The Value of Pacing in Promoting Self-Directed Learning

The Value of Pacing in Promoting Self-Directed Learning

Itumeleng I. Setlhodi (University of South Africa, South Africa)
Copyright: © 2019 |Pages: 22
DOI: 10.4018/978-1-5225-8018-8.ch001
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The chapter presents significant considerations for pacing amid directing own learning in an open distance e-learning environment (ODeL), assuming principles to achieve learning outcomes through processes that support learning style/s in leading own learning. Looking at a variety of factors, the prototypes for self-directedness and elements for self-pacing are presented. A case of an ODeL institution was explored and interviews conducted (n=57) to examine self-directed learning contextual factors in relation to the speed at which learners assume leadership in achieving learning outcomes within an (ODeL) context and gaining independence towards enhancing learning experience. The outcomes reveal that learners gain independence through adopting suitable speed, adopting core values, collaborating, support provided, and will to improve their skills. Finally, a self-directed paced learning framework for adult learners is offered.
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SDL has been explored from the perspective of personal attributes (Garrison, 1997; 2003), understanding (Hiemstra & Brockett, 2012), online environments (Song & Hill, 2007) and factors that promote self-directed learning (Daweti, 2017). However, studies regarding SDL in relation to assuming core values that enable pacing own learning lacks, particularly in an ODeL context, where the learning content is mainly data driven and require heightened effort to achieve the sought after outcomes. There is consensus that a correlation exists between qualities such as self-directed learning and learner achievement (comprising intrinsic competencies enabling positive attributes) (Freitas & Leonard, 2011) as well as inherent values assumed to pace learning (Gonzalez, 2015). The foregoing competencies can strengthen learners’ intent to self-regulate pacing of learning and to lead their own learning programme. Learners’ ability to take the lead and initiate personal learning programme is directly proportionate to how they direct personal learning at a suitable pace.

Even though adult learners can have capacity to direct own learning, they may be experiencing difficulties regarding the extent to which they are able to complete their work and keep-up with personal learning schedule. It therefore implies that there is a need to strengthen ability of learners to direct own learning successfully. Hiemstra and Brockett (2012) initially advanced that the value responsibility is a starting point to self-direction, followed by the learners’ preparedness and later sought to explain further, to clarify their submission. This may possibly be completed by taking the lead to additionally, be able to pace learning. Consideration of related matters is paramount if learners are to balance all other responsibilities and have sufficient time to learn.

Key Terms in this Chapter

Timing: The ability to develop a periodic learning routine that is habit forming and affords an opportunity to balance learning with other responsibilities.

Self-Pacing: The manner in which the progress of personal learning is timed and structured.

Core Values: Learners’ essential beliefs driving them to use a variety of strategies and personal learning practices to achieve envisioned outcomes.

Learning Speed: The pace at which learners embark in a process of acquiring knowledge.

Self-Manage: Organizing learning content in a manner that ensures limited distractions, allowing learners to take charge of their learning.

Pace: The rapidity at which time is allocated reasonably, to manage learning.

Collaboration: Assuming responsibility for initiatives to facilitate personal learning by teaming up with other learners in responding to learning requirements by sharing resources and ideas.

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