Creativity through Self-Directed Learning: Three Distinct Dimensions of Teacher Support

Autor/in	Morris, Thomas Howard
Titel	Creativity through Self-Directed Learning: Three Distinct Dimensions of Teacher Support
Quelle	In: International Journal of Lifelong Education, 39 (2020) 2, S.168-178 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Thomas Howard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2020.1727577
Schlagwörter	Creativity; Independent Study; Correlation; Learning Processes; Adult Learning; Teacher Student Relationship; Outcomes of Education; Experiential Learning; Workplace Learning; Simulation; Problem Based Learning; Case Method (Teaching Technique); Portfolios (Background Materials); Learning Activities + Suchen Sie Ihr Suchwort? Kreativität; Selbststudium; Korrelation; Learning process; Lernprozess; Adulte education; Adult training; Erwachsenenbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; Experiental learning; Erfahrungsorientiertes Lernen; Simulation program; Simulationsprogramm; Problem-based learning; Problemorientiertes Lernen; Case method; Fallmethode; Lernaktivität
Abstract	Self-directed learning and creativity are critical workplace competences that are important to foster in formal educational settings. Previous studies have identified a relationship between self-directed learning and creativity, but the specific nature of this relationship is unclear. The purpose of the present theoretical paper is to examine through a literature review the possibility that creative learning outcomes can be supported through a self-directed learning process. The importance of considering self-directed learning in the context of adult learning -- as a pragmatic learning process -- is outlined. A conclusion is drawn that (1) creative learning outcomes are potentially supported through self-directed learning, and (2) in the process, teachers can provide support to learners in three distinct different ways. A variety of pragmatic educational activities that may enable self-directed learning and creative learning outcomes are discussed, including experiential learning; workplace simulations; and problem-, case-, and (e-) portfolio-based learning. In these activities, teacher support seems advantageous for many learners. The three distinct dimensions of teacher support identified in the present paper are important to consider in further empirical studies on self-directed learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01