Self-Directed Learning and the Assumption of Andragogy

Education -- Self-Directed Learning Issue

Section I-Self-Directed Learning:

(1) What is the connection between self-directed learning in what and how we learn?

According to Knowles, self-directed learners typically learn more broadly (i.e. they learn more things); they learn more effectively; they bring a higher level of motivation to learn; and they tend to retain and apply what they learn more than do people who learn through more formal or traditional means. In the most general sense, self-directed learning is a form of active learning, and therefore, more effective than traditional learning processes that rely almost exclusively on passive learning. More particularly, Knowles also suggested that self-directed learning is more consistent with the overall direction of adult psychological development in the sense that it is an aspect of self-sufficiency and self-responsibility.

(2) Can or should all learning be self-directed, why or why not?

No. Effective self-learning generally requires that learners be appropriately mature, motivated, and self-reflective to reap the greatest benefit from self-directed learning. Naturally, those prerequisites are not met by many learners, particularly those who are not yet mature adults. Another circumstance in which self-directed learning is impractical is learning involving specific subject matter that is simply too complex or not otherwise conducive to self-learning strictly as a function of the subject matter itself and/or of the specific processes through which certain skills or knowledge are best acquired from others who are more knowledgeable and experienced in the field.

(3) Discuss the three types of self-directed learning process models?

Knowles discussed three types of self-directed learning models: linear, interactive and instructional. The linear model refers to the process of deliberately planning or mapping out concrete steps toward the goal of acquiring a specific set of skills or information. Generally, the linear model also refers to the orderly progression of the component steps of knowledge acquisition with each step leading directly to the next scheduled step in the learning map or schedule. An example of linear self-directed learning would be an individual who decides that he would like to learn how to maintain and repair his own automobile instead of relying on professional mechanics. He might set out to learn, practice, and master one mechanical system at a time. Moreover, he would most likely start with less complex systems and those that function in relative isolation from other systems before gradually progressing to more and more complex systems and to those that are directly connected to other systems in complex ways.

The interactive model refers to the interaction between the self-directed learner and his or her external environment, available resources, and natural abilities and tendencies. An example of the interactive model of self-directed learning would be Himalayan Sherpa who is born and raised in the mountainous regions of the word that have drawn the interest of Western explorers for generations. The individual is born into a society where many make their living as Sherpas and would naturally become relatively expert in understanding cold weather mountain climate patterns and snowfall by virtue of living in that environment. Quite possibly, the individual could also have inherent physical of physiological idiosyncrasies that are genetically based as a function of natural selection within societies that have evolved over hundreds of generations in the same area.

The instructional model refers to a slower transitional process in which the learner starts off initially as relatively dependent on a teacher before progressing through the stages of becoming a more interested and motivated (but still somewhat dependent) learner, an involved learner beginning to explore independently but still in need of assistance, and finally, to a fully self-directed learner who is capable of planning out and executing a continuing learning strategy. An example of the instructional model of the transition into fully self-directed learning would be a student aircraft pilot who begins a flight training program without any prior flying experience.

Initially, he will be completely dependent on his instructor. Later in his training, he will still be dependent on his instructor for safety and for guidance, but he will become capable of contributing to the learning process, such as by requesting to practice certain specific skills or maneuvers and by contributing to the decision to progress to new skills that are dependent on skills acquired earlier. Eventually, the student pilot becomes capable of flying alone but may still rely on an instructor to perfect certain advanced skills and to accompany him on flights in which those skills are required, such as in connection with flying by instruments instead of by visual recognition.

(4) How can adult learners be supported as participants to self-directed learning?

by family members, employers, friends, instructors?

Ideally, the adult learner should receive encouragement from those close to him, such as family members. More specifically, self-learners should receive the same types of consideration for the amount of time they require as they might receive in connection with traditional formal learning situations. For example, it would be a negative situation if a self-directed learner were continually interrupted by family members or friends because they did not respect the fact that learning requires concentration and focus irrespective of what type of learning process is involved. Similarly, employers frequently fully support and encourage traditional formats of continuing education. However, they might be inclined to be somewhat less supportive of self-directed learning simply because the lack of formal parameters might suggest to them that it is less serious or that the learner is less fully involved in or committed to the process. In both cases, support in the form of acknowledgment and the same considerations (such as time off from other responsibilities) that might be offered in connection with traditional learning situations would be very helpful to self-directed learners. Finally, instructors could support self-directed learners by acknowledging that their preference or inclination to learn through that process is acceptable and that the instructor will be available to the extent necessary to provide assistance to support the learner's self-directed efforts.