Self-Directed Learning: It’s Role in Learning and Implication for Instruction
- January 11, 2022
- Posted by: rsispostadmin
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue XII, December 2021 | ISSN 2454–6186
Self-Directed Learning: it’s Role in Learning and Implication for Instruction
Emmanuel N. Ogu, O.P., PHD
Dominican University, Samonda, Ibadan Oyo State, Nigeria
Abstract
This paper intends to enlighten educators of adults about some essential elements of self-directed learning and the role of a facilitator. It aims at stimulating thoughts and questions about adult learning. Knowing how adults learn is crucial to educators in facilitating adult learning. The application of strategies for self-directed learning allow adult learners to advance their studies while fulfilling family, work and other commitments (Khiat, H 2015). Developing qualitative processes and programs can enhance self-directed learning. They can provide a conducive learning environment that promotes student growth and facilitates proficiency and professionalism. By developing qualities built around adult appropriate methodologies, teachers can help to enhance student cognition.
An expected student response should be the perpetuation of intellectual curiosity and development exhibited by further self-directedness behaviours regarding learning.
Andragogy is defined as the art and practice of helping adults learn. Mezirow (1985) states that, self-directed learning is the capacity of adults for critical self-reflection and for changing their lives. It is an internal force that compels adult learners to assimilate and internalize information in circumstances they find themselves. While Knowles (1975) said self-directed learning means that individuals take the initiative with or without the help of others in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes. Francis (2017) defines self-directed learning as that which gives learners the freedom and autonomy to choose the what, why, how, and where of their learning.
