Adaptivity Through Self-Directed Learning to Meet the Challenges of Our Ever-Changing World

Abstract

Fostering adult learners’ competence to adapt appropriately to our ever-changing world is a primary concern of adult education. The purpose of the present article is novel and examines whether the consideration of modes of learning (instruction, performance, and inquiry) could assist in the design of adult education that facilitates self-directed learning and enables learners to think and perform adaptively. The concept of modes of learning originated from the typology of Houle. However, to date, no study has reached beyond this typology, especially concerning the potential of using modes of learning in the design of adult education. Specifically, an apparent oversight in adult learning theory is the foremost importance of the consideration of whether inquiry is included in the learning process: its inclusion potentially differentiates the purpose of instruction, the nature of learners’ performance, and the underlying epistemological positioning. To redress this concern, two models of modes of learning are proposed and contrasted. The reinforcing model of modes of learning (instruction, performance, without inquiry) promotes teacher-directed learning. A key consequence of employing this model in adult education is that learners may become accustomed to habitually reinforcing patterns of perceiving, thinking, judging, feeling, and acting—performance that may be rather inflexible and represented by a distinct lack of a perceived need to adapt to social contextual changes: a lack of motivation for self-directed learning. Rather, the adapting model of modes of learning (instruction, performance, with inquiry) may facilitate learners to be adaptive in their performance—by encouraging an enhanced learner sensitivity toward changing social contextual conditions: potentially enhancing learners’ motivation for self-directed learning.

Self-directed learning: A fundamental competence in a rapidly changing world

“…Moreover, some scholarly work on self-directed learning has highlighted the need to consider a fourth dimension, which concerns the cognitive aspect of self-directed learning, namely how knowledge is construed during the learning process (e.g. Morris 2019a;Garrison 1997).…”

“…It refers to a learner's experience of discovering how elements of knowledge are "constructed" and how they are connected to other elements. A learning process regarded through a constructivist lens concerns learning in which an inquiry project drives the learning process, where active and judgemental (critical) thinking is fundamental in facilitating successful learning: a process that represents learners solving or resolving authentic real-world based problems (Jonassen 1999;Morris 2019a). managers and government policy-makers, but also personnel concerned with human resource development.…”

Implementation of a Pilot Elementary Mathematics Specialist Endorsement Program

“…He referred to it as "the art and science of helping adults learn" [19] (p. 40). Adult learners require opportunities to direct their own learning, use life experiences that enhance their learning, and problem-centered situations where their learning is immediately applicable within their specific and ever-changing context [20][21][22][23]. This definition tends to characterize an idealistic or desirable personality of an adult.…”

“…This program was supported in a partnership between a state education agency in Washington State, a School of Education and School of Math and Sciences at a local university, a regional government education office called a service district, and local, mostly rural, school districts. The designers of this EMS endorsement program utilized foundational andragogical practices throughout the development of the program by ensuring the candidates were able to apply their learning to their unique educational context [20][21][22][23]. Specific program design and methods are described in the following sections.…”

Surviving Distance Learning as an Adult Learner in Higher Education

“…Although intrinsically self-directed, adult learners need opportunities for interaction during the learning experience. Research indicates these elements are necessary components of effective learning (Morris, 2019). Therefore, my overarching tip to adult learners engaged in distance learning is as follows: Do not be an island.…”