1. The document discusses self-directed learning (SDL) and non-formal learning. It defines SDL as a process where learners take responsibility for and control of their own learning, including goal-setting, resource identification, and evaluation. 2. Non-formal learning includes structured learning outside of traditional academic systems, such as community programs, continuing education courses, and professional development. It has more structure than informal learning but less than formal education. 3. The document discusses characteristics, goals, and importance of non-formal learning, noting that it expands access to education and skills training for populations not served by formal schooling.

1. SELF-DIRECTED AND NON-FORMAL
ONLINE LEARNING
Presented By
Tahira Rafiq

2. Definition of SDL
The concept of Self-Directed Learning (SDL) is one which educators have investigated
and discussed for many years. Self-Directed Learning (SDL) considers learners as monitors of
their own learning process. SDL combines self-management (management of the context,
including the social setting, resources, and actions) with self-monitoring (the process whereby
the learners monitor, evaluate and regulate their learning strategies) (Song, L & Hill, J, 2007).
SDL recognizes the significant role International Journal of Education, Learning and
Development Vol.4, No.10, pp.36-45, December 2016 Published by European Centre for
Michelle & Bracken (1994) supported that achievement has an effect on Self-concept and that
Academic Self-concept has an effect on achievement. Self-directed Learning More than 30 years
ago, Knowles (1975), defined Self-directed Learning as a process in which individuals take the
initiative, with or without the help of others, to diagnose their learning needs, formulate learning
goals, identify human and material resources for learning, choose and implement appropriate
learning strategies, and evaluate learning outcomes. Long (1998) identified three aspects of Self-
directed Learning: the Sociological, Pedagogical, and Psychological. Long contended that much
of the discussion around Self-directed Learning has focused on the Sociological (independent
task management) and Pedagogical (application in educational contexts). Costa and Kallick
(2004) described the Self-directed Learners as being
1. Self-Managing
The willingness to be engaged in activities with awareness of the results for their
learning and the academic load, and essential information they need, and use of prior
experiences, looking forward to signs of achievement, and generating substitutes for
accomplishment.
2. Self-Monitoring
Having adequate self-awareness about what are effective, employing cognitive
and metacognitive strategies to assess their learning.
3. Self-Modifying
Thinking over, assessing, and constructing meaning from experience and utilizing
their knowledge to future activities, and tasks.
Parasafar (2012) defined Self-directed Learning as a kind of learning that has characteristics
like self-planned, self-initiated, and independent learning. The Self-directed Learning (SDL)
Model views learners as responsible owners and managers of their own learning process and
integrates self-management (management of the context, including the social setting, resources,
and actions) with self-monitoring (the process whereby the learners monitor, evaluate and

3. regulate their cognitive learning strategies) (Brockett, 2002). Self-directed learning assumes that
the human being grows in capacity and needs to be self-directing as an essential component in
maturing. Self-directed learning assumes that the learners' experiences become an increasingly
rich resource for learning that should be exploited along with the resources of experts
The Self-directed Learning (SDL) Model views learners as responsible owners and
managers of their own learning process and integrates self-management (management of the
context, including the social setting, resources, and actions) with self-monitoring (the process
whereby the learners monitor, evaluate and regulate.
Introduction
Self-directed learning (SDL), is considered to be a core concept in problem-based
learning (PBL). We will argue that the students’ development as self-directed learners has been
neglected and treated in an instrumental way within the discourse of PBL. In this article, a
more profound meaning of SDL is discussed ending up with the description of some
implications intended to improve practice in PBL curricula.
`Three main sources form the basis for the reasoning and advanced ideas of practical
implementation in this article: (i) research that explores the concept of self-directed
learning, the meaning of autonomy and empirical studies focusing on the students’
experiences of PBL has been conducted by the first author (Ljungman and Sile´n 2008;
Sile´n 2001, 2003); (ii) both authors have worked intensively with teaching and educational
development connected to PBL and student-centred learning for 20 years; (iii) both
authors have long experiences of faculty development concerning higher education. Our
observations, studies, discussions with teachers and analysis all point in the same direction.
If the intention is to enhance the students’ ability to become self-directed learners, and
prepare for life long learning in their professions, it is essential to recognise that students
becoming responsible and independent is a learning process in its own right.
Research conducted by Sile´n (2000, 2001, 2003) indicates that also the following two
factors are very important in the development of self-directedness in learning.
The relationship between adult learning and self-directed learning is a topic worth exploring on
both theoretical and practical grounds. Mezirow points out that, "no concept is more central to
what adult education is all about than self-directed learning"Knowles describes self-directed
learning as "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,
and evaluating learning outcomes". A person is an adult to the extent that he or she is
performing social roles typically assigned by our culture to those it considers adults, and to the
extent that the individual perceives him or herself to be essentially responsible for his or her life.
A child is not responsible for his or her life even from a legal point of view. According to Neimi,
the adult learner is one who returns to study, on a full-time or part-time basis, after a period of
time spent in other pursuits. Freedman states that the adult learner is someone who is motivated
enough to want to pin further education at the end of a working day or is required to come to a
program for certification.

