In its broadest meaning, “self-directed learning” describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.” (Knowles, 1975, in Carter & Nugent, 2011)
Knowles was among the first to define Self-Directed (or Self-Guided) Learning as a self-initiated learning process that occurs as part of formal and informal learning situations. Within our interconnected digital world, this process (or ability) is becoming increasingly relevant and important to learners of all ages.
Many thinkers place self-guided learning at the centre of the “learning revolution” or “the future of learning”. Emerging themes in Self-Guided Learning research that support this position are described below.
The 21st Century Learner
In the new context of our knowledge-based economy and information overabundance, the 20th century education model (developped in a context of information of scarcity) is no longer responding to the needs of our learners. The BC Premier’s technology council articulates A Vision for 21st Century Education that proposes a shift from Learning Information to Learning to Learn where the system must place greater emphasis on the learning of skills over the learning of content. The content relevant to a student’s interests is constantly changing and growing so students will have to continue learning new things throughout their life. Instruction should more consistently focus on the skills required to find and use relevant content rather than on the delivery of pre-determined content.
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The Importance of Collaboration in Self-Guided Learning
Self-directed learning (SDL) is learning in which conceptualization, design, conduct and evaluation of a learning project are directed by the learner. This does not mean SDL is highly individualized learning always conducted in isolation. Learners can work in self-directed ways while engaged in group-learning settings. (Brookfield 2009 as cited in Bullock 2013)
The affordances new technologies can provide learners are helping us understand the degree to which collaboration plays a key role in technology-enabled self-guided learning. Peer networks, collaboration tools and social learning are able to support SDL in a unique and unprecedented way.
“None of us is as smart as all of us” Bennis & Biederman, 1997, in Fischer & Sugimoto, 2006)
Lifelong Learning – Now a Necessity
Lifelong learning is a necessity rather than a possibility or a luxury to be considered. Self-directed learning [..] is the dominant form of lifelong learning. (Fischer & Sugimoto, 2006, p.1)
Today’s economy and rapidly evolving world requires a workforce that can drive knowledge creation on an ongoing basis. Learning can no longer be divided into a place and time to acquire knowledge (school) and a place and time to apply the knowledge acquired (the workplace). (Fischer, 2000) Self-guided learning is a fundamental skill that enables learners to take control of their lifelong learning.
Need for increased support with school-to-work transition
The gap between school learning (which is traditionnaly directed learning) and workplace learning (more often self-directed) is increasingly being recognized and identified as a problem in our education model. (Fisher & Sugimoto, 2006)
In the following TEDx talk, Sean Bengry talks about what happens to learners when they enter the workforce and are expected to drive their learning.
The Revolution of self-directed learning
The ability for one to direct his/her own learning is an essential 21st century skill. As educators, it is our responsibility to foster the development of this skill in our learners with carefully designed technology-mediated learning resources.