In Autumn 2020, DOAJ will be relaunching with a new website with updated functionality, improved search, and a simplified application form. More information is available on our blog. Our API is also changing.

Hide this message

Self-Directed Learning: A Core Concept in Adult Education

Education Research International. 2020;2020 DOI 10.1155/2020/3816132

 

Journal Homepage

Journal Title: Education Research International

ISSN: 2090-4002 (Print); 2090-4010 (Online)

Publisher: Hindawi Limited

LCC Subject Category: Education: Education (General)

Country of publisher: United Kingdom

Language of fulltext: English

Full-text formats available: PDF, HTML, ePUB, XML

 

AUTHORS


Svein Loeng (Nord University, Nord University Business School, Stjørdal, Norway)

EDITORIAL INFORMATION

Blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 21 weeks

 

Abstract | Full Text

In adult education, the concept of self-directed learning has great importance. This term arose in the field of adult education in the 1970s and is still a widely used term in the field. Annual symposiums have been held by the International Society for Self-Directed Learning since 1986, dedicated to the promotion of self-directed learning. The society also publishes an international journal of self-directed learning. A term of more recent origin is self-regulation, used by some authors sometimes interchangeably with self-direction. This review article focuses on the term self-directed learning, which is the term most frequently used in adult education. Many consider the tendency for self-direction to be a fundamental difference between children and adults in a learning situation. This article deals with some factors that affect the understanding of self-directed learning. At the beginning is given a short case story and an account for different perceptions of self-directed learning. This is followed by a clarification of different aspects of self-directed learning, such as why it is advisable, what affects the tendency to self-directed learning, and if self-direction is essentially innate or learned. The situational aspect is dealt with separately as a relatively self-contained aspect of self-directed learning. The presentation is based on a literature study.