Most SDL-labeled interventions lack authentic learner autonomy in resource selection and self-assessment¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Only 21% of studies involved learners in choosing resources and 25% in assessment, despite these being core components of Knowles' definition of SDL. → Wilkes S. 2026

Evidence¶

Wilkes S. 2026¶

Wilkes S., Maggio L. A., Martin P. C., Melton J., Zheng B. (2026). Self-Directed Learning in Health Professions Education: A Systematic Review and Meta-Analysis. Perspectives on Medical Education. https://doi.org/10.5334/pme.2128

q3 · i? · quant-synthesis · r2

Systematic characterization of SDL implementation across 125 included studies, coding teacher role, learner resource selection, and learner self-assessment. The authors describe this as "a persistent gap between SDL as theorized and SDL as implemented."

"Although many interventions were labeled as SDL, only 21% of studies involved learners in resource selection and 25% in assessment, both of which are core components of Knowles' definition."

Discussion¶

Related Claims¶

• Educator involvement in choosing a pilot tool is associated with higher engagement and implementation fidelity, while lack of autonomy contributed to low usage and negative feelings — related
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — a broader claim this one bears on
• SDL is associated with nurturing autonomy, curiosity, and self-regulation qualities in medical students — related