Deeper Self-Directed Learning for the 21st Century and Beyond

Deeper Self-Directed Learning for the 21st Century and Beyond

Sukie van Zyl, Elsa Mentz
Copyright: © 2022 |Pages: 28
DOI: 10.4018/978-1-7998-7661-8.ch004
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Abstract

In this chapter, self-directed learning (SDL) and the competency to transfer knowledge between different contexts are positioned as essential competencies for the 21st century. Being able to transfer knowledge, especially between different contexts, has increasingly been indicated as essential competency for the 21st century. Transfer of knowledge and skills has however been neglected in SDL research. It is therefore argued that students should be deeper self-directed learners, who can take responsibility for their learning to obtain transferable competencies. Learners should be able to apply their knowledge and SDL skills to new and unknown situations in order to succeed in the 21st century and beyond. Social constructivist theory is suggested as theoretical basis for deeper self-directed learning (DSDL). In this chapter, the concept of DSDL will be defined, and various competencies associated with DSDL will be discussed. Finally, suggestions will be made to develop DSDL in education.
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Background

The demands of the 21st century will first be discussed as background for fostering DSDL. Thereafter, social constructivist theory will be suggested as theoretical framework for DSDL.

Demands of the 21st Century

The 21st century is characterised by change, globalisation, digitalisation, a surge in information, and unknown problem scenarios. Graduates should be game-changers in society who keep up to date with new knowledge and who can innovatively solve complex novel problems (Baldwin, 2009, p. 101).

Various supportive views on competencies to address the demands of the 21st century exist. Quieng et al. (2015, p. 76) argue that students need “multidimensional abilities”. Sound knowledge, technical and technology skills require a range of “interconnected” abilities (UNESCO, 2017, p. 4; Simper et al., 2018, p. 678). Emphasis is placed on non-cognitive skills such as communication, listening, decision-making, self-regulation, self-awareness, creativity, critical thinking and collaboration (Care et al., 2017, p. 58). Regarding digital technology, affective skills and the application of an “interactive and collaborative ethos” (UNESCO, 2017, p. 24) where people “connect and collaborate, socialize and coordinate” (Boyd, 2015, p. 1) are mentioned. Collaboration and good social skills are thus paramount for the 21st century.

There is no clear distinction in the literature between the terms ‘skills’ and ‘competencies’ (Allais, 2012, p. 635). In this chapter, the terms ‘competencies’ and ‘skills’ will be used interchangeably, adhering to the preference of a specific author.

Knowles (1975, p. 15) envisaged that rapid change would be the only “stable characteristic” in the modern world. To cope with this “breath-taking pace of change”, Guglielmino (2008, p. 2) advocates for self-direction in learning. Employees need to be flexible and adaptable as required skills can change rapidly due to new demands and technology (UNESCO, 2017, p. 27). Society thus requires transferable and lifelong learning skills (Simper et al, 2018, p. 659). Students should be innovators and entrepreneurs (Galvin, 2017, p. iii) who can creatively and collaboratively solve problems in unknown contexts (Luckin et al., 2017, p. 13).

When these demands are taken into consideration, it is necessary to contemplate how education should adapt to equip students with the required competencies. An important foundation for changing the educational landscape is to suggest a theory upon which it should be based.

Key Terms in this Chapter

Problem-Based Learning: An active teaching-learning strategy where students collaborate to solve a real-world problem.

Social Constructivist Theory: Learning constructed through a process of collaboration and reflection.

Deeper Learning: A process where competencies in the cognitive, intrapersonal, and interpersonal domains are transferred to solve problems in new contexts.

Cooperative Learning: A structured form of collaborative learning, that incorporates the elements of social interdependence, where each group member is accountable for contributing to the group’s goal.

Deeper Self-Directed Learning: A process where a student intentionally takes charge and ownership of the learning process, resulting in transferable 21st-century competencies in the cognitive, intrapersonal, and interpersonal domains.

Self-Directed Learning: A process where a student takes responsibility for own learning, by applying strategies to identify and address learning needs, and to evaluate learning outcomes.

Far Transfer: Apply knowledge to solve problems in new contexts.

Deep Learning: To override past experiences and prior knowledge by adapting to new circumstances and providing creative and ground-breaking new ideas.

Deep Approaches to Learning: To understand concepts in a broader context by analysing and relating ideas and reflecting on the personal significance of learning.

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