4. CHARACTERISTICS
Self-directed learners exhibit many common characteristics including high levels of self-
generated motivation, confidence, and a focus on goals. Learner-centered strategies
and learning communities may promote and enhance the common traits of self-directed learner.It
is a win-win philosophy. Some of the most significant benefits of self-directed learning include
the following: Self-directed learning promotes the natural development of self-confidence,
initiative, perseverance and life satisfaction. The underlying rationale seems to be that students
are better able to learn when they can control the flow of their experience, or when
their learning is "self-directed." ... The active nature of self-directed learning also helps us in
encoding information and retaining it over time. Self-directed learning (SDL), is an essential
concept in problem-based learning (PBL), and, in a broader sense, student-centered learning.
Considering the complex nature of SDL, it has been taken for granted and given a shallow
meaning, i.e. self-study. In order to develop a deeper understanding and make use of the
potential in SDL, this paper discusses and puts forward a more profound meaning. The
importance of regarding becoming a self-directed learner as a learning process, and the need for
teachers to take part in the learning, is crucial. Two ‘thinking models’, one concerning the PBL
tutorial work and one the relationship between tutorial work and self-study, are introduced. The
unifying idea behind the reasoning is to emphasize the essence of providing opportunities for, as
well as stimulating, the students’ inquiring approach and responsibility.
Self-directed learning (SDL), is an essential concept in problem-based learning (PBL),
and, in a broader sense, student-centered learning. Considering the complex nature
of SDL, it has been taken for granted and given a shallow meaning, i.e. self-study. In
order to develop a deeper understanding and make use of the potential in SDL, this
paper discusses and puts forward a more profound meaning. The importance of
regarding becoming a self-directed learner as a learning process, and the need for
teachers to take part in the learning, is crucial. Two ‘thinking models’, one concerning
the PBL tutorial work and one the relationship between tutorial work and self-study, are
introduced. The unifying idea behind the reasoning is to emphasize the essence of
providing opportunities for, as well as stimulating, the students’ inquiring approach and
responsibility.
Self-Directed Learning: A Four-Step Process
Learning independently can be challenging, even for the brightest and most motivated
students. As a means of better understanding the processes involved in this mode of study, this
Teaching Tip outlines key components of four key stages to independent learning, known as self-
directed learning: being ready to learn, setting learning goals, engaging in the learning process,
and evaluating learning.
Step 1: Assess readiness to learn
Students need various skills and attitudes towards learning for successful independent
study. This step involves students conducting a self-evaluation of their current situation, study

