Self-Directed Learning and Retrieval Practice: Building a Bridge through Functional Contextualism

Autor/inn/en	Parker, Daniel A.; Roessger, Kevin M.
Titel	Self-Directed Learning and Retrieval Practice: Building a Bridge through Functional Contextualism
Quelle	In: International Journal of Lifelong Education, 39 (2020) 2, S.205-218 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parker, Daniel A.) ORCID (Roessger, Kevin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2020.1743375
Schlagwörter	Independent Study; Adult Learning; Cognitive Processes; Educational History; Educational Philosophy; Educational Research; Humanism; Adult Education; Learning Theories + Suchen Sie Ihr Suchwort? Selbststudium; Adulte education; Adult training; Erwachsenenbildung; Cognitive process; Kognitiver Prozess; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Humanismus; Adult; Adults; Education; Adult basic education; Learning theory; Lerntheorie
Abstract	While retrieval practice has been studied for over a century, it has gained a significant body of research within the past fifteen years in cognitive psychology and the learning sciences. However, there is little discussion in its study and application within topics of adult learning. In this article, we examine the historical and philosophical foundations of self-directed learning and retrieval practice and advocate for functional contextualism as a philosophy of science for self-directed learning research. Functional contextualism provides a synthesis between the norms of humanism and the scientific focus of cognitivism. Particularly, we look at retrieval practice as a potential area of research within self-directed learning, viewing it as an 'act-in-context'. We hope this article reinvigorates research into self-directed learning, particularly the investigation of empirically-based self-guided learning strategies, the facilitation of metacognition for self-directed adult learners, and the adoption of a functional contextual approach to self-directed learning and other adult learning topics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01