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What is Self-Directed Learning (SDL)

Chapter 30
Handbook of Research on Education and Technology in a Changing Society
Adult learning theory which allows for freedom within individuals’ learning experience.
Published in Chapter:
Self-Directed Learning in Organizations and Institutes of Higher Learning: Implications on Technology, Practice, and Organizational Culture
Ramona T. Sharpe (Teachers College, Columbia University, USA) and Tamara L. Kelley (Teachers College, Columbia University, USA)
Copyright: © 2014 |Pages: 12
DOI: 10.4018/978-1-4666-6046-5.ch030
Abstract
This chapter discusses Self-Directed Learning (SDL) and its current use in various types of organizations. A review of theories, literature, and current practices lead to the exploration of what deficits are limiting the use of SDL today, and what skill sets are needed to better support and expand the usage of SDL tomorrow in a multitude of environments. Suggestions for ways to increase SDL skills in the general population are also discussed. Major implications for adult educators, Human Resource Development (HRD) professionals, and other practitioners are examined, paying special attention to technology and organizational culture.
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Chapter 5
Project-Based Learning (PBL) in a Higher Education Project: Introduction of an Accelerated PBL (A-PBL) Model
Learning characterized by personal autonomy, management of self-learning, and, viewing problems as challenges; a self-disciplined approach with a high degree of curiosity, self-confidence, and diagnosis; and, a strong desire to learn, evaluate the learning, and make necessary changes ( Candy, 1991 ; Guglielmino, 1978 ; Knowles, 1975 )
Published in Chapter: Project-Based Learning (PBL) in a Higher Education Project: Introduction of an Accelerated PBL (A-PBL) Model; From: Handbook of Research on Adult Learning in Higher Education
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Chapter 3
Constructivist Internet-Blended Learning and Resiliency in Higher Education
Is learning that is related to but different from informal learning; “learning on your own” or “by yourself; auto didacticism or self-education.
Published in Chapter: Constructivist Internet-Blended Learning and Resiliency in Higher Education; From: Handbook of Research on Educational Technology Integration and Active Learning
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Chapter 45
The Handheld Hybrid
SDL is based on making independent and informed decisions in order to accomplish a specific learning objective.
Published in Chapter: The Handheld Hybrid; From: Handbook of Research on Instructional Systems and Technology
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Chapter 14
Personal Learning Networks: Implications for Self-Directed Learning in the Digital Age
Learning that is initiated and controlled through a learner’s actions and initiative.
Published in Chapter: Personal Learning Networks: Implications for Self-Directed Learning in the Digital Age; From: Encyclopedia of Information Communication Technologies and Adult Education Integration
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Chapter 1
Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments: How Students Transform Into Self-Directed Learners Through Mobile Technologies
Described as a process of learning by which individuals take the initiative, with or without the assistance of others, to diagnose their learning needs, formulate their learning goals, identify human and material resources useful for their learning, choose and implement appropriate learning strategies for themselves, and evaluate learning outcomes that they can benefit from.
Published in Chapter: Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments: How Students Transform Into Self-Directed Learners Through Mobile Technologies; From: Technology-Assisted ESL Acquisition and Development for Nontraditional Learners
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Chapter 7
The Role of Online Health Education Communities in Wellness and Recovery
A learning theory which highlights the volition and direction of the learner without instructor intervention. Self-directed learning is characterized by individuals setting their own learning goals, identifying their resources, exploring new possibilities for resources and information, determining when they want to finish the learning ( Knowles, 1968 ; Merriam, Caffarella, & Baumgartner, 2006 ). SDL is often intrinsically motivated, although in the case of quality of health, fitness, and surgical recovery, the situation can trigger the SDL experience ( Dewey, 1938 ).
Published in Chapter: The Role of Online Health Education Communities in Wellness and Recovery; From: Handbook of Research on Advancing Health Education through Technology
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Chapter 9
Self-Directed Learning in Family Medicine
The process by which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes ( Knowles, 1980 ).
Published in Chapter: Self-Directed Learning in Family Medicine; From: Handbook of Research on Adult and Community Health Education: Tools, Trends, and Methodologies
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Chapter 3
Knowledge in Action: Fostering Health Education through Technology
The process by which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes ( Knowles, 1980 ).
Published in Chapter: Knowledge in Action: Fostering Health Education through Technology; From: Handbook of Research on Advancing Health Education through Technology
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