My contribution in this blog reflects the position I take for my study on self-direction. My main argument is that self-direction is developmental and when we design curricula for developing it, the instructor's roles and the students' level of readiness for self-direction should be considered in order to create optimal learning environments for its development. The relevant literature and discussion are given below.
Self-directed learning is
any study form in which individuals have primary responsibility for planning, implementing , and even evaluating the effort (Hiemstra, 1994)
When implementing a curricula to promote self-directed learning, it is important to consider the of level of readiness of learners (their readiness for accepting greater responsibility for learning) and the teaching style of the instructor (their preparedness to relinquish control and pass on greater responsibility for learning to students)
According to Hiemstra(1994), both external factors such as curricula and instructors that facilitate learners taking primary responsibility as well as internal factors such as learner readiness that predispose a learner taking responsibility for learning contribute to the development of self-direction in learning.
In addition, he says that learning conditions for the development of SDL are optimal when a learner’s level of self-direction is balanced with the extent to which self-directed learning opportunities are possible.
So, it can be said that it is quite inevitable that this optimal balance in the learning environment should be considered when designing curricula to successfully promote self-directed learning.
To reinforce the necessity to consider the learners readiness for self-direction, I will highlight some key points from the Literature about this:
1.Humans grow in capacity to be self-directing (Knowles, 1995).
2.Learner readiness for self-direction has been categorised into levels and several studies have
also been been conducted to measure readiness using scales such as the self-directed
readiness scale (SDLRS) developed by Guglielmino (1977).
3. Brookfield (1995), has recognized that many students lack the independence and confidence
to be successful self-directed learners.
4. There is also clear evidence in the literature that the capacity to self-direct is developmental
5. Educators have been charged with the job to assist adults to learn in a way that enhances their
capability to function as self-directed learners (Merriam, 2001)
My research aims to investigate how the optimal balance between external and internal factors for developing self-direction can be created in the learning environment where I teach.
I will be conducting an evaluative study of a curricula redesigned and implemented to promote self-direction in 2 domains of learning ( humanities and engineering). The study which will be an evaluative case study will be conducted using Grow’s (1991, 1994) Staged Self Directed Learning (SSDL) instructional model.
The 4 categories of stages of learning from dependence to self-direction and their corresponding teaching styles will be used to identify the development of self-direction as a redesigned curriculum is implemented in the tutorial/lecture setting. SSDL categories will be used to identify the changes in the instructor’s style and student’s learning behaviour in the teaching-learning transaction through the complete duration of the curriculum implementation. Any changes to the curricula to “match” the level of student readiness will be made based on the analysis of balance between style and learning behaviour observed and analysed in the teaching-learning transaction.
This method of discourse analysis will help me track the development of self-direction and changes to curricula made to support it.
In the next phase, a comparison of SDLS (self-directed learning scales) implemented at the beginning, middle and end of the intervention will b ecompared. This together with semi-structured interviews using focus groups conducted at the end of the implementation will provide feedback on the effectiveness of the curriculum design. Information on features of the curriculum and teaching style that supported this will also be identified.
The research which combines an understanding of the impact of a curriculum redesign on developing SDL and the effectiveness of the curriculum will serve to provide information on
a.how the curriculum needed to be modified (features that supported SDL)
b.what the role of teacher was in providing an optimal learning environment (characteristic that
facilitated development of SDL)
c. the extent to which the curriculum was successful in developing SDL.
This information, I hope will provide useful input to curriculum designers and tutors who can make a significant difference in helping learners develop self –direction for lifelong learning.
Without the capacity to be self-directed learners our future graduates will find it a great challenge to cope with the information explosion of the 21st century……..
Love to hear your thoughts.......
Some Key References
Bentz, V. M., & Shapiro, J. J. (1998). Mindful inquiry in social research. London: Sage.
Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. New York: Routledge
Formann, E. A., & McCormick. (1995). Discourse analysis: A sociocultural perspective. Remedial and Special Education. 16(3), 150-158.
Grow, G. (1991). Teaching learners to be self-directed. 41(3), 109-114.
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. (2008). Self-directed learning in Problem-Based Learning and its relationships with self-regulated learning. Educational Psychology Review, (20), 411-427.
Marshall, C., & Rossmann, G. (2006). The what of the study: Building the conceptual framework. In Designing Qualitative Research (4th ed, pp. 23-50). Thousand Oaks, CA: Sage.
Mason, J. (2002). Qualitative researching. (2nd ed.). London: Sage.
Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, 89.
Shea, E. O. (2003). Self-directed learning in nurse education: A review of the literature. Journal of Advanced Nursing, 43(1), 62-70.
Yin, R. (2005). Case study methods. In Green, I., Camilli, G., & Elmore, P. B. (Eds.), Complementary Methods for Research in Education (3rd ed.). Washington, D.C.: American Educational Research Association.
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