Self-directed learning is, in my opinion, the most efficient way to learn according to the given definition. It entails individuals who are motivated and actively engaged in their own intellectual growth and development. It enables individuals to prioritize themselves and make decisions about their learning process. This form of learning fosters motivation, focus, and determination as learners endeavor to acquire knowledge.
This type of empowerment boosts learners’ confidence, leading to a lasting learning experience rather than a fleeting memory. In other words, individuals tend to learn what they find interesting and relevant to them (Boats, 2001). Additionally, in relation to adult learners, I believe all learning should be self-directed, whether it is facilitated by a teacher in a classroom or pursued through personal planning and execution.
The basics of subjects like grammar, mathematics, reading, and writing are taught early on in childhood learning. However, fields of study for adult learners are based on their desire to learn. According to Guillemot (2001), self-directed learning is a natural response to environmental changes and challenges. In simpler terms, individuals often become curious about new and changing situations, prompting them to explore these situations further.
Furthermore, I think that individuals who are curious take responsibility for their own growth and advancement by taking necessary actions to enhance their lives. Merriam, Banterer, & Sufferable (2007) state that self-directed learning has three specific goals. However, the most important goal in self-directed learning is the first objective, which is rooted in the humanistic perspective that prioritizes personal development for adult learners.
The goal for instructors is to encourage adults in their ability to independently acquire knowledge, which is viewed as an inherent trait. Educators can facilitate this development by helping adult learners plan, carry out, and assess their own learning journey (Merriam, et al., 2007). Within the process of self-directed learning, there are three types of models: linear, interactive, and instructional.
Self-directed learning refers to the active involvement of an individual in planning, implementing, and assessing their own learning experience. The self-directed learning process encompasses three models:
1. The Linear model, which was initially suggested by Tough and later endorsed by Knowles.
2. The Interactive model, proposed by various theorists such as Mocker and Spear, Brooklet and Hamster, and Garrison.
3. The Instructional model, put forth by Hammond and Collins (Merriam et al., 2007).
Knowles’ description of the Linear process is rooted in the earlier research conducted by Tough.
According to Knowles, the linear process theory encompasses six stages. These stages include understanding the environment situation, identifying learning requirements, developing learning objectives, recognizing human and material resources needed for learning, selecting and utilizing appropriate learning approaches, and evaluating learning outcomes (Merriam et al., 2007). Knowles suggests that adult learners experience each of these stages before reaching their desired learning goals. In contrast, the interactive process highlights that learning is not as simple or distressing.
According to interactive theorists, self-directed learning is driven by various factors such as the learner’s personality traits, intellectual processes, and learning perspective. Additionally, it is influenced by the opportunities available in their environment. Spear argued that self-directed learning is based on three elements: the opportunities people discover in their surroundings, existing or new knowledge, and unexpected events (Merriam, et al., 2007, p. 112).
The conclusion reached by Merriam et al. (2007) is that learning projects are the result of collecting pockets of information through activities, and then connecting this information with other related concepts. Brooklet and Hammiest introduced a different perspective called Personal Responsibility Orientation (PRO) in the interactive model. They described self-directed learning as a combination of teaching techniques and the learner’s personality traits. The educational agent facilitates the learner’s efforts in landing, implementing, and assessing their learning experiences, while the learner’s personality traits and preferences play a role in taking responsibility for learning. Garrison’s Model also highlights self-directed learning as three-dimensional, involving self-management, self-monitoring, and motivation. Self-management allows the learner to control and influence their contextual environments to achieve their goals, but this control does not imply social independence or freedom from influences (Merriam et al., 2007).The self-monitoring and motivational dimensions are symbolic of the cognitive aspect of self-learning. Self-monitoring involves the learner’s capacity for introspection and analysis. Motivation plays a significant role in encouraging the learner’s engagement in learning tasks.
The first dimension, called “self-management”, and the third dimension, known as “motivation”, are interconnected (Merriam, et al., 2007). The context in which learners find themselves influences both dimensions. Therefore, it is important to consider how adult learners can receive support in their path towards becoming self-directed learners. This support can be provided by family members, employers, friends, or instructors. The relationships formed between adult learners and these individuals greatly impact their social environment.
The relationships in an adult learner’s life are crucial and greatly influence their learning experiences. These relationships are instrumental in shaping the learner’s identity, guiding their actions, and providing feedback on their behavior. Essentially, these relationships act as a framework for comprehending personal growth and the importance of acquiring new knowledge. As such, these relationships serve as mediators, evaluators, supporters, and sources of feedback for the learner (Boats, 2001).
The learner’s support system should consist of family members, friends, employers, and instructors. This support system should offer encouragement, respect, and understanding for the learner’s needs. Family members and friends can encourage adult learners to apply their skills in real-life situations by using their knowledge of financial management to handle household finances. Employers can provide financial assistance for self-directed learning and give employees the opportunity to utilize their newly acquired knowledge in their job duties.
The role of instructors in assisting adult learners is to help them set goals, develop strategies, and implement these strategies as they strive to achieve their educational goals. These supporters have the power to shape the adult learner’s attitude towards learning. Malcolm Knowles’ Androgyny theory, which is the most famous theory in adult learning, consists of four assumptions. This section will delve into these four assumptions and examine how they impact the design, implementation, and evaluation of learning activities for adults.
Androgyny brings a fresh perspective to adult learning, aiming to differentiate it from child learning. Knowles initially focused on four assumptions: self-concept, experience, readiness to learn, and orientation to learning (Kisses, 2010). The first assumption, self-concept, refers to the transformation of an individual’s self-perception from dependence to self-direction as they mature (Merriam, et al., 2007, p. 4). According to Knowles, this shift occurs as people mature and move towards independence. It is the teacher’s role as a facilitator to encourage and support this transformation. The second assumption centers around the learner’s experience. It states that adults have a wealth of knowledge acquired through their experiences which enhances their learning process (Merriam, et al., 2007, p. 84). In this perspective, experiential learning holds more value compared to other forms of learning.
Experiences obtained over time are valuable learning resources that educators frequently use to facilitate the learning process (Kisses, 2010). The third assumption of androgyny is the Readiness to Learn, which proposes that an adult’s willingness to learn is closely connected to the developmental tasks of their social role (Merriam, et al., 2007, p. 84). This assumption is grounded in the belief that a person’s readiness to learn improves when they acquire knowledge that assists them in managing real-life responsibilities and challenges.
Educators have the responsibility of providing tools and techniques that will assist learners in fulfilling their “need to know” (Kisses, 2010, Para. 6). Learning experiences focus on relevant aspects of life, which aligns with learners’ eagerness to learn. The fourth assumption, called Orientation to Learning, signifies a change in time perspective as people mature—from future application of knowledge to immediate application (Merriam et al., 2007, p. 84). This assumption is founded on the belief that learners view learning as a process that improves their ability to achieve their life’s potential.
