This article describes the state of affairs in the field of self-directed learning: what it is and what elements does it consist of.
Stubbé, H.E., Theunissen, N.C.M. (2008). Self-directed adult learning in a ubiquitous learning environment: a meta-review. Proceedings – Special Track on Technology Support for Self-Organised Learners during 4th EduMedia Conference 2008 “Self-organised learning in the interactive Web” – A change in learning culture? 02. – 03. June 2008 in Salzburg
In our rapidly changing technological society, formal training alone cannot meet the need for development of working individuals. Self- directed learning is seen as a solution for adult learners to keep up with these changes. Therefore, the aim of this paper is to identify the essential elements of self-directed learning that should be integrated into a ubiquitous learning environment for learning in the workplace. To achieve this, a systematic review on self-directed learning was performed. This produced five elements that support self-directed learning: learner control, self-regulating learning strategies, reflection, interaction with the social world and interaction with the physical world. This study shows that the characteristics of adult learning, as well as those of ubiquitous learning, match with the elements that support self-directed learning. Somehow, the fields of research that focus on learning (e.g. adult learning, self-directed learning) and those that focus on learning technology (e.g. ubiquitous learning) should work towards a more integrated approach in the design of learning environments.
Technology-enhanced workplace learning; self-directed learning; self-managed learning; self-regulated learning; student centered learning; adult learning; ubiquitous learning
Topic: Learning innovations