This site will look much better in a browser that supports web standards, but it is accessible to any browser or Internet device.
Self-Directed Learning |
Pam Lloyd, teacher
Chene
(1993) describes autonomous learners as independent,
able to make choices and critical judgements, and able to
move within the learning community. A strong
value/belief system gives autonomous learners willpower and
self-discipline (Candy, 1991). Adults naturally
move toward self-directedness, but at different speeds in
different situations. Factors influencing adults to
behave autonomously are:
(1) their technical skills
(2) their familiarity with the subject
(3) their feelings of competence
(4) their commitment to learning
In addition to autonomoy, Boucouvalas would add the concept of homonomy to the definition of selfhood. Homonomy is the experience of being part of a meaningful whole, such as families, social groups and culture. Some proponents feel homonomy may explain the collaborative aspects of self-directed learning--teamwork and peer networks.
Guglielmino
defines readiness for Self-Directed Learning as a
complex set of attitudes, values, and abilities creating the
likelihood that someone is capable of Self-Directed
Learning. She developed the Self-Directed Learning
Readiness Scale (SDLRS), a somewhat controversial
qualitative measure of Self-Directed
Learning.