Adult Learning Abstract Self-Direction in Adult Learning

Adult Learning Abstract

Self-Direction in Adult Learning Forums

Technology has radically changed the face of adult learning during the past 25 years. The traditional brick-and-mortar classroom, while still dominant, has been joined by a wide variety of technology-based learning venues known as Virtual Learning Environments (VLEs). These virtual venues have been particularly successful in the field of adult education, where the freedom of location and schedule that these platforms offer are particularly attractive to learners. One trend that has been increasingly present in VLE education, and to some extent in the traditional classroom, is the use of self-directed learning.

Self-directed learning is defined as a "training design in which trainees master packages of predetermined material, at their own pace, without the aid of an instructor" (Simmering et al., 2009). Because it does not rely on the presence of an instructor, self-directed learning fits well in VLE platforms. It is particularly relevant and useful in the world of adult education; in fact, Rager (2009) claims that self-directed learning has been "instrumental in defining the field of adult education."

Self-directed learning is by no means limited to formal education. Terry (2006) describes self-directed learning as "a natural part of the psychological and social development that defines adulthood." However, as an androgogical method it has become increasingly prevalent both in practice and in research. Its rising prominence can be somewhat attributed to the rapid growth of virtual and online learning in the past two decades. Simmering et al. (2009) point out that, while the presence of an instructor and classmates has been proven to be an important factor in online education, many online courses have not developed sufficient platforms to offer this sort of interpersonal interaction.

Their necessary reliance on self-directed learning, along with the growing popularity of self-directed learning as a training tool in the workplace, has prompted a strong body of recent research into effective methods and quantifiable measures in self-directed learning environments. In trying to examine the efficacy and theoretical soundness of self-directed learning, these studies have uncovered some previously-ignored characteristics of adult learning. The most striking of these discoveries is the profound role that student self-image and emotion play in the success of self-directed learning specifically and of adult learning in general. Silen et al. (2008) found that the effectiveness of self-directed learning is tied to two factors: the students' "feelings of being in charge and having a genuine impact on the learning situations," and their understanding of "the demands of the learning context." In addition, Simmerling et al. (2009) found that students' perceptions of their computer self-efficacy have a profound impact on their success in online self-directed settings, even more so than their motivation to learn.