A Study of Self-Directed Professionals of High Attainment.

Autor/in	Bouchard, Paul
Titel	A Study of Self-Directed Professionals of High Attainment.
Quelle	(1996), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Context Effect; Educational Environment; Educational Research; Independent Study; Influences; Interaction; Learning Processes; Learning Strategies; Literature Reviews; Models; Outcomes of Education; Performance Factors; Personality Traits; Professional Development; Professional Occupations; Student Educational Objectives; Success + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Selbststudium; Influence; Einfluss; Einflussfaktor; Interaktion; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Lernleistung; Schulerfolg; Leistungsindikator; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Berufsklassifikation; Erfolg
Abstract	The determinants of self-directed learning (SDL) among professionals of high attainment were examined through open-ended, semidirected interviews with a purposeful sample of eight professional men and women who have acquired identifiable, high-level professional knowledge/skills typically taught in postsecondary learning institutions without ever having enrolled in postsecondary programs in their field. The informants were recognized professionals in the following fields: computer analysis, structural engineering, media technology, accounting, training, journalism, computer research systems, and management/new media. An analysis of the informants' comments revealed three main elements of the SDL process: (1) emergent goal structure (a fairly clear set of professional objectives from the outset); (2) unusual learning strategies (including hiring consultants on a one-time-only basis, delegating research tasks to employees, validating new knowledge by discussing business with competitors, and modifying learning objectives to match available resources); and (3) "autodidactic leap" (learners took actions that literally forced them to learn on their own, often under considerable pressure). The interviews also established that successful SDL is determined by a combination of personality traits (including creativity, optimism, high capacity for learning, and curiosity) and environmental factors (including particularly stimulating episodes on the job and a boss's or colleague's suggestion that the informant assume new functions or responsibilities). (Contains 14 references) (MN)
Anmerkungen	Paul Bouchard, GIRAT, Department of Education, Rm. S-LB 579, Concordia University, 1455 de Maisonneuve Blvd. West, Montreal, Quebec, Canada H3G 1M8 ($2).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC