Dimension: Self-directed learning
Jutta Rump; Imke Buß; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
Self-direction is regularly demanded from students, be it in writing a scientific paper, in acquiring knowledge, skills and their application, or in solving tasks and problems. Modules demand this self-control, i.e. independent and planned action, to varying degrees (Weinert 1982). Particularly in learning scenarios in which students work on or discover something together, external control (by instructors) is replaced by increased internal control (by students) (Bruner J. 1973; Schiefele and Pekrun 1996). Furthermore, learning theories suggest that learners cannot simply store presented content identically to the presentation and therefore self-control processes are of great importance (Roth 2001; Spitzer 2007). Accordingly, learners actively construct their knowledge in self-directed processes (Schubert-Henning 2007). New knowledge must be incorporated into existing knowledge structures and interpreted on the basis of one's own experiences (Mandel and Krause 2001). Learning processes are therefore subjective and individually different.
Wosnitza (2000, p. 39) defines self-directed learning as follows:
"The individual self-directed learning process can be understood as an interplay between volition, knowledge, and ability. Applied to a learning individual, this means that he or she has a certain basic knowledge (knowledge) and is willing (willingness) and able (ability) to plan, organize, implement, control and evaluate his or her learning independently and on his or her own responsibility, whether alone or in cooperation with others. In this process, the environment in which this learning process takes place has a direct and indirect influence on the concrete course of this process."
In the "two-shell model" of motivated self-directed learning (ibid.), the complex learning process that integrates cognitive, metacognitive, motivational, and social aspects becomes clear:
Figure 1: The "two-shell model of motivated self-directed learning
Source: Wosnitza (2000).
The model consists of a central area in which the learning process is described with the basic concepts: needs assessment, learning strategies, action control and evaluation and an outer area in which the learner-specific (inner) conditions influencing the learning process such as knowledge, skills and abilities and environmental conditions such as learning material, teaching quality, social integration, etc. are located. The needs assessment has the identification of a subjective deficit of declarative[1] and procedural[2] Knowledge and is largely responsible for the entry into the learning process. This means that students check what they already know and can do compared to the formulated learning objectives. In the inner shell are the processes of information processing, which include, on the one hand, the implementation of learning strategies and, on the other hand, the control of the information processing process through action control processes. The link from the inner to the outer shell is the final evaluation. Students often did not learn this complex self-control in their school years. It is important to support them steadily in building it up over the course of their studies and to map self-control in the modules, courses and examinations.
Literature
Bruner J. (1973): The act of discovery. In: H. Neber (Ed.): Discovering learning. Weinheim: Belz.
Mandel, H.; Krause, U.-M. (2001): Learning competence for the knowledge society. Research report 145. Ludwig-Maximilians-University. Chair of empirical education and educational psychology. Available online at epub.ub.uni-muenchen.de/253/1/FB_145.pdf, last checked 19.01.2016.
Roth, G. (2001): Feeling, thinking acting. The neurobiological foundations of human behavior. Frankfurt: Suhrkamp Verlag.
Schiefele, U.; Pekrun, R. (1996): Psychological models of other-directed and self-directed learning. In: F. Weinert (Ed.): Psychology of learning and instruction. Encyclopedia of psychology. Göttingen: Hogrefe (vol. 2).
Schubert-Henning, S. (2007): Toolbox - learning competence for successful studying. Bielefeld: Universitätsverlag Webler.
Spitzer, M. (2007): Learning: brain research and the school of life. Heidelberg, Berlin: Spektrum Akad. Verlag.
Weinert, F. (1982): Self-directed learning as a prerequisite, method, and goal of teaching. In: Unterrichtswissenschaft (2), pp. 99-110.
Wosnitza, M. (2000): Motivated self-directed learning in college: theoretical framework, diagnostic tools, and condition analysis. Landau: Empirische Pädag. e.V (Educational Science, 5).
Citation
Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): Dimension: self-directed learning. In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good teaching in a diverse student body. Working Papers of the Ludwigshafen University of Applied Sciences, No. 6. www. hwg-lu.de/arbeitspapiere
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[1] "Declarative knowledge corresponds to knowledge of facts." For further information, see Wosnitza (2000, p. 84 f.).
[2] "Procedural knowledge is knowledge about how to do something." Further information in Wosnitza (2000, p. 86 f.).