Three-dimension framework distinguishing self-initiated learning, self-direction as personal attribute, and self-direction as educational goal¶

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

Description¶

Following formulations by Caffarella and O'Donnell, the authors propose that debate about self-directed learning is "crucially including three dimensions": self-initiated learning occurring within or outside formal contexts; self-directed learning as a personal attribute of the learner; and self-direction in learning as a goal of education. The framework tidies a debate in which, as Caffarella and O'Donnell warn, over-defining can make the concept vacuous by applying to nothing or to everything. The review's own focus is self-initiated learning outside formal contexts.

Design Implications¶

Context¶

Requirements¶

• Distinguishing the three dimensions is needed to avoid the definitional confusion the review documents, including Oddi's identification of ten different uses of the terms.

Constraints¶

• The publication is explicitly not about andragogy or self-direction in formal learning situations, but about learning occurring mostly outside the influence of continuing education professionals.

Target Learners¶

• adults learning outside formal institutions

Target Learning Objectives¶

• clarifying research and practice definitions of self-directed adult learning

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 Theories¶

• Knowles' andragogy (Adult Learning Theory) as the framework for adult immigrant instruction
• Self-directed learning as a five-step process learners control themselves
• Five adult learning theories — andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience — as a design framework for adult-learning technology
• Houle's typology of adult learners as goal-oriented, activity-oriented and learning-oriented

Examples¶

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

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