Self Directed Learning - Nursing and Medicine

1. Dr Rajesh G Konnur
Professor
KHFH
“NO MATTER HOW GOOD TEACHING MAY BE, EACH
STUDENT MUST TAKE
THE RESPONSIBILITY FOR HIS OWN EDUCATION"

2.  Self activity as the basic principle of learning is universal in its
application. An individual can learn only through her own
reactions to situations. There can be no learning where there has
been no self activity. This principle of self activity may be stated
simply: A student learns through his / her own activities.
• The process of learning in which the learner assumes primary
responsibility for planning, implementing, and evaluating a
learning project. The learner chooses what to learn and how to
learn, and also decides when to continue and when to end the
learning project.

3. • A process in which individuals take the initiative,
with or without the help of others, to diagnose
their learning goals, identify resources for learning,
select and implement learning strategies, and
evaluate learning outcomes.
- It is also known as adult learning.
- Self-directed learning (SDL) is a type of instructional
strategy in which the individual or small group
has ownership over the learning process. The key
components involved in SDL include learner self-
management and monitoring, assessing learning
needs, collaborative learning, and self-evaluation.

4.  Learning is a life long process- Womb to Tomb.
 Lg is any relatively permanent change for
modification of behavior that results as a result
of practice or experience (Murthi & Gates) .
 It is an episode in which a motivated
individual attempts to adopt behavior , so as to
succeed in a situation which he perceived as
requiring action to attain a goal.
- Pressey

5. SDL existed even from classical antiquity. Ex. Self-
study played an important part in the lives of Greek
philosophers as Socrates, Plato & Aristotle ,
Alexander the Great, Caesar , Erasmus & Descartes.
Social conditions & lack of formal educational
institutions necessitated that many people learn on
their own.
SDL took place some 150 years ago in USA.
Craik ( 1840) documented & celebrated the self-
education efforts of several people. About this same
time in Great Britain , Smiles (1859) published a book
entitled Self- Help , that applauded the value of
personal development.

6.  Enhance the ability of adult learners to be self-
directed in their learning.
 Promote transformational learning as key to
SDL.
 Promote emancipatory learning & social action
as an integral part of SDL.

7.  Learning efforts, self- planned learning (Tough
, 1997) , Self- regulated learning (Zimmerman
1990).
 Last stage of learning – Usually reserved for
the adults.
 Learner takes the initiative in the planning ,
executing & the evaluation of their own
learning.

8. 1. Self planned learning & learning projects:- Acc to Tough’s (1979)
research on learning episodes shows that most learning projects exceed 7
hour minimum. A typical adult spends 500 hrs a year in such learning
approximately 70% planned by the learner. This self- planning
predominance spanned considerable research on self- directed learning.
2. Autonomous learning : Associated with independence of thought ,
individualized decision-making & critical intelligence.
3. Autodidaxy : Candy (1991) urges that self- direction be differentiated as
a goal for learner control of decision-making from an educational method in
which teachers use processes for promoting self- direction. He proposes
autodidaxy as term for referring to self- instruction which takes place
outside of formal institutional settings.
4. Self- education:- SDL can be called something else from country to
country or culture to culture. For ex, in Russia it is known as Self-
education.

9.  Open- learning :- Individualized study often is
associated with external degree, open- learning
or non traditional programs where most
learning takes place outside formal classrooms.
1969- England’s Open University started.
Currently , development of many distance
education efforts using new research &
understanding regarding how technology can
enhance SDL.

10.  SDL views learners as responsible owners &
managers of their own learning processes. SDL
integrates self management (management of
context, including the social setting, resources
& action) with self monitoring (the process
whereby the learners monitor, evaluate &
regulate their cognitive learning strategies).
Bolhuis (1996) & Garrison (1997)

11.  Self-directed learning as a “process in which
individuals take initiative, with or without the help of
others, in diagnosing their own learning needs,
formulating goals, identifying human and material
resources for learning, choosing and implementing
material resources for learning, choosing and
implementing learning strategies and evaluating
learning outcomes “
Malcolm Knowles
1975
 “ a process in which individuals take the initiative
without the help of others in diagnosing their learning
needs , formulating goals, identifying human and
material resources & evaluating learning outcomes”.
- Knowles

12.  To plan and participate in one’s own learning
activities.
• To develop the capacity of learning and
thinking of learner.
• To develop the sense of independence by
enhancing.
 Emancipatory learning.
• To develop the problem solving approaches.
• To develop time management skills.
• To develop decision making skills.

13. 1. The educator as a facilitator.
2. Identification of learning needs.
3. Development of learning objectives.
4.Identification of appropriate resources.
5.Implemetation of process.
6. Commitment to a learning contract.
7.Evlauation of learning process.

14.  It involves a continual process of:
- Self –motivation
- Self-management
- Self-monitoring
- Self-modification

15.  Motivation affects the learning strategies and
cognitive processes an individual employs
(Dweck& Elliott, 1983). It increases the
likelihood that people will pay attention to
something , study a something, study and
practice it, and try to learn it in a meaningful
fashion. It also increases the likelihood that they
will seek help when they encounter difficulty.
• Motivation directs an individual toward certain
goals and fulfill their objectives.

