Institutional perspectives on self-direction in learning

Brockett, Ralph G.; Hiemstra, Roger

doi:10.4324/9780429457319-12

Cited by 23 publications

(34 citation statements)

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“…Considered together, these similarities explain why lifelong learning and self-directed learning are related. In the literature too, the concepts of lifelong and self-directed learning are taken as related concepts (Brockett and Hiemstra, 1991; Greveson and Spencer; 2005; Candy, 1991 cited in Mocker and Spear, 1982; Loyens et al, 2008; Shen et al, 2014). …”

Section: Discussionmentioning

confidence: 99%

“…According to Spencer and Jordan (1999), self-directed learning prepares individuals for lifelong learning. Brockett and Hiemstra (1991) state that self-direction needs to be considered with a perspective of (understanding of) lifelong learning. According to this, lifelong and self-directed learning are related concepts and they form basis to one another.…”

Section: Introductionmentioning

confidence: 99%

“…In order to achieve it, individuals take responsibility for their own learning and embrace individual autonomy and preferences (Kaufman, 2003). Self-directed learners have the following characteristics: They set clear goals for themselves.They shape their learning process in line with goals and plans.They monitor their own learning process.They evaluate the outcomes of their own learning.They are autonomous.They have self-motivation.They are open to learning.They are curious.They are willing to learn.They value learning.They have self-control.They take initiative to learn (Knowles, 1975; Knowles, 1977; Jennett, 1992 cited in Brockett and Hiemstra, 1991)…”

Section: Introductionmentioning

confidence: 99%

“…They take initiative to learn (Knowles, 1975; Knowles, 1977; Jennett, 1992 cited in Brockett and Hiemstra, 1991)…”

Section: Introductionmentioning

confidence: 99%

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An Investigation of Self-Directed Learning Skills of Undergraduate Students

2018

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The aims of this study were to reveal university students' self-directed learning skills and determine whether these skills vary based on university type, gender, field of study, year of study, academic success, type of university entrance score, income level, and the desire to pursue a graduate degree. Also, this study explored the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The study group of the survey comprised 2,600 first and fourth-year students from same departments of Hacettepe and Başkent Universities. The study collected its data by using “Self-Directed Learning Skills Scale” designed by Aşkin (2015). Moreover, Diker-Coşkun's “Lifelong Learning Tendencies Scale” was used to explore the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The results revealed that university students' self-directed learning scores were above the median score of the scale. Self-directed learning skills were found not to vary based on university, year of study, income level. However, gender, field of study, university entrance score type, academic success and the desire to pursue a graduate degree made a significant difference on university students' self-directed learning skills. Finally, a moderate positive relationship was detected between self-directed learning skills and lifelong learning tendencies. In summary it can be said that, undergraduate students have self-directed learning skills and these skills are related to lifelong learning.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…They take initiative to learn (Knowles, 1975; Knowles, 1977; Jennett, 1992 cited in Brockett and Hiemstra, 1991)…”

Section: Introductionmentioning

confidence: 99%

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An Investigation of Self-Directed Learning Skills of Undergraduate Students

2018

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“…The model of the "self-direction in learning" of Brockett and Hiemstra in 1991, was structured on two main dimensions: the first dimension concerns the teaching method, that is the modalities of organization of experience and learning processes; the second is related to the personality characteristics of the student, defined programmatically, in fact, self-directed learner. The model also provides for the assumption of personal responsibility and the achievement of a condition of empowerment, through the coexistence of these two dimensions.…”

Section: Introductionmentioning

confidence: 99%

Self-directed learning: An innovative strategy for sport and physical education

Toto¹,

Limone²

2019

Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science

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A rapidly developing research area focuses on the study of Self-directed learning (SDL) applied to sport and physical education. The hypothesis is that this methodology can, in extracurricular contexts, improve development and athletic performance in an effective and efficient way. The data were collected by 20 secondary school students, engaged in an 80 m fast running performance, divided into two groups: the first group followed the SDL methodology (n = 10; age = 16.7) and the second group (n = 10; age = 16.9) followed traditional training programme led by a schoolteacher. At the same, initial conditions were evaluated by an entry test (speed test) and at the end of the two treatments, which lasted for 3 weeks, the test was readministered to evaluate the results and individual interviews were conducted to evaluate perceptions and self-efficacy. In addition to fast running, arms and legs were assessed with isotonic exercises. The monitoring of the two treatments was self-directed in the SDL and conducted by the teacher in the traditional training. The results obtained demonstrate the SDL in sports performance, if not performed by professionals in which the practice is already validated, obtains poor results in terms of both outcomes and perception. The result of this experimental work provides the basis for the interventions that promote the SDL methodology applied to sport and physical education within formal school contexts, still used today in informal and sporting contexts.

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The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners

Zhu

Doo

2021

J Comput High Educ

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In massive open online learning courses (MOOCs) with a low instructor-student ratio, students are expected to have self-directed learning abilities. This study investigated the relationship among motivation, self-monitoring, self-management, and MOOC learners’ use of learning strategies. An online survey was embedded at the end of three MOOCs with large enrollments asking for learners’ voluntary participation in the study. The survey results from 470 participants indicated that motivation positively influenced self-monitoring, self-management, and learning strategies. In addition, self-monitoring and self-management did not affect the utilization of learning strategies. This underscores learners’ motivation and the need to encourage them to adopt appropriate learning strategies for successful learning. The results also revealed that self-monitoring positively affected self-management. The findings highlight the critical need to enhance self-monitoring skills to further promote self-management skills in MOOCs. In addition, self-monitoring and self-management did not encourage learners to use related learning strategies in this study. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies.

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Institutional perspectives on self-direction in learning

Cited by 23 publications

References 0 publications

An Investigation of Self-Directed Learning Skills of Undergraduate Students

An Investigation of Self-Directed Learning Skills of Undergraduate Students

Self-directed learning: An innovative strategy for sport and physical education

The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners

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