Self-Directed

Learning
Interactive and Instructional
Supplement
models

Spear’s Interactive Model

Three elements:
 Opportunities people find in their own environments
Opportunities
found in
 Past or new knowledge
Past or new environment  Chance occurrences
knowledge

Do not occur in a linear fashion; one cluster does not necessarily

bear relation to the next
Chance
occurences
“A successful self-directed learning project is one in which a person
can engage in a sufficient number of relevant clusters of learning
activities and then assemble these clusters into a coherent whole”

[CITATION Mer07 \p 112 \l 1033 ].

Grow’s Instructional Model

S4: Independent projects.
Self- Student-directed discussions.
Staged Self-Directed Learning (SSDL) Model Directed Discovery learning. Instructor as
Learner expert, consultant, and monitor.
Can help students become more self-directed in their S3: Application of material.
learning Involved Facilitated discussion.
Learner Teams working closely with instructor on real
problems. Critical thinking. Learning strategies.
“Good teachers individualize their teaching strategies S2: Intermediate material. Lecture-
to match learners’ stage of self-direction” Interest discussion.
ed Applying the basics in a stimulating way.
[CITATION Mer07 \p 118 \l 1033 ]. Learner Instructor as motivator.
S1: Introductory
Depende material.
nt Lecture. Drill.
Learner Immediate correction.
T1: T2: T3: T4:

Self-Directed Learning Readiness Scale

Over 264 research studies have been conducted on the

SDLRS (LPASDLRS, 2007); it is the most frequently
used quantitative measure in studies of self-directed
learning [ CITATION Mer07 \l 1033 ]
 Self-Directed
Learning
Presentation Outline and Take-
away

I. Introduction Implications for Teaching (Gibbons,

 Example of self-directedness, shows relevance of
incorporating into practice
et. al.):
 “What is Self-Directed Learning?” (Knowles, 1975, p. 19) 1.
i. Gather pre-existing knowledge, discussion
ii. Determine if already using, discussion
 Establish objectives
i. Participants will understand what it is to be a
self-directed learner.
ii. Participants will be able to defend why being a
self-directed learner is important.
iii. Participants will know how to encourage self-
directed learning.
iv. Participants will understand the “implications
of having self-directed learners as students” (p.29)
II. Presentation with PowerPoint
What is it to be a Self-Directed Learner? (p. 19-21)
 Component of maturing
 Experiences as resources
 Readiness to learn
 Problem-solving learning
 Internal motivating factors
Current examples/sources supporting primary source
Why Self-Directed Learning? (p. 14-17)
 Immediate
o Greater motivation
o Increasing responsibility
o New developments
 Long-term
o Rapid change
o Resource usage
o Lifelong learning
Current examples/sources supporting primary source
Facilitator – Defining a New Role (p. 31-38)
1. Climate setting
2. Planning
3. Diagnosing needs for learning
4. Setting goals
5. Designing a learning plan
6. Engaging in learning activities
7. Evaluating learning outcomes
Current examples/sources supporting primary source
Developing Self-Directed Learners! (p. 39-43)
 Independently
 Small groups
 Workshops
 Introductory to Self-Directing
Current examples/sources supporting primary source

III. Conclusion: What have you learned?

 Synopsis of presentation
 Questions & dialogue
IV. Evaluations
 Self-Directed
Learning
Interactive Worksheet and Notes

“Self-directed learning can flourish only when learners and teachers see one another as mutually helpful
human beings with resources to share” (Knowles, 1975, p.71). From the presentation, what examples did you
observe from which the facilitator could create a climate conducive to helping self-directed learners see one
another as a resource?

.
What are some resources for learning you would encourage your students to explore as self-directed
learners? Would you consider other learners, or even themselves, viable choices as resources from which to
gather information? Why or why not?

Of the three models of self-directed learning (linear, interactive, and instructional) which single or
combination of models do you feel is/are the best choice for learners?

Notes:
 Self-Directed
Learning
Presentation Outline and Take-
away

References

Chunta, K. S., & Katrancha, E. D. (2010). Using problem-based learning in staff development: Strategies for

teaching registered nurses and new graduate nurses. The Journal of Continuing Education in Nursing,

41(12), 557-564.

Gibbons, M., Bailey, A., Comeau, P., Schmuck, J., Seymour, S., & Wallace, D. (1980). Toward a theory of self-

directed learning: A study of experts without formal training. Journal of Humanistic Psychology, 20(2),

40-56.

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Toronto: Cambridge.

Malta, S., Dimeo, S. B., & Carey, P. D. (2010). Self-direction in learning: Does it change over time? Journal of

Allied Health, 39(2), E37-E41.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide

(3rd ed.). San Francisco: Jossey-Bass.

Quinney, K. L., Smith, S. D., & Galbraith, Q. (2010). Bridging the gap: Self-directed staff technology training.

Information Technology and Libraries, 29(4), 205-213.