Self-Directed Learning: A Fundamental Competence in a Rapidly Changing World

Autor/in	Morris, Thomas Howard
Titel	Self-Directed Learning: A Fundamental Competence in a Rapidly Changing World
Quelle	In: International Review of Education, 65 (2019) 4, S.633-653 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Thomas Howard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-019-09793-2
Schlagwörter	Independent Study; Social Change; Competence; Outcomes of Education; Learning Processes; Informal Education; Nonformal Education; Electronic Learning; Educational Environment; Adult Students + Suchen Sie Ihr Suchwort? Selbststudium; Sozialer Wandel; Kompetenz; Lernleistung; Schulerfolg; Learning process; Lernprozess; Informelle Bildung; Nichtformale Bildung; Non-formal education; Non formal education; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin
Abstract	Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed learning concept?; (2) who may benefit from self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show regarding outcomes of the self-directed learning process? The author takes into consideration humanistic philosophy, pragmatic philosophy and constructivist epistemology, which together concern a process of learning that is individual, purposeful and developmental. Potentially everyone can benefit from self-directed learning competence, but both societal and individual factors may influence whether self-directed learning is likely to be carried out. The author discusses a number of empirical studies that examine outcomes of the self-directed learning process in informal/non-formal online contexts and in formal educational settings. Research findings highlight the importance of realising the opportunity to foster learners' self-directed learning competence in formal educational settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01