Self-Directed Learning Assumptions, Andragogy Self-Directed Learning Assumptions

Self-Directed Learning Assumptions, Andragogy

Self-Directed Learning Assumptions Andragogy

Self-Directed Learning

What do you think about self-directed learning in what and how we learn?

Self-directed learning is extremely beneficial in situations in which the learning styles of the individuals present differ from one another and would benefit from a more direct approach. For instance, self-directed learning allows individuals to frame their learning experience in a manner that is most compatible with his or her own personal learning style/process. Self-directed learning can be utilized in many educational settings and with many different instructional methodologies. A key to self-directed learning is also the fact that it is not time dependent, which is essential for learners to work at their own base and better retain the knowledge at hand.

Can or should all learning be self-directed? Why or why not?

All learning can technically be construed as being self-directed. Without some kind of initiative taken, learners absorb nothing. Information can be presented to us in a manner that is more standardized, but unless we as the learner choose to interpret this information in a manner that benefits our overall knowledge-base, the information will be lost. Whether or not all learning should be self-directed is a different story, as certain levels of learning are better initiated on a more standardized level, especially in the beginning stages of retention and theory.

3. Within the self-directed learning process, discuss the three types of models: linear, interactive and instructional.

The linear model of self-directed learning most closely aligns with that of more traditional instructional models. For example, in this type of learning model, key concepts are offered to the learner, upon which additional learning is based. This allows learners to better tailor their learning to fit their own personal needs and learning style. The interactive model of self-directed learning is closely aligned with the learner's own motivation, experiences and environment for learning, and heavily involves focus on the learner's own personality traits and thought process. Finally, the instructional model of self-directed learning addresses how instruction may be organized in both formal and informal settings to better suit the individual learner.

4. How can adult learners be supported as participants to self-directed learning by family members, employers, friends or instructors?

Supporters of self-directed learners must help the learner identify his or her goals, strategies and methods of learning as well as help support them throughout the process. In understanding the evaluation criteria that an adult learner has set forth for themselves, friends, family, and associates can better understand the goals formed by the self-directed learner and can better act in a way that does not hinder these goals, but supports them. Self-learners should be interacted with in a manner that focuses on recognition, respect and encouragement in order to achieve their educational goals.

II. Andragogy

1. Malcolm Knowles describes four assumptions of Andragogy. Discuss those four assumptions and implications for the design, implementation, and evaluation of learning activities with adults.