What is Self-Directed Learning

A learning strategy which allows learners take charge of their own learning process (diagnosis learning needs, identify learning goals, select learning strategies, and evaluate learning performances and outcomes).

A learning process where people take initiative to “plan, carry out and evaluate their own learning experiences” ( Merriam & Caffarella, 1999 , p. 293).

The process of identifying your own potential in formulating learning goals.

The ability for a person to formulate a plan and identify the tools, resources and strategies needed for one's own learning. Behaviors and characteristics associated with self-directed learning are related to intrinsic motivation, integrity, agency, diligence, perseverance and grit.

Adults controlling their own learning process, or “Learning in which decision around what to learn, how to learn it, and how to decide if one has learned something well enough are all in the hands of learners” (Brookfield, 2013, p. 90).

Supports the learner’s self-determination regarding his/ her goals, the allocated time for and timing of the activities, identifying suitable resources, choosing an appropriate method, structuring the learning, assessing the outcomes, and partnering with others (Aepli et al., 2005 AU64: The in-text citation "Aepli et al., 2005" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , pp. 2f.). Thus, self-directed learners are in charge of their own learning, there are autonomous in defining what for, how and where they are learning (Aepli et al., 2005 AU65: The in-text citation "Aepli et al., 2005" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 10). This indeed includes that a self-directed learner can autonomously decide to attend highly instructor-led courses as this might suit his needs best ( Knowles et al., 2005 AU66: The citation "Knowles et al., 2005" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. , p. 186). Possessing this competence must therefore be seen as a precondition for successful and sustainable lifelong learning.

Also known as self-concept or self-initiated learning, it is one of the six principles of adult learning.

The process of being in command of one’s own learning path, through taking the initiative to set own goals, identifying learning needs, formulating learning goals, identifying resources, implementing appropriate learning strategies, and evaluating the outcomes of the learning process.

Individual learner’s initiative and responsibility to (with or without assistance) identify, assess, and set priorities for learning needs.

A model that describes how individuals take responsibility and the initiative to set their own goals and strategies to meet their learning needs.

Taking the initiative about learning and receiving minimum guidance from others.

Type of learning whereby learners take responsibility for what to learn, when and how.

Taking action and responsibility for one’s own learning.

Learning that occurs when learners explore, question, react, and respond to learning material relevant to their needs.

Defined as learners taking initiatives to teach themselves by using their own teaching or learning methods.

A mode of learning, instructional process, or learner characteristic marked by increasing responsibility for one’s learning to include selection of topic, resources, mode of study, and assessment.

Self-directed learning is a learning method whereby the student takes initiative for learning. This includes activities such as selecting, managing, and assessing their own learning activities. Teachers provide advice, direction, and resources to support the student while peers provide collaboration.

A process in which students take the initiative to diagnose their learning needs, formulate learning goals, and manage their learning activities.

Adult learning theory based in individual freedom.

A learning process in which individuals take charge of their own learning by identifying and fulfilling their own needs and goals.

Refers to learning experiences in which the learner has the primary responsibility for engaging with, planning strategies and pathways in order to successfully complete a learning task.

Independent learning, self-education, autodidacticism, self-learning.

The process of obtaining knowledge independently by taking the initiative to select and manage the learning activities.

An instructional process where a learner assumes primary responsibility for the learning process; and as a personality characteristic centering on a learner’s desire or preference for assuming responsibility for learning (see www.infed.org/archives/e-texts/hiemstra_self_direction.htm ).

Is a process in which students take the initiative, with or without the help of lectures, in diagnosing their learning needs, formulating learning goals, and identifying resources for learning, choosing and implementing appropriate learning strategies.

The ability to direct one’s own learning without the guidance of an instructor.

Independent learning, with or without the presence of an instructor.

A model that describes how individuals take responsibility and the initiative to set their own goals and strategies to meet their learning needs.

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

Defined by Guglielmino (as cited in Merriam & Caffarella, 1999 AU65: The in-text citation "Merriam & Caffarella, 1999" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ), self-directed learning “…consists of a complex of attitudes, values, and abilities that create the likelihood of an individual …” (p. 290) to direct their own learning journey.

Refers to learning experiences in which the learner has the primary responsibility for engaging with, planning strategies and pathways in order to successfully complete a learning task.

