Self-directed learning is "a process in which individuals take the initiative with or without the help of others, in diagnosing their learning needs, formulating goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes" (Knowles, 1975). In Staged Self-Directed Learning Model (SSDL) (Grow, 1991) model, it is proposed that learners advance through stages of increasing self-direction and teachers can help or hinder that development. Grow also pointed out that, the teacher’s purpose is to match the learner’s stage of self-direction and prepare the learner to advance to higher stages.
Problems occur when the teaching style does not occur to the learner’s degree of self-direction. Which I also found interesting is, the article listed up examples of the mismatches and pointed out, “good teaching does two things: it matches the student’s stage of self-direction and it empowers the student to progress toward greater self-direction. Good teaching is situational, yet it promotes the long-term development of the student”. So back to the original question "are adults naturally self-directed learner", my answer is no -- the degree of self-direction depends on adult learners' past learning experience, and whether self-directed learning has been promoted and supported by the instructor.
The next question raised by another classmate is very thought-provoking. If as an instructor, you are facing learners from different stages, how would you plan your teaching strategies? Personally I would choose something in between (stage 2 or 3) and offer help to stage 1 and 2 learners at least at the very beginning of the semester. The stage 1-4 scale is also content dependent I believe. In my opinion, teacher could use Stage 1 strategy for difficult task, and stage 3 for easy task, familiar topic to start.
P.S. this is perhaps the first time that I tried to facilitate a discussion forum online. I am amazed to see how we are able to construct meanings through sustained reflections. Here is why I think it works so well -
- Well designed topics that support learning objectives: Most of us have some experience to share for those topics, and we can clearly see the value of reflecting on these topics to improve on teaching strategies
- Clear guidelines and assessment component: I particularly like the disclosure activity in which the moderator will summarize the key points and recources posted under a topic, so for those who don't have time to review all the posts, they can still obtain the knowledge and information.
Reference
Knowles, M.S. (1975) Self-directed learning: A guide for learners and teachers. New York: Cambridge Book
Grow, G. O. (1991/1996). Teaching Learners to be Self-Directed. Adult Education Quarterly, 41(3), 125-149.
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