Self Directed learning http://infed.org/mobi/self-directed-learning/#cite

What is self‐directed learning? In its broadest meaning, self-directed learning describes a process in which 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. (Knowles, 1975, p. 18)

What is self‐directed learning? Individuals take initiative and responsibility for learning Individuals select, manage, and assess their own learning activities Motivation are critical Independence in setting goals AND defining what is worthwhile to learn. Teachers provide scaffolding, mentoring, advising. Peers provide collaboration

Why self‐directed learning? Why not? Positive outcomes for the learner: self‐ directed learners are motivated, persistent, independent, self‐disciplined, self‐confident and goal oriented. Challenges for the learner: no external validation for content or assessment since the individual is in charge of ALL aspects of learning from deciding what should be learned to the methods and resources used to the evaluation of the success of the effort.

Is learning ALL self‐directed or ALL other‐directed? Remember your self‐directed learning experience at workplace How it was? Who else have been with You?

Learn to self‐direct Experts set the agenda for learning, especially in the professions. Learners are motivated by intrinsic and extrinsic rewards. To be successful, learners must learn to give themselves feedback and to understand their own cognition.

The characteristics of self-direction self-direction as the continuous exercise by the learner of authentic control over all decisions having to do with learning, and (2) self-direction as the ability to gain access to, and choose from, a full range of available and appropriate resources. http://infed.org/mobi/self-directed-learning/#cite

Characteristics that correlated with readiness for self-directed learning*

Readiness for SDL Is a Developable Capacity Some of the interventions that have been used in efforts to increase readiness for SDL: Learning Projects; Use of Technology; Learning Contracts; Problem-Based Learning; Cooperative Learning.

Self-Directed Learning (the process) and Self-Directed Learners Four decades of research on SDL have answered those questions, as well as establishing links with academic and workplace performance, life satisfaction, and a number of other qualities important for the 21st century. Some of the major findings are shared below: Self-directed Learning Readiness Correlates with Academic Achievement and Completion; Readiness for self-directed learning also correlates with workplace performance.

Do highly self-directed learners perform better in the workplace? There is an overall positive relationship between workplace performance and SDL readiness. Individuals who received performance ratings of 'outstanding' or 'more than satisfactory' had significantly higher scores on the SDLRS than those who received 'satisfactory' ratings. The average scores of outstanding performers who reported that their jobs involved a high degree of change, high levels of creativity, or high levels of problem-solving ability were significantly higher than the average scores of other respondents.

Do organizational leaders have high levels of readiness for self-directed learning? The findings of positive relationships between self-directed learning readiness, job performance, and management level connect to studies of self-directed learning among organizational leaders:Top entrepreneurs; Leaders in other for-profit organizations; Leaders in non-profit organizations; Military officers; Teachers and teacher leaders; Principals. 

Effectiveness Several studies have noted a number of efficiency and effectiveness reasons for using SDL in the workplace. Some of those reasons are listed below: x SDL has greater relevance to the particular needs of the individual learner; x SDL allows greater scheduling flexibility; x SDL promotes meta-skills for approaching and solving problems beyond the immediate learning project; x SDL allows for frequent and timely updating of skills and knowledge; x SDL can provide more focused learning in highly specialized fields.