Implementing Self-Directed Learning in the Latter Years of Formal Schooling
Date of Award
2003
Document Type
Thesis
Degree Name
Bachelors
Department
Social Sciences
First Advisor
Rosel, Natalie
Keywords
Education, Self-Directed Learning, Autodidaxy
Area of Concentration
Social Sciences
Abstract
Self-directed learning (SDL) is an area of research in education primarily studied within the scope of adult learners. More recently SDL has been considered a viable feature of children's learning and educators have begun implementing SDL in schools in small-scale, fragmented ways, primarily through development of self-regulatory skills in younger children. SDL is essential to the information age and cultivation of a learning society. As SDL is developed within the school system, the need for deliberation regarding SDL as it should function during the latter years of schooling becomes increasingly important. This paper discusses considerations that are particularly relevant to older children who have begun building SDL skills as they progress through school, and the potential conflicts that might arise in creating policy for SDL in compulsory-age institutions. In addition, helping produce self-directed learners through the present school system is discussed in terms of the value it might have for adult teaming programs.
Recommended Citation
Girtman, April, "Implementing Self-Directed Learning in the Latter Years of Formal Schooling" (2003). Theses & ETDs. 3228.
https://digitalcommons.ncf.edu/theses_etds/3228
Rights
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