Literaturnachweis - Detailanzeige
Autor/in | Morris, Thomas Howard |
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Titel | Self-Directed Learning: A Fundamental Competence in a Rapidly Changing World |
Quelle | In: International Review of Education, 65 (2019) 4, S.633-653 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Morris, Thomas Howard) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0020-8566 |
DOI | 10.1007/s11159-019-09793-2 |
Schlagwörter | Independent Study; Social Change; Competence; Outcomes of Education; Learning Processes; Informal Education; Nonformal Education; Electronic Learning; Educational Environment; Adult Students Selbststudium; Sozialer Wandel; Kompetenz; Lernleistung; Schulerfolg; Learning process; Lernprozess; Informelle Bildung; Nichtformale Bildung; Non-formal education; Non formal education; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin |
Abstract | Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed learning concept?; (2) who may benefit from self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show regarding outcomes of the self-directed learning process? The author takes into consideration humanistic philosophy, pragmatic philosophy and constructivist epistemology, which together concern a process of learning that is individual, purposeful and developmental. Potentially everyone can benefit from self-directed learning competence, but both societal and individual factors may influence whether self-directed learning is likely to be carried out. The author discusses a number of empirical studies that examine outcomes of the self-directed learning process in informal/non-formal online contexts and in formal educational settings. Research findings highlight the importance of realising the opportunity to foster learners' self-directed learning competence in formal educational settings. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |