Syllabus
* Syllabus: 1. Self-directed learning: definition, history, importance, barriers 2.
Models of self-directed learning I.: Constructivist-Oriented Model (Candy, 1991) and Staged Self-Directed Learning Model (Grow, 1991) 3. Models of self-directed learning II.: Personal Responsibility Orientation Model (Brockett & Hiemstra, 1991) & Person, Process, Context Model (Hiemstra & Brockett, 2012) 4.
Models of self-directed learning III.: Synthesis 5. Self-directed learning in companies 6.
Motivation to learn: Motivational quality continuum 7. Intrinsic motivation: Self-determination theory 8.
Learning engagement: Cognitive, emotional, and behavioural learning engagement 9. Social context in self-directed learning 10. Course summary & case study
Annotation
Self-directed learning refers to a learning process that learners themselves are responsible for, from identifying their learning needs, through designing and implementing learning interventions to evaluating their effectiveness.
Thus, self-directed learning is mainly related to adult learners as the ability to learn self-directedly requires self- acceptance, openness to experience, planfulness, internalised education, flexibility, and autonomy. Additionally, self-directed learning involves intrinsic motivation to engage cognitively, emotionally, and behaviourally in learning activities. Learners’ intrinsic motivation is mainly discussed from the perspective of the satisfaction of learners’ basic psychological needs (i.e., autonomy, competence, and relatedness). As learning occurs in social contexts
(i.e., workplace), it requires robust supportive conditions. Throughout the course, students will discuss seminal papers and the issues related to the self-directed learning of adult learners.