Morris, T.H 
ORCID: 0000-0002-0100-6434
(2023)
'Four dimensions of self-directed learning: a fundamental meta-competence in a changing world.'
Adult Education Quarterly.
ISSN 0741-7136
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Abstract
Self-directed learning is a core theoretical construct of adult learning. Importantly, self-directed learning represents a fundamental meta-competence for living and working in our increasingly complex and unpredictable world. Nonetheless, the construct of self-directed learning has become obfuscated. In order to redress this concern, this theoretical paper presents a model of Four Dimensions of Self-Directed Learning. The present paper highlights two original theoretical points (1) that there are four key dimensions of the self-directed learning construct, and (2) responsibility and self-regulation required for self-directed learning is not equivocal to that required for teacher-directed learning. Theoretically, the latter point may, in part, explain why practice of years of teacher-directed learning in formal schooling does not prepare persons for competent self-directed learning in adulthood. So, adult education represents a primary opportunity to foster self-directed learning competence in adult learners, but adult education practitioners must be ready to provide support to facilitate the process.
| Item Type: | Article |
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| Keywords: | self-directed learning, self-regulation, teaching and learning, constructivism, humanism, pragmatism, adult education, model |
| Divisions: | School of Education |
| Identification Number: | https://doi.org/10.1177/07417136231217453 |
| Date Deposited: | 15 Nov 2023 10:36 |
| Last Modified: | 07 Dec 2023 14:51 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/15835 |
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