Self-Directed Learning: Toward a Comprehensive Model

Garrison, D. Randy

doi:10.1177/074171369704800103

Cited by 927 publications

(897 citation statements)

References 18 publications

Supporting

Mentioning

821

Contrasting

Unclassified

Order By: Relevance

“…These theories are co-related to each other in a way that underlies the crucial perspectives of the self-directed learning of adult learners (Garrison, 1997;Pilling-Cormick, 1997;Livingstone & Sawchuk, 1999;Merriam, 2001). Furthermore, as adult learners, their learning approaches are diverse; as they depend on their responsibilities and the time they spend on learning.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The comprehensive conceptual framework of this study is based on the theories and works of researchers in cases involving the self-directed learning of adult learners (Garrison, 1997;Pilling-Cormick, 1997: Livingstone & Sawchuk, 1999Merriam, 2001), DGBL in L2 learning as a self-study tool (Warschauer & Healey, 1998;Prensky, 2001;Gee, 2005) and an IL environment using self-study tools (Holec, 1981;Ranabahu & Tamala, 2006). These theories are co-related to each other in a way that underlies the crucial perspectives of the self-directed learning of adult learners (Garrison, 1997;Pilling-Cormick, 1997;Livingstone & Sawchuk, 1999;Merriam, 2001).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Sustaining Vocabulary Acquisition through Computer Game: A Case Study

Bakar¹,

Nosratirad

2013

ASS

View full text Add to dashboard Cite

Learning vocabulary is not easy and it may be very frustrating to some learners. Many approaches have been taken to attract learners to learn new vocabulary. The aim of this case study is to explore how a computer game can be adapted as a learning tool to sustain adult vocabulary learning independently. This study used the existing SIM 3 game as a selected platform to investigate the vocabulary learning among ESL adult learners in an independent learning environment. Three adult ESL learners from different backgrounds participated in this study. Learners were examined on how they learned vocabulary and the learning experiences that helped them to gain new knowledge of English vocabulary while playing the game. A combination of mixed-data methods, including playing session observations, semi-structured interviews, a self-report checklist, pre-and post-tests and vocabulary lists, were used to collect extensive data. The findings show that computer games can be beneficial in sustaining language learning, especially in providing space to learn independently. With enough practice and consistent playing, along with the right objective of using it, a computer game can be utilized as a tool for independent learning to learn new vocabulary.

show abstract

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Sustaining Vocabulary Acquisition through Computer Game: A Case Study

Bakar¹,

Nosratirad

2013

ASS

View full text Add to dashboard Cite

show abstract

“…Self-directed learning as a concept is derived from adult learning theories that position the learner to have a sense of personal autonomy in their learning. This personal autonomy can be seen as learners taking control of the goals and purposes of learning and assuming ownership of learning (Garrison 1997, Merriam et al 2007, Knowles et al 2015. In addition, studies on self-directed learning claim that in day-to-day learning employees 'are responsible for most of the detailed decision-making about learning, including choices what to learn, how to learn, and at what pace the learning will occur' (Confessore and Kops 1998, pp.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Louws

Meirink

Veen

et al. 2016

Professional Development in Education

View full text Add to dashboard Cite

Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way teachers perceive those workplace conditions that influence teachers' learning. Not much is known, however, about how teachers' perceptions relate to the way they direct their own learning. Using a sense-making approach, we explored how four teachers' perceptions of cultural and structural workplace conditions were related with how they direct their own learning. The four cases were selected from a sample of 31 teachers from two secondary schools, and differed in the extent to which the teachers perceived their workplace as enabling or constraining their learning. We found that the content of teachers' learning goals is related to their perception of shared vision and professional dialogue in their schools, and driven by individual classroombased concerns. Furthermore, teachers' perceptions of cultural workplace conditions and supportive leadership practices seem to be more important influences for teachers' self-directed learning than their perception of structural conditions.

show abstract

“…From a constructive perspective, learning is considered to be both individual and social (Mann et al, 2011). Learning can be understood as an individual and a collective endeavor, where the individual axle of learning includes theories of cognitive psychology (Shuell, 1986;Bruning et al, 1999), surface and deep learning (Marton & Booth, 2000), reflective learning (Brockbank & McGill, 2007;Mezirow, 1991), self-directed learning (Garrison, 1997;Merriam, 2004) and transformational learning (Mezirow, 1991). The tutor has thus a key role in facilitating the students´ advancing their knowledge from their point of departure until the end of their thesis.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Improving Academic Writing in Nursing Education

Mattsson¹

2016

IJHE

View full text Add to dashboard Cite

Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality improvement design, the Plan, DO, Study, Act (PDSA) cycle was applied. Two graduating classes of specialist nursing students and two faculty members were involved in the quality improvement of academic writing. The result of the study showed improved academic writing and improved student satisfaction in the master thesis writing process.

show abstract

Self-Directed Learning: Toward a Comprehensive Model

Cited by 927 publications

References 18 publications

Sustaining Vocabulary Acquisition through Computer Game: A Case Study

Sustaining Vocabulary Acquisition through Computer Game: A Case Study

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Improving Academic Writing in Nursing Education

Contact Info

Product

Resources

About