This week I read two articles by D. Randy Garrison concerning self-directed learning (SDL) and distance education. Garrison states, "The foundation of the interest and movement in SDL was a focus on the freedom and responsibility of the individual learners to construct their own learning experiences. It was also a rejection of an excessively teacher-centered traditional educational experience, which too often demonstrated little trust and respect for the competency of individuals to take responsiblity for learning" (162). However, Garrison did not appear to be 100% sold on the virtues of SDL as it is generally understand. Garrison pointed out that a total focus on SDL negates opporutnities for teachers and institutions (who may know better) to guide student learning.
I think that much of what I have written/thought about distance learning was summed up when Garrison described Peters view that the "new form of distance education [has] the dominant pedagogic pattern being 'autonomous, self-guided learning.'" (164).
Garrison pushes back stating, "However as relevant as Peters' concept of autonomous learning might be for informal learning and society at large, it does not address distance eduation's role and responsibility in the area of facilitating or supporting effective formal learning" (164).
Garrison went on to discuss issues of control and motivation, and how they relate to SDL. I decided to do more research on SDL and uncovered a book review of "Self-direct learning" by Malcom Knowles, which, as far as I could tell, was the first book using that term. One of the key points I took from the summary is that the self-directed learner has to feel like the problems that are being researched are important for him/her. I wonder how much of institutionally-directed learning fits this criteria.
I also stumbled across an article about Andragogy and Self-Directed Learning. I was not familiar with the term "andragogy" (adult education) and it was interesting to read this additional perspective. A key takeaway was that there are different kinds of learners. Different degrees of SDL will be appropriate for different learners.
I look forward to touring Independent Study and learning about how these principles are being put into practice in their instructional design.
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2 comments:
You could make the argument that all students need to feel like the topic is relevant for them to want to learn, be they self-directed or not. Of course, it's very important in a situation where the learner doesn't have the other structure or interaction that might serve (or attempt) to stimulate this interest, but this is a case, again, where what educators have learned in DE could and ought to be applied back up the ladder to 'formal' learning in general.
Thanks for reviewing these, as I am particularly interested in self-directed learning and how that might play into self-organizing online communities.
In language learning I recall the significance of the "affective factor" and how "personalizing" language can apply to memory. More broadly student motivations for learning support, if not determine, the effectiveness of any educational experience.
Let us know how your Independent Study tour goes, and what folks say about how they make self-directed learning effective for all students, not just those who are already self-motivated.
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