5. habits, family situation, and support network both at school and at home and also involves
evaluating past experiences with independent learning. For a detailed Learning Skills
Assessment Tool, read our Readiness to Learn Teaching Tip. Signs of readiness for self-directed
learning include being autonomous, organized, self-disciplined, able to communicate effectively,
and able to accept constructive feedback and engage in self-evaluation and self-reflection.
Step 2: Set learning goals
Communication of learning goals between a student and the advising instructor is critical.
We've developed a set of questions for students to consider as they map out their learning
goals: our Unit Planning Decision Guide). Also critical in developing a clear understanding of
learning goals between students and instructors are learning contracts. Learning contracts
generally include:
 Goals for the unit of study
 Structure and sequence of activities
 Timeline for completion of activities
 Details about resource materials for each goal
 Details about grading procedures
 Feedback and evaluation as each goal is completed
 Meeting plan with the advising instructor
 Agreement of unit policies, such as a policy on late assignments
Step 3: Engage in the learning process
Students need to understand themselves as learners in order to understand their needs as
self-directed learning students — referring students to our resource on learning
preferences may be helpful. Students should also consider answering the following questions:
 What are my needs re: instructional methods?
 Who was my favorite teacher? Why?
 What did they do that was different from other teachers? Students should reflect on these
questions throughout their program and substitute “teacher” with “advising instructor”
Students also need to understand their approach to studying:
 A deep approach to studying involves transformation and is ideal for self-directed
learning. This approach is about understanding ideas for yourself, applying knowledge to
new situations and using novel examples to explain a concept, and learning more than is
required for unit completion.
 A surface approach involves reproduction: coping with unit requirements, learning only
what is required to complete a unit in good standing, and tending to regurgitate examples
and explanations used in readings.

6.  A strategic approach involves organization: achieving the highest possible
grades, learning what is required to pass exams, memorizing facts, and spending time
practicing from past exams.
Earlier academic work may have encouraged a surface or strategic approach to studying.
These approaches will not be sufficient (or even appropriate) for successful independent study.
Independent study requires a deep approach to studying, in which students must understand ideas
and be able to apply knowledge to new situations. Students need to generate their own
connections and be their own motivators.
Step 4: Evaluate learning
For students to be successful in self-directed learning, they must be able to engage in self-
reflection and self-evaluation of their learning goals and progress in a unit of study. To support
this self-evaluation process, they should:
 regularly consult with the advising instructor,
 seek feedback, and
 engage in reflection of their achievements, which involves asking:
o How do I know I’ve learned?
o Am I flexible in adapting and applying knowledge?
o Do I have confidence in explaining material?
o When do I know I’ve learned enough?
o When is it time for self-reflection and when is it time for consultation with the
advising faculty member?
Responsibilities in the Four-Step Process
Successful independent study requires certain responsibilities or roles of both students
and advising faculty members. The following is a brief list of the more important roles. It is
useful for both students and advising faculty members to periodically review this list and
communicate as to whether each feels the other is fulfilling their share of the responsibility.
Students’ Roles
 Self-assess your readiness to learn
 Define your learning goals and develop a learning contract
 Monitor your learning process
 Take initiative for all stages of the learning process — be self-motivated
 Re-evaluate and alter goals as required during your unit of study
 learning experience

7.  Facilitate students’ initiatives
 Consult with your advising instructor as required
Advising instructors’ roles
 Be available for consultations as appropriate during the learning
 Build a co-operative learning environment
 Help to motivate and direct the students’ for learning process
 Serve as an advisor rather than a formal instructor
Non-formal learning
Includes various structured learning situations which do not either have the level
of curriculum, syllabus, accreditation and certification associated with 'formal learning', but have
more structure than that associated with 'informal learning', which typically take place naturally
and spontaneously as part of other activities. These form the three styles of learning recognised
and supported by the OECD.
Examples of non-formal learning include swimming sessions for toddlers, community-based
sports programs, and programs developed by organizations such as the Boy Scouts, the Girl
Guides, community or non-credit adult education courses, sports or fitness programs,
professional conference style seminars, and continuing professional development.[2]
The
learner’s objectives may be to increase skills and knowledge, as well as to experience the
emotional rewards associated with increased love for a subject or increased passion for learning.
Characteristics
1. Learning take place at anywhere .
2. Relevance to the needs of disadvantaged groups
3. Concern with specific categories of person.
4. A focus on clearly defined purpose
5. Flexibility in organization and methods
6. Education continuous to be knowledge base rather than skills oriented .
Goals and Objectives
1. Provides functional literacy and continuing education for adults and youths who have not
had a formal education or did not complete their primary education.
2. Provide functional and remedial education for the young people who did not complete
their secondary education.
3. Provide education to different categories of graduates to improve the basic knowledge
and skills.

