S u p p l e m e n t

LearningInteractive and Instructional modelsSelf-Directed

Chance occurences

Past or new knowledge

Opportunities found in

environment

Three elements: Opportunities people find in their own

environments Past or new knowledge Chance occurrences

Do not occur in a linear fashion; one cluster does not necessarily bear relation to the next

“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”

(Merriam, Caffarella, & Baumgartner, 2007, p. 112).

S4: Self-

Directed

Learner

Independent projects.Student-directed discussions.Discovery learning. Instructor as expert, consultant, and monitor.

S3: Involve

dLearner

Application of material.Facilitated discussion.Teams working closely with instructor on real problems. Critical thinking. Learning strategies.

S2: Interest

edLearner

Intermediate material. Lecture-discussion.Applying the basics in a stimulating way. Instructor as motivator.

S1: Depend

ent

Introductory material.Lecture. Drill.

Staged Self-Directed Learning (SSDL) Model

Can help students become more self-directed in their learning

“Good teachers individualize their teaching strategies to match learners’ stage of self-direction”

(Merriam, Caffarella, & Baumgartner, 2007, p. 118).

Spear’s Interactive Model

Grow’s Instructional Model

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 (Merriam, Caffarella, & Baumgartner, 2007)

LearningPresentation Outline and Take-awaySelf-Directed

Implications for Teaching (Gibbons, et. al.):

1.

LearningInteractive Worksheet and NotesSelf-Directed

“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:

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.

LearningPresentation Outline and Take-awaySelf-Directed