KPE350 – Self Directed Learning

- Proposed by Garrison (1997) = comprehensive theoretical model - An approach where learners are motivated to assume personal responsibility and collaborative control of the cognitive (self-monitoring) and contextual (self-management) processes in constructing and confirming meaningful and worthwhile learning outcomes (Garrison)- Model centres on 3 overlapping themes

Self-management, self-monitoring, motivation

- control over management of learning tasks is realized in a collaborative relationship b/w teacher and learner- more conducive to constructing meaningful knowledge

Learner- Constructing meaning (cognitive perspective)- Participation of others in confirming what is worthwhile knowledge (social perspective)Teacher- Maintenance of appropriate dynamic balance necessary for successful educational outcomes

Determined by balancing factors of:- Proficiency - abilities and skills of facilitator/learner- Resources - support and assistance available - Interdependence - reflects institutional or subject norms and standards (what actions are expected of people working at your placement)Learners need to feel comfortable with perceived and negotiated control of learning tasks and activities

- Process whereby the learner takes responsibility of SL- Monitors, evaluates and regulates their own cognitive learning strategies- Reflects ability to learn 'reflectively' (Draw upon experiences to inform future decisions; New and existing knowledge structures are integrated in a meaningful way and learning goals are being met)

Observing, judging and reacting to their tasks and activities*** Kolb's learning cycle ***

Learner's proficiency (abilities and strategies)Thus, self-monitoring and self-management are linked

- Plays a big role in the initiation and maintenance of effort towards learning and the achievement of goals- Drives decision to participate- Reflects perceived value and anticipated success of learning goals

Sustains the will to see a task through the end so that goals are achieved

Entering motivation- Deciding to participate/choose a goal- Establishes commitment to particular goal and the intent to actTask motivation - Effort required to stay on task and persist in learning activities and goals

valence and expectancy

- Attraction to particular learning goals- Personal preferences (personal need) and values (affective state)- "What is the worth of this goal?", "Why is this goal an attractive one?"

- Belief that a desired outcome can be achieved- "What skill, knowledge, and ability do I have about this goal?", "What socioeconomic resources or barriers are there to achieving this goal?"

- Heightened curiosity - Enhanced critical reasoning skills- Better retention of acquired knowledge - Enhanced ability to recognized knowledge deficits and needs- Greater enthusiasm for learning (more initiative, ask more questions, do more reading)

- Knowledge, skills, attitudes- Learning and critical thinking skills (ability to ask the right questions, select appropriate methods, access appropriate resources, critically appraise resource, assess learning outcomes and self-correct)- Motivation : self-efficacy, sense of control (autonomy), self-discipline

- Build a co-operative learning environment- Help to motivate and direct the students' learning experience- Facilitate students' initiatives for learning- Be available for consultations- Serve as an advisor rather than formal instructor

- Define learning goals and develop learning contract- Do self-assessment and monitoring of learning process- Take initiative for all stages of learning process - need to motivate selves- Re-evaluate and alter goals as required during unity of study - Consult with advising faculty member as required