PREFACE: The purpose of this book is to present the expert commentary, insights, and perspectives of scholars and researchers in the field of self-directed learning on the direction and emerging themes of research and thought for the 21st century. Self-directed learning continues to be a term that connotes many definitions; however, this ambigui... more »ty has provided a rich and dynamic area of research for those interested in how adults select, engage, and pursue learning of their own volition. Self-direction continues to be researched along multiple lines and various domains as we seek to understand how learning occurs, under what circumstances and conditions, both alone and collaboratively. PART I of the book represents the past, present, and future paradigms of self-directed learning through the historical perspectives of researchers Roger Hiemstra, Huey Long, and Ralph Brockett. Hiemstra's content analysis of the major terms and lexicon provides insight into how the field has evolved over the past two decades, and Long's expansive and extensive research traces the various paradigms that continue to spark new questions of the human condition that lead to self-direction. Brockett's perspective has revitalized the field with new lines of scholarship and research related to self-directed earning. PART II of the book provides insight into the various theoretical and conceptual models related to self-direction. Robert Bulik discusses how faculty need to reconceptualize their role of teacher as they move from traditional lecture to the web-based online classroom or function as facilitators for problem-based learning (PBL) small groups through the development of a new, personal metaphor for teaching in this evolving environment. Michael Ponton explains the role of agency both as a relationship and as a conceptual difference with respect to the terms and constructs of self-directed and autonomous learning. Gary Confessore focuses on the formation of individuals intentions to learn throughout the lifespan and within the boundaries of social norms. In particular, the chapter lays the groundwork for understanding the antecedents of learner autonomy, how they contribute to the capacity to engage in effective and efficient lifelong learning, and how they can be nurtured during relatively formal learning experiences. Paul Carr's chapter provides a broad understanding of autonomous learning, expands the associated construct of resourcefulness, and offers practical examples that may serve as a guide in the development of an individual s resourcefulness in autonomous learning, particularly in organizational leadership. PART III of the book provides a sample of the various empirical research conducted by researchers and scholars such as Gerald Straka, who developed and validated a more dimensional conception that defines self-directed learning as a process in which a person has contentual and procedural interests and uses learning (acquiring, sequencing, organizing) and control concentration, monitoring, reflection, regulation) strategies accompanied with motions (joy, anger, boredom). Tom Reio's empirical study investigates how self-directed learning is linked to problem solving and hypothesizes that curiosity will be a motivator of problem solving. Jim Coe discusses how constructivism may provide a way to transfer control for learning to autonomous learners through active engagement in the learning. Gail Derrick's study conceptualizes the role of curiosity in autonomous learning and provides a model based on the results of data analysis. Cynthia Andruske explores the self-directed learning projects and support networks created through social relationships of women as they attempt to transition from welfare.

ISBN-13: 9781931967136
ISBN-10: 193196713X
Publication Date: 6/12/2009
Pages: 190
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Publisher: Discovery Association Publishing House
Book Type: Paperback
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