Support adult self-directed learning by enabling self-paced, self-styled access rather than only removing barriers to taught classes¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Drawing on Penland's finding that autonomy-related motives dominate adults' preference for learning alone, the review reports Cross's (1981) conclusion that "incentives to help adults participate in taught classes by reducing transport and other financial barriers have been missing the mark". More appropriate strategies let learners start when they wish and learn at their own pace. Penland similarly argued self-planned learning deserves higher status and proposed "shopping-centre access to multi-disciplinary teams of learning consultants and information brokers".

Design Implications¶

Context¶

Requirements¶

• Requires recognising self-directed learning as legitimate learning rather than treating formal enrolment as the default target of participation policy.

Constraints¶

• The recommendation rests on Penland's stated-preference data from a 1976 US national sample; the review presents it as Cross's interpretation of that survey.

Target Learners¶

• adult continuing learners, including those outside formal provision

Target Learning Goals¶

• increasing adult participation in learning suited to learner autonomy

Claims¶

• Tough's 1971 study found nearly all adults had undertaken a learning project in the past year, 68% self-planned and under 1% for credit, with women's categories logging fewer hours [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Percy, K., Burton, D., & Withnall, A. (1994). Self-Directed Learning among Adults: The Challenge for Continuing Educators. Association for Lifelong Learning. https://eric.ed.gov/?id=ED382882