8. 4. Provide in-service, on-the-job, vocational and professional training to different categories
of workers and professionals to improve their skills.
5. Give adult citizens of different parts of the country necessary aesthetic, cultural and civic
education for public enlightenment.
Formal and Informal Learning
Although all definitions can be contested (see below) this article shall refer to
the European Centre for the Development of Vocational Training (Cedefop) 2001
communication on 'lifelong learning: formal, non-formal and informal learning' as the guideline
for the differing definitions.
Formal learning:
Learning typically provided by an education or training institution, structured (in terms of
learning objectives, learning time or learning support) and leading to certification. Formal
learning is intentional from the learner’s perspective. (Cedefop 2001)
Informal learning:
Learning resulting from daily life activities related to work, family or leisure. It is not
structured (in terms of learning objectives, learning time or learning support) and typically does
not lead to certification. Informal learning may be intentional but in most cases it is not-
intentional (or "incidental"/random). (Cedefop 2001)
Flexible schooling or participatory schooling
Non-formal education (NFE) is popular on a worldwide scale in both 'western' and
'developing countries'. Non-formal education can form a matrix with formal and non-formal
education, as non-formal education can mean any form of systematic learning conducted outside
the formal setting. Many courses in relation to non-formal education have been introduced in
several universities in western and developing countries.
The UNESCO institute of education conducted a seminar on non-formal education in
Morocco. The association for development of education in Africa (ADEA) launched many
programmes in non-formal education in at least 15 countries of Sub-Saharan Africa. In 2001
World Bank conducted an international seminar on basic education in non-formal programmes.
In addition to this the World Bank was advised to extend its services to adult and non-formal
education.
Importance
Education plays an important role in development. Out of school programmes are
important to provide adaptable learning opportunities and new skills and knowledge to a large
percentage of people who are beyond the reach of formal education. Non-formal education began
to gain popularity in the late 1960s and early 1970s. Today, non-formal education is seen as a
concept of recurrent and lifelong learning.
Non-formal education is popular among the adults specially the women as it increases
women's participation in both private and public activities, i.e. in house hold decision making

9. and as active citizens in the community affairs and national development. These literacy
programmes have a dramatic impact on women's self-esteem because they unleash their potential
in economic, social, cultural and political spheres.
According to UNESCO (2010), non-formal education helps to ensures equal access to
education, eradicate illiteracy among women and improve women's access to vocational training,
science, technology and continuing education. It also encourages the development of non-
discriminatory education and training. The effectiveness of such literacy and non-formal
education programmes are bolstered by family, community and parental involvement.
Advantages of NFE
Non-formal education is beneficial in a number of ways. There are activities that
encourage young people to choose their own programme and projects that are important because
they offer the youth the flexibility and freedom to explore their emerging interests. When the
youth can choose the activities in which they can participate, they have opportunities to develop
several skills like decision making skills.
Non-formal learning has experiential learning activities that foster the development of
skills and knowledge. This helps in building the confidence and abilities among the youth of
today. It also helps in development of personal relationships not only among the youth but also
among the adults. It helps in developing interpersonal skills among the young people as they
learn to interact with peers outside the class and with adults in the community.
The rigid structure of formal schools, mainly because of rules and regulations than
concentrating on the real need of the students, offering curriculum that leans away from the
individual and from society, far more concerned with performing programmes than reaching
useful objectives. This called for non-formal education which starting from the basic need of the
students, is concerned with the establishment of strategies that are compatible with reality.[23]
Non-Formal Learning
Takes place outside formal learning environments but within some kind of organizational
framework. It arises from the learner’s conscious decision to master a particular activity, skill or
area of knowledge and is thus the result of intentional effort. But it need not follow a formal
syllabus or be governed by external accreditation and assessment. Non-formal learning typically
takes place in community settings: swimming classes for small children, sports clubs of various
kinds for all ages, reading groups, debating societies, amateur choirs and orchestras, and so on.
Some non-formal learning arrangements become increasingly formal as learners become more
proficient; one thinks, for example, of graded exams in music and other performing arts. Adult
migrants engage in non-formal language learning when they participate in organised activities
that combine the learning and use of their target language with the acquisition of a particular skill
or complex of knowledge.

