonstrate what is needed to develop this learning agency so that one can effectively and independently guide his or her own learning.
Key Terms in this Chapter
Self-Regulated Learning: Key factors that impact self-regulation include self-awareness, self-judgments, self-concept, and self-efficacy.
Intrinsic Motivation: Motivation internal to the person at work when one participates in an activity for the inherent pleasure of the behavior.
GROW Model: A coaching model for setting goals, defining the differences between the current state and the goal state and evaluating progress toward the goal. The model includes steps for: Setting goals; Testing current reality; Evaluating options; Checking commitment and establishing a clear action plan for next steps for the way forward.
Andragogy: The method and practice of teaching adults.
Extrinsic Motivation: Motivation caused by external regulation such as with rewards as in operant conditioning.
Self-Coaching: Adapting coaching techniques used to improve performance to help define academic goals, create strategies to reach those goals and evaluate performance toward achieving success in goal attainment.