Building Self-Directed Learning Skills

As many of us are well into the autumn term, I would like to share a recent article that may be helpful as we continue to encourage students to become more self-directed in their learning (SDL). The 2022 paper entitled, “Becoming an autonomous learner: Building the skills of self-directed learning” by Collier defines SDL and provides specific suggestions.

The article uses a meta-analysis of research literature in the field of SDL. Attention is paid to the characteristics of a SDL as articulated by Guglielmino’s (1978) SDL Readiness Scale and the Learner Autonomy Profile created by Meyer (2001), Derrick (2001) and Ponton (1999).

The most recognized definition of SDL comes from adult education theorist Malcolm Knowles (1975) who defined it as:

“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.”

Meyer (2001) broke down an individual’s desire to learn into the categories of Circumstances, Expression, Group Identity, Growth and Balance, Communication Skills and Change Skills.

Carr (1999) developed the components of learner resourcefulness to include Learner Priority, Deferred Gratification, Resolving Conflict, Future Orientation, Planning, Evaluating Alternatives, and Anticipating Consequences.

Ponton (1999) looked at how learner initiative influences SDL, identified components of Goal Directed-ness, Action-Orientation, Overcoming Obstacles, Active Approach and Self-Starting.

The author concluded that “as education moved to remote environments, we had to grapple with how to empower students to take more ownership of their education.” They found that SDL includes a set of learnable traits. To address this, educators should transform learning design to guide learners through the process, which include their ability to: