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Many degree programs for adults include a self-directed learning component to offer learners the opportunity to use mature skills in a flexible learning environment. Problems with making the self-directed component work may be the learning setting, learner attitudes, and fears of both skilled and less skilled adult learners. Some learner fears are best understood through a comparison of self-directed learning as carried out in formal and informal settings. Adult learners control their learning direction outside formal settings and share control within. The increased number of initiators within the formal setting often complicates the learning process, and learners may seek to clarify the roles of persons involved. Institutional credibility is strengthened by the provision of clear expectations and role definitions. The traditional grading process also presents barriers to the effective facilitation of sell-directed learning. Other major areas of concern are how self-directed the program will be, how program-expectations will be clarified for learners, program standards, and the program definition of self-directed learning. These fears must be recognized and dispelled to develop effective self-directed learning programs in formal settings.
Many degree programs for adults include a self-directed learning component to offer learners the opportunity to use mature skills in a flexible learning environment. Problems with making the self-directed component work may be the learning setting, learner attitudes, and fears of both skilled and less skilled adult learners. Some learner fears are best understood through a comparison of self-directed learning as carried out in formal and informal settings. Adult learners control their learning direction outside formal settings and share control within. The increased number of initiators within the formal setting often complicates the learning process, and learners may seek to clarify the roles of persons involved. Institutional credibility is strengthened by the provision of clear expectations and role definitions. The traditional grading process also presents barriers to the effective facilitation of sell-directed learning. Other major areas of concern are how self-directed the program will be, how program-expectations will be clarified for learners, program standards, and the program definition of self-directed learning. These fears must be recognized and dispelled to develop effective self-directed learning programs in formal settings.
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