10. Examples of Non-Formal Learning
The examples of non-formal learning includes swimming sessions for toddlers,
community-based sports programs, an programs developed by organizations such as the Boy
Scouts, the Girl Guides, community or non-credit adult education courses, sports or fitness
programs, professional conference style seminars. on-formal education can cover programmes
contributing to adult and youth literacy and education for out-of-school children, as well as
programmes on life skills, work skills, and social or cultural development. Education
Online Classes Vs. Traditional Style Writing Classrooms
Students learn the same way. In learning this, I purpose some changes that could be made
in order to increase learning effectively such as; the choice of physical work verses online work,
communications and feedback with students, and essays. As we continue with the
future, online classes are becoming more and more popular. Students are able to work and
continue education with more flexibility. The most common problem with the online class is
communication, as well as learning is not always successful
ADVANTAGES AND DISADVANTAGES OF ONLINE LEARNING
The advantages and disadvantages of online learning are as under:
ADVANTAGES:
(1) Extendibility, Accessibility, and Suitability - Users can proceed through a training program
at their own pace and at their own place. They can also access the training at any time, receiving
only as much as they need. In other words, “just in time and just enough."
(2) Quicker (and cheaper) turnaround of finished product.
(3) Collaborative and exploratory learning environments.
(4) Easy and affordable training delivery - Chances are (and you’ll want to access this before
embarking on WBT) your audience has access to a browser. Validate what browser(s) your
audience has and what version(s) and you can capitalize on the delivery vehicle.
(5) Cross Platform - WBT can be accessed by web browsing software on any platform:
Windows, MAC, UNIX, etc. Basically, you can deliver your training course to any machine over
the Internet or company intranet without having to develop a different course for each unique
platform.
(6) Inexpensive worldwide distribution - No separate or distinct distribution mechanism is
needed (i.e., distributing CD-ROMs for CBT training). WBT can be accessed from any computer
anywhere in the world while at the same time keeping delivery costs down.
(7) Reduced technical support - Web-based training courses decrease some of the more “potent
and deadly” technical support issues that often enshroud technology based training.

11. (8) Ease of content update - The changes you make to any of your content are immediately
available to your learning audience across the world.
(9) Installation options on private networks for security or greater bandwidth. If you opt for
intranet delivery, you have more control over plug-ins and bandwidth, giving you more options
for inclusion in your WBT.
(10) Travel cost and time savings - Learning is delivered directly to the learner instead of the
other way around.
(11) Web browsers and Internet connections are widely available - Most computer users
have access to a browser, such as IE4 or Netscape and are connected to a company's intranet,
and/or have access to the Internet.
(12) WBT-based development is easier to learn and pick up then CBT-based development.
You should be able to draw from a larger pool of WBT developers than is available for creating
traditional CBT.
(13) Vast, untapped market for training - The untapped WBT market is still large. If you’re
looking for commercial markets, the Internet also offers a huge audience hungry for material via
the Net.
(14) Access is controllable - You can direct and monitor who receives web training - when,
how many times, and in what sequence.
(15) Billing options - You can bill— and collect on that bill— through Net distribution, billing
by user ID, number of accesses, date/time of access, or any other means by which you want to
assess usage.
(16) Direct access to many other training resources - The Internet gives access to the
largest library in the world. Capitalize on the offerings that have already been created, and use
them toenhance the learning you are distributing.
DISADVANTAGES:
(1) Limited formatting of content in current browsers - The WBT you create will not
resemble the CBT you might be familiar with because of Net bandwidth constraints. So if your
content relies on a lot of media “bells and whistles,” or particular formatting, the Net might not
be the best delivery medium.
(2) Bandwidth/browser limitations may restrict instructional methodologies - Again, you are
constrained by the technology. If your content relies on a lot of video, audio, or intense graphics,
and your audience isn’t on a T1 line, Net delivery will only frustrate your learners.
(3) Limited bandwidth means slower performance for sound, video, and large graphics. Know
the bandwidth available to your audience— and what’s reasonable “wait” time for them— before

