Self Directed Learning Literature Review

1.Self direct

In self-directed learning (SDL), the individual takes the initiative and the responsibility for what occurs. Individuals select, manage, and assess their own learning activities, which can be pursued at any time, in any place, through any means, at any age. In schools, teachers can work toward SDL a stage at a time. Teaching emphasizes SDL skills, processes, and systems rather than content coverage and tests. For the individual, SDL involves initiating personal challenge activities and developing the personal qualities to pursue them successfully. This website is devoted to illuminating these principals as they apply to schooling and to life.

Source: www.selfdirectedlearning.com

Self-directed learners tend to be able to

7) Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement."(Weltman, p. 8) It is a model of instruction that focuses the responsibility of learning on learners. It was popularized in the 1990s by its appearance on the Association for the Study of Higher Education (ASHE) report (Bonwell & Eison 1991). In this report they discuss a variety of methodologies for promoting "active learning". They cite literature that indicates that to learn, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA), and that this taxonomy of learning behaviours can be thought of as "the goals of the learning process" (Bloom, 1956). In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.[2] Active learning engages students in two aspects – doing things and thinking about the things they are doing (Bonwell and Eison,

The first step toward this learning ideal is for you to recognize the long-term relationship between what you learn in class today and what you will be doing on the job a decade or more from now. Once you recognize that connection, your interest will be stimulated and you will want to move from a passive to an active role in the class. Unfortunately, many students do not make this connection, and, therefore, tend to limit their view of college courses to simply satisfying immediate goals such as accumulating credits and getting a passing grade.

Another step you can take toward a more student-centered role in your learning is to understand the difference between intrinsically motivated learning and extrinsically motivated learning. Most students' learning occurs via extrinsic motivation, which is limited to immediate, external goals, such as passing the next exam. In contrast, intrinsically motivated students have an interest in the subject matter itself, because they understand how it relates to long-term career goals. I have found that an intrinsically motivated student is not content to sit back and receive information, but instead will ask more questions and will think about how information presented in the classroom relates to topics previously covered in class as well as to job-related skills and