Self Directed Learning

Self Directed Learning

      Definition :

§  A process in which students take the initiative to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes.The role of the instructor shifts from being the 'sage on the stage' to the 'guide on the side' in a self-directed learning environment.” 

§  “ Several things are known about self-directed learning: (a) individual learners can become empowered to take increasingly more responsibility for various decisions associated with the learning endeavor; (b) self-direction is best viewed as a continuum or characteristic that exists to some degree in every person and learning situation; (c) self-direction does not necessarily mean all learning will take place in isolation from others; (d) self-directed learners appear able to transfer learning, in terms of both knowledge and study skill, from one situation to another; (e) self-directed study can involve various activities and resources, such as self-guided reading, participation in study groups, internships, electronic dialogues, and reflective writing activities; (f) effective roles for teachers in self-directed learning are possible, such as dialogue with learners, securing resources, evaluating outcomes, and promoting critical thinking; (g) some educational institutions are finding ways to support self-directed study through open-learning programs, individualized study options, non-traditional course offerings, and other innovative programs.”

Technologies for self-directed learning

            Self-directed learning is a continuous engagement in acquiring, applying and creating knowledge and skills in the context of an individual learner's unique problems. Effectively supporting self-directed learning is one of the critical challenges in supporting lifelong learning. Self-directed learning creates new challenging requirements for learning technologies. Domain-oriented design environments address these challenges by allowing learners to engage in their own problems, by providing contextualized support, and by exploiting breakdowns as opportunities for learning.

The Benefits of Self-Directed Learning

Self-directed learning comes naturally. An infant is a self-directed learner, choosing the timing and the direction of his or her learning. Institutional learning—initiated and governed by a teacher or some other governing board—is more unnatural. Instead of recognizing that each learner is an individual, with varying interests, backgrounds, and skills, institutions prepackage instruction by any number of categories: by subject, by the age or the gender of the learner, by disciplinary boundaries, and so on. The result of teacher-directed learning is often students that are dependent on outside factors to initiate or motivate learning.