12. you commit to the Net. On average, most mobile endusers are still running on a 28.8 kpbs
connection.
(4) Someone must provide web server access, control usage, and bill users (if applicable) -
The Net doesn’t magically solve all of your resource issues. Plan on having someone oversee
some of these issues.
(5) Time required for downloading applications - Again, be very, very aware of download
times— and we still recommend looking at delivery options considering a 28.8 kpbs modem if
you are delivering training to an external audience or over the Internet. Your training might be
great, but if your audience isn’t patient enough to wait for it to download, it doesn’t matter.
(6) Student assessment and feedback is limited - The Internet provides a wonderful means to
get all kinds of information back and forth to your audience, but it also makes it harder to assess
some types of student feedback and information.
(7) Many, if not most, of today's web-based training programs are too static, with little if any
interactivity - This is probably due to the bandwidth limitation, but if we deliver poor, page-
turning training, we can’t expect stellar results from our learners.
(8) Cannot design and develop robust multimedia courses - The bandwidth limitations of the
Net constrain what can be delivered effectively.
(9) Are computers replacing human contact - The Net is not right for all training.
(10) Newness - It may take longer designing and developing WBT courses, the first time around.
Because of its recent emergence to the training arena, new technologies always require time,
experience, and money in order to take full advantage of its capabilities. The great thing,
however, is you’ll learn new skills and knowledge with each new course.
(11) Web-based training has high-fixed costs - Some people assume that since you don’t need
a CD-ROM drive, you have no additional costs. Not so. It’s important that you consider doing a
pilot before proceeding further into the WBT game. Validate what works well, when, and at what
it cost. Gary W. James is a corporate trainer and instructional design consultant at Allen
Communication, and holds a masters degree in adult education and learning with an emphasis in
instructional technology and design. This article represents a small portion of an in-depth, 2-day
hands-on web-based training seminar that he will be presenting across the United States in
August and September.
Online Learning Vs. Traditional Classroom
Students now have the option to complete their learning online, as well as, the traditional
route. Online learning has been looked at as a lower level of learning, compared to the traditional
classroom setting. I believe that online learning has now evolved to the level that it is equal to the
traditional classroom setting. I also believe that online learning adds additional benefits to
students when used in conjunction with traditional learning.

13. References
1. ^ "Recognition of Non-formal and Informal Learning - Home". OECD.
2. ^ Eaton, Sarah Elaine (22 May 2011). "Formal, Non-Formal and Informal Learning".
3. ^ "Quality guide to non-formal and informal learning processes". 2004. Archived
from the original (PDF) on 13 February 2011.
4. ^ Scribner, S. and Cole, M. (1973). "Cognitive Consequences of Formal and Informal
Education, Science". pp. 182, 553–559.
5. ^ Lave, J. and Wenger, E. (1991). "Situated Learning: Legitimate Peripheral
Participation". Cambridge: Cambridge University Press.
6. ^ "Lifelong Learning for All". OCED. 1996.
7. ^ Jump up to:a b Department of Educational Foundations and Management. "A Critical
Assessment of the Role/Importance of Non-Formal Education to Human and National
Development in Nigeria: Future Trends" (PDF).
8. ^ Jump up to:a b c "Glossary of key terms".
9. ^ [McGivney, V. (1999) Informal learning in the community: a trigger for change and
development (Leicester: NIACE). Cited in ‘Helen Colley, Phil Hodkinson & Janice
Malcolm (2002) Non-formal learning: mapping the conceptual terrain. A Consultation
Report, Leeds: University of Leeds Lifelong Learning Institute. Also available in the
informal education archives: http://www.infed.org/archives/e-
texts/colley_informal_learning.htm]
10. ^ Hodkinson, Phil; Colley, Hellen; Janice Malcolm (2003). "The Interrelationships
Between Informal and Formal Learning". Journal of Workplace Learning. 15: 313–318.
11. ^ [Eraut, M. (2000) Non-formal learning, implicit learning and tacit knowledge, in F.
Coffield (Ed) The Necessity of Informal Learning, Bristol: Policy Press (2000)]
12. ^ Jump up to:a b c [Ined:Non-Formal Learning http://www.infed.org/archives/e-
texts/colley_informal_learning.htm]
13. ^ [Livingstone, D.W. (2001) Adults’ Informal Learning: Definitions, Findings, Gaps and
Future Research, Toronto: OISE/UT (NALL Working Paper No.21)
at http://www.oise.utoronto.ca/depts/sese/csew/nall/res/21adultsifnormallearning.htm,(20
01)