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This understanding cleared the way for the term self-directed learning. In Houle’s view, individuals can learn alone, in groups, or institutions. In his definition of adult learning, he did not presuppose an educational agent to whom the learner should relate to. Houle did not often use the term self-directed learning, but through his definition, he helped to create space for self-directed learning as a legitimate form of adult education, Brockett and Donaghy state. Houle’s intention was probably not to influence the study and practice of self-directed learning, but his contribution to the area is substantial. This book made visible self-directed learning as an important part of adult learning. In 1961, Cyril Houle published his book The Inquiring Mind. However, there are obvious reasons to date the scholarly study of self-directed learning back to the beginning of the 1960s. The principle of self-direction can be dated long back to England in the 1800s, where terms such as self-help, self-improvement, and self-education were used (, p. Self-Directed Learning- A Short Case Story The intention is to account for these aspects in a unified presentation, to provide a quick overview. The main text section is broken down to subparts showing different aspects considered central to the field of self-directed learning. This article is a narrative review based on secondary sources which fit for the purpose of clarifying the different aspects of self-directed learning. The purpose of this article is not to locate all relevant literature related to self-directed learning but to give a basic understanding of the field based on essential written material. In my opinion, an essential condition for practical use of self-directed learning is to clarify all aspects of the concept, so that practice is not based on a limited understanding. Self-directed learning should be a well-suited reflection basis for this shift. The field of higher education requires a transformation from the authoritative role of the educator into the educator as a facilitator of learning. Research in the field of self-directed learning may form a useful reflection basis for this transformation and provide a good basis for constructive planning of student active learning. From my point of view, the situation in higher education is also an obvious reason for increased focus on self-directed learning.
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#Deeper meaning synonym how to#
In this field, a challenge is how to design appropriate educational programs to increase student activity and student responsibility concerning their own learning. My experience tells me that self-directed learning has been a concept present in theory, discussions, and exchange of views, but seldom systematically put to practice in adult education.įor the last three decades, I have held a position in higher education. Despite this extensive focus in certain fora, I rarely met a learning situation where this approach was systematically used in practice.
#Deeper meaning synonym professional#
To me, self-directed learning has always been there like a mantra in the field of adult education, showing up in literature and professional converse and debate. The concept of self-directed learning has been present since my first contact with the field of adult education in the mid-1970s. The presentation is based on a literature study. The situational aspect is dealt with separately as a relatively self-contained aspect of self-directed learning.
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This is followed by a clarification of different aspects of self-directed learning, such as why it is advisable, what affects the tendency to self-directed learning, and if self-direction is essentially innate or learned. At the beginning is given a short case story and an account for different perceptions of self-directed learning. This article deals with some factors that affect the understanding of self-directed learning. Many consider the tendency for self-direction to be a fundamental difference between children and adults in a learning situation. This review article focuses on the term self-directed learning, which is the term most frequently used in adult education. A term of more recent origin is self-regulation, used by some authors sometimes interchangeably with self-direction. The society also publishes an international journal of self-directed learning. Annual symposiums have been held by the International Society for Self-Directed Learning since 1986, dedicated to the promotion of self-directed learning. This term arose in the field of adult education in the 1970s and is still a widely used term in the field. In adult education, the concept of self-directed learning has great importance.