Self-directed learning allows learners to take primary responsibility for planning, carrying out, and evaluating their own learning experiences. The goal of self-directed learning is to enhance one's ability to learn, promote transformational learning, and foster emancipatory learning. Self-directed learning models include linear models which view it as a process, interactive models which incorporate environmental and personal factors, and instructional models which combine self-directed learning with traditional classroom instruction. Moving from a pedagogical to an andragogical approach acknowledges that adults should be responsible for their own learning decisions.

1. Self-Directed
Learning
Louis Grauer
Post University
Prof. Jill Buban

2. Understanding Self-Directed
Learning
 Self-Directed Learners cringe at the
following
“The minute adults walk into an activity labeled
„education‟, „training‟ or anything synonymous, they
hark back to their conditioning in their previous
school experience, put on their dunce hats of
dependency, fold their arms, sit back and say
„teach me‟” (Knowles, Holton III and Swanson
2005, p. 65).

3. Goal of Self-
Directed Learning
According to Merriam, Caffarella and
Baumgartner (2009):
 Goal One: enhance the ability to learn
 Goal Two: transformational learning is the center
of self-directed learning (SDL)
 Goal Three: promotion of emancipatory learning

4. Dimensions of Self-Directed
Learning
Self-Directed Thinkers: 3
1) Think about
thinking 1 2
2) Consider the
Social Milieu
3) Are
Influenced
by
participation

5. Self-Directed Learning Models
 Linear models: “Self-directed learning as a process of
learning, in which people take the primary initiative for
planning, carrying out, and evaluating their own
learning experiences” (Merriam et al, p. 110).
 Interactive models: These models self-directed
learning relies on “…two or more factors, such as
opportunities people find in their environments, the
personality characteristics of learners, cognitive
processes, and the context of learning” (Merriam et al,
2009, p. 111)
 Instructional models: These models help to combine
traditional instruction with informal, self-directed
learning in formal classroom setting (Merriam et al,
2009)

6. Moving from here
Self-Directed Learning
To here
 Pedagogy: The basis of organization
for this country‟s educational system
 The art and science of teaching
children
 Assigns the teacher full responsibility for
decision making (Knowles et al, 2005)
 Andragogy: An integrated framework
of adult learning
 Adults maintain the concept of
responsibility of their decision to learn
(Knowles et al, 2005)

7. Reference Page
Knowles, M., Holton, E., & Swanson, R. (2005). The adult
learner: the definitive classic in adult education and human
resource development. (6th ed.). Burlington, MA: Elsevier.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007).
Learning in adulthood: A comprehensive guide. (3rd ed.).
San Francisco, CA: Jossey-Bass.
Mikulak, A. (2012, October 4). What makes self-directed
learning effective?. Retrieved from
http://www.psychologicalscience.org/index.php/news/relea
ses/what-makes-self-directed-learning-effective.html