Resources related to overcoming resistance to self‐direction in learning

Abstract

Formal recognition of, and planning for, self-direction in learning (SDL) often constitutes a sigmficant change in educational approaches. As a result, a high degree of intimidation is associated with its introduction to individuals who have no previous SDL experience. Thus, fear of the unknown, along with a reasonable satisfaction with the status quo, contributes to resistance. While the primary purpose of this chapter is to identify and report some resources that may contain hlelpful suggestions and ideas about overcoming resistance to SDL, several corollary objectives exist. In order to identify the literature, and to take appropriate action to overcome resistance, some parameters concerning the topic need to be established. Therefore, the following content is of three lunds. First, an effort is made to clarify critical terminoloa. Second, comments are made about theoretical aspects of resistance. Third, three dimensions of resistance are &scussed briefly. A listing of selected resources is followed by a concluding comment.

Investigating self-directed learning and technology readiness in blending learning environment

“…Self-directed learning (SDL) refers to the psychological processes of learners that purposively direct themselves to gain knowledge and understand how to solve problems (Long, 1994). Self-directed learners usually more actively participate in learning tasks such as reading online learning material, completing classroom tasks, planning and evaluating milestones of learning.…”

Students' perceptions of self‐directed learning and collaborative learning with and without technology

“…The notion of SDL characterizes learners' self‐directed processes of acquiring knowledge and expertise (Knowles, ). SDL is defined as ‘the learners’ psychological processes that are purposively and consciously controlled, or directed, for the purpose of gaining knowledge and understanding, solving problems, and developing or strengthening a skill' (Long, , p. 14). Students' engagement in these processes depends on their successful experiences of undertaking challenging activities that leads to the development of personal knowledge and skills (Gibbons, ).…”

Reorienting self‐directed learning for the creative digital era

“…SDL has been defined as "a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes" (Knowles, 1975, p. 18). It has also been defined as an independent pursuit involving a philosophy of personal autonomy and self-management (Candy, 1991); learners' psychological processes that are purposefully directed to gain knowledge, solve problems, or develop a skill (Long, 1994); self-directed study where an individual accepts responsibility for designing and pursuing an educative activity (Houle, 1988, p. 92); a training design where trainees master packages of material at their own pace without instructor's aid (Piskurich, 1993); and the most basic response to newness, problems, or challenges in the environment (Guglielmino, 2008). In the SDL literature, self-directed learners are characterised as individuals who undertake learning for personal growth (Merriam and Caffarella, 1999); assume primary responsibility for planning, implementing, and evaluating the learning process (Brockett and Hiemstra, 1991); diagnose their own needs and formulate their own goals (Spencer and Jordan, 1999); identify, assess, and select appropriate learning resources and strategies (Candy, 1991); and monitor and evaluate their own progress (Candy, 1991;Lieberman and Linn, 1991).…”