Students are empowered to learn at their own pace, catering to the different learning speeds and styles of individuals.

An instructional strategy where the students, with guidance from the teacher, decide what and how they will learn.

“In its broadest meaning, ‘self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” ( Knowles, 1975 , p. 18)

An educational approach where individuals take responsibility for their own learning process. It involves learners actively identifying their learning goals, determining the necessary resources and strategies, and monitoring their progress. Self-directed learners are motivated, independent, and capable of self-regulation in acquiring knowledge and skills.

Adult learners managing and directing their own learning in balance with their daily and professional realities.

A process through which individuals diagnose their learning needs, formulate plans and goals, identify resources, implement learning strategies, and evaluate learning outcomes.

Learning that is controlled and managed by the learner. Sometimes it is viewed as a teaching technique, but in other instances it is learning outside of the educational institution undertaken by learners out of their own interests, needs and concerns.

A process of learning in which people or individuals takes primary initiative for planning, carrying out, and evaluating their own experiences.

Self-directed learning is an instructional strategy that places the responsibility for the learning progress on the learner.

The ability to autonomously employ the necessary strategies to meet learning goals.

The operational definition most used in defining self-directed learning includes that it consists of a complex of attributes, values and interests, and creates the likelihood that adult learners are capable of self-directing their learning ( Merriam et al., 2007 ; Wang & Cranton, 2012 ).

A process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.

Each individual takes responsibility and accountability for his/her own learning.Synchronous Program: A program facilitating all participants attending face-to-face together online at the same time, e.g. Elluminate, Skype.

Students engaging in self-directed learning accept the main responsibility for their education, including its preparation, execution, and assessment.

“A process in which individuals take the initiative, with or without the help of others” ( Knowles, 1975 , p. 18) in diagnosing their learning needs, planning learning goals, activities, and materials to carry out their learning, and then self-evaluating their own learning outcomes. Charungkaittikul and Henschke (2018) contend that “self-direction in learning refers to both the external characteristics of an instructional process and the internal characteristics of the learner, where the individual assumes primary responsibility for a learning experience.”

A process in which a student is responsible for organizing and managing his or her own learning activities and needs. SDL encourages individuals to become responsible for their own learning, identify gaps in their knowledge gaps and critically appraise new information.

Learners choose their priorities and resources to meet their set goals.

Individual learners are motivated to take on decisions related to their own learning.

Students who work on their academics independently by understanding what assignments they need to complete, formulating goals, and choosing appropriate materials and actions to complete those goals and assignments.

Each individual takes responsibility and accountability for his/her own learning.

It is a kind of learning an individual take the responsibility of their own learning.

Learning process that a student completes without the guidance of the instructor.

A highly debated concept that several noteworthy theorists have attempted to define. For purposes of this chapter, we look to Susan Isenberg’s attempt to explain Tough’s view that SDL was basically self-teaching.

The process as defined by Knowles (1975) during which students take ownership of their learning by taking the initiative to identify their learning needs, formulate learning goals, identify resources for learning, choose and apply strategies to address these needs, and evaluate whether their learning needs were met.

Learning in which the student identifies gaps in her/his knowledge and seeks to correct those deficiencies by doing research, evaluating the quality of the new information sources, imparting the new information to peers, and receiving feedback from peers and faculty members.

An instructional process that encourages students to take responsibility for their own learning process through strategies that lead to autonomy.

The process by which individuals implement learning practices based on self-identified learning needs.

A process where individuals take initiative in order to increase their knowledge or skills at any time and place without the help of teacher.

The process by which the individuals takes the initiative in their learning by forming learning goals, choosing materials, implementing learning strategies, and evaluating their learning.

Learning that takes place when the learner takes the initiative to identify their individual learning needs, develop strategies and goals, implement those strategies, and evaluate the results.

Self-directed learning is a process by which a learner can arrange, manage and evaluate his or her learning opportunities. It is a learning strategy that gives learners access to take charge and responsibility of their own learning out of integrity, intrinsic motivation, and perseverance. Learners can identify their own learning needs, set goals, choose strategies for learning and diagnosis, and evaluate their achievements of learning outcomes.

When an individual takes the initiative and the responsibility for learning.

When individual learners are motivated to take on decisions related to their own learning.