16. - Establishes clear goals.
- Thoroughly gathers information.
- Persistently stays with a task.
- Uses a systematic approach to problem solving,
- Organizational planning, and decision-making.
- Uses articulate, thoughtful communication
- Continuous process

17.  Consideration of the ramifications of thoughts,
plans, decisions & actions.
 Metacognition - the process of consciously
monitoring one’s own thinking.
 Self -reflection - process of reflecting on one’s own
thinking patterns, plans decisions & actions.
 Self -evaluation

18.  Revises strategies and implies a great effort to
maximize his / her effectiveness based on
feedback.
 Changes in one’s behavior based on the data
gathered during self- monitoring & on feed
back received from others.

21. Learner Teacher
 Stage 1 : Dependent Authority, Coach
Ex. Coaching with immediate feedback. Drill. Informational
lecture. Overcoming deficiencies & resistance.
 Stage 2 : Interest Motivator , Guide
Ex. Inspiring lecture + Guided discussion , Goal setting & lg
strategies.
 Stage 3: Involved Facilitator
Ex. Discussion facilitated by teacher who participates as equal.
Seminar , Group projects.
 Stage 4: Self Directed Consultant , Delegator
Ex. Internship, dissertation, individual work or self directed
study group.

22. 1. Deciding what detailed knowledge and skill to learn;
2. Deciding the specific activities, methods, resources, or
equipment for learning ;
3. Deciding where to learn;
4. Setting specific deadlines or intermediate targets;
5. Deciding when to begin a learning episode;
6. Deciding the pace at which to proceed during a learning
episode;
7. Estimating the current level of knowledge and skill and
progress in gaining the desired knowledge and skill;

23. 8. Detecting any factor that has been backing or
hindering learning ;
9. Obtaining the desired resources or equipment;
10. Preparing or adapting a room;
11. Saving or obtain the money necessary for the
use of certain human or nonhuman resources.
12. Finding time for the learning; and
13. Taking certain steps to increase the motivation
for learning.

24. • In 1984, Knowles suggested 4 principles that are
applied to adult learning:
• Adults need to be involved in the planning and evaluation
of their instruction.
• Experience (including mistakes) provides the basis for the
learning activities.
• Adults are most interested in learning subjects that have
immediate relevance and impact to their job or personal
life.
• Adult learning is problem-centered rather than content oriented.
(Kearsley, 2010)

25. • Goal setting skills.
• Processing skills.
• Decision making skills.
• Self awareness.
• Content competence
• Other cognitive skills

26. • Here the individual identifies the problem rather
than developing a cognitive ability to engage in
problem identification and solving.
• They have a good observation skills and ability to
determine what is important in their learning
environment.

27. • Observing- the ability to see and understand.
• Seeing and translating- the ability to translate
visual information to notes and records.
• Reading -the ability to read ,translate and
compared written material.
• Listing -the ability to receive and process aural
information & related it is existing information
schemes.

28. • This denotes the learners thinking ability.
• learner must develop the ability to identify,
prioritize; select validate, evaluate & interpret
information obtained through processing.

29. • The successful self directed learner has the ability to be
aware self.
• It enables the individuals to be aware of their learning
processes their weakness and strengths to know of their
ability to use different in their environment.
• To know when, how and what is distracting in their
environment.
• To know when they need assistance, and to have a realistic
perception of their ability to achieve learning goal.

30. • Here some personal observation indicates that
people skilled in certain areas tend to emphasize
those while avoiding topics & activities in areas
in which they are less competent.
• For example - one who knows the own language
may learn another language based on first
language.

31. • Other cognitive skills appear to be associated with self
directed learning success. They are-
• Sensory- including ability to select, identify and classify
Information
• Memory- working memory is important in the processing of
information before it is assimilated into existing long-term
memory.
• Elaboration-includes the ability to taken item from working
memory and process it by imaging, deducing, discriminating
generalizing etc.

32. • Self-directed learning allows learners to be more effective learners &
social beings.
• It enhances the ability to think and learn.
• It promotes emancipatory learning process.
• Self-directed learners are curious and willing to try new things.
• They can view problems as challenges, desire change, and enjoy
learning.
• Self-directed learners are motivated and persistent, independent,
self- disciplined , self – confident & goal oriented.

33. • Self-directed learners demonstrate a greater awareness of their
responsibility in making learning meaningful & monitoring themselves.
• Self-directed learning encourages students to develop their own rules &
leadership patterns.
 SDL is more deep and permanent.
• It helps to develop time management skills.
• It helps to identify the requirements for a problem solving process.
• It increases self esteem.
• Helps in decision making.
• It promotes self awareness.

34. • Research have proved that some adults are unable
to engage in self directed learning because they
lack independence, confidence or resources.
• Possible for frequent error and sometimes it
misguides the student how to learn.
• Self directed learning needs to be combined with
other learning methods for content to be fully
learned.
• Self directed learning is quite time consuming.
• It lacks team spirit.