One theoretical framework I am interested in learning more about is self-directed learning (SDL).
From what I’ve learned in the program to date, I understand SDL to be part of adult learning theory and the theory of constructivism. Within SDL, I am aware of two main concepts; that of learner control and that of motivation.
Questions I have about SDL are related to worker expectations for on-demand learning experiences. I could easily speculate about the advantages of on-demand learning environments for learner control, but what are the disadvantages? Is there such a thing as too much learner control in today’s digital environments? Would unlimited learner control help or hurt learner motivations?
Hi Amber! I’m looking into SDL as a main focus of my research for my final paper and have many of the same questions. I’m very curious to see how much of SDL is teachable. In my own work, I have seen some students very capable of leading their own learning, and others who really thrive in a structured environment where the goals are set for them, and progress is easily measured, so I’m wondering if there are students naturally less adapted to SDL or just need some sort of intervention before straying from more ‘traditional’ education environments. I was also really interested to see that in a 2016 paper by Kizilcec, Perez-Sanagustín, & Maldonado they showed (surprisingly, to me) a lower goal attainment for learners who rated highest in ‘help seeking’ behaviour. More to learn of course, let me know if you come across anything interesting, and I’m already starting a reading list so feel free to ask if you need any resources! – Todd.
Hi Amber and Todd,
I came across an interesting article over the past week and thought it brought an interesting perspective. The article challenges what we often think we know and see heavily in research about the benefits of online learning which encompasses things like on-demand learning and self-directed learning options etc. The author describes her concern about losing the “human touch” and when we are constantly left to our own devices, we can be left confused, with content seeming fragmented in some cases. I thought it was interested as although we know how adults like to learn, with self-directed learning being a prominent fixture (Knowles, 1973), I wonder if we will start to see more information like the disadvantages related to the “human touch” as we continue to focus more on digital delivery self-directed learning options.
Hi guys!
Interesting topic and discussion especially surrounding amount of control by the learner when self-directing. It brings to mind the research done regarding human behaviour when presented with quantity of choice and how a high amount of choice can paralyze a consumer. It’s the “Jam Experiment” (https://faculty.washington.edu/jdb/345/345%20Articles/Iyengar%20%26%20Lepper%20%282000%29.pdf). So I also can see how that same phenomenon could occur to learners within a self-directed environment when they are provided unlimited choice or control. Perhaps there is a magic number or scenario that can be achieved that provides flexibility for the various learners but doesn’t overwhelm them with options.
All the best for your upcoming research papers! – Gavin
Hi Amber, although my topic is not framed around self-directed learning, it is related to it as it looks at how to determine appropriate training delivery methods for a development need. Like the others above, I have a few resources I wanted to add that may help with the questions you ask.
1) The first is from an adult learning textbook from my instructional design certificate. It has a specific chapter on Self-Directed learning (chapter 4) and could be very helpful for your literature review.
Merriam, S. B., Bierema, L. L., & ebrary, I. (2014;2013;). Adult learning: Linking theory and practice (First ed.). San Francisco, CA: Jossey-Bass, a Wiley brand.
2) Here is another article I came across in my own literature review that could have some useful findings for you to use:
Bonk, C. J., Lee, M. M., Kou, X., Xu, S., & Sheu, F. (2015). Understanding the self-directed online learning preferences, goals, achievements, and challenges of MIT OpenCourseWare subscribers. Journal of Educational Technology & Society, 18(2), 349-368.
All the best in your research!