Helping students learn is our challenge as teachers.

An Independent or Self Oriented Learner frequently (a) shows self-reliance in

finding information, (b) takes a leadership role in group learning activities, (c)

keeps up with changes, (d) sets personal learning goals, (e) enjoys learning by

self, (f) prefers structuring personal learning, (g) finds time for learning, (h)

accepts feedback and criticism, (i) takes control of personal learning, (j) sets

personal learning approaches, (k) seeks out learning opportunities, and (l) enjoys

solving learning problems by self.

In self-directed learning, learners take the initiative in making use of resources

rather than simply react to transmissions from resources, thus helping learners to

learn more and to learn better.

1.3 HRM Students

ANALYSIS - analyzing learner characteristics, task to be learned, etc.

The third phase is DEVELOPMENT - creating instructional or self-learning

materials. Teachers scaffold learning by making learning 'visible.'

The Self-Directed Learning Program

Self-directed learning or individualized learning evolves when the traditional

method of instruction becomes ineffective.

Self-directed learning is "a process in which individuals take the initiative, with or

without the help of others," to diagnose their learning needs, formulate learning
goals, identify resources for learning, select and implement learning strategies,

and evaluate learning outcomes [(Knowles 1975), Srinivas, R. ].

There is much for students to learn both about managing learning tasks and

about managing themselves.

Self-directed learning involves a significant change in the roles of the

teachers and learners. Teachers need to know how to help learners learn on

their own (with the help of self-learning materials) and evaluate their own

progress through self-assessment. Designing and producing an effective learning

material is very important to create a great quality learning environment.

Competency based self learning material provides an opportunity to learn the

subject effectively.

Encourage self evaluation. Identify resources that students can use to help them

learn. Self-directed learning does not have to mean autonomous learning.

develop and use a wide range of learning strategies appropriate to different

learning tasks;

understand, plan, monitor and evaluate their own learning;

Characteristics and Uses of Self-Learning Materials

The lesson Designing and producing an effective learning material is very

important to create a great quality learning environment. Competency based self

learning material provides an opportunity to learn the subject effectively. Self-

learning Materials include all the material prepared to stimulate

independent study/learn.

Merriam and Caffarella (1991) described the goals of self-directed learning as:

(1) enhancement of the ability of adult learners to be self-directed in their

learning, (2) fostering of transformational learning as central to self-directed

learning, and (3) promotion of emancipator learning and social action as an

integral part of self-directed learning.

Self-learning: Self-learning materials are based on the principles of

self-learning. The module must contain self-teaching and self-learning

materials which enable the students to work independently, with

minimum teacher assistance. The Self- Learning Material Development

The second Phase is designing the self-learning material; this is a systematic

process of specifying learning objectives. (Improving Teaching & Learning).

Validation of the self-learning materials Questionnaire

The needs analysis questionnaires will guide the researcher on developing the
self-learning materials in teaching food and beverage. After
gathering all the required materials, the researcher will designed and developed
a self-learning material in teaching food and beverage. Self-learning
Material
Self-learning
Material
Self-Learning
 Material
Self-Learning
Material did