EMPOWERING STUDENTS TO BE SELF-DIRECTED LEARNERS 1
Empowering Students to be Self-Directed Learners
ALEC 610: Learning in Adulthood
Shirley Maria Marin
Texas A&M University
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Empowering Students: Self-Directed Learning with Feedback and Readiness, Exams of Communication
The concept of self-directed learning through the analysis of articles by Gerald Grow and Mark Tennant. The author takes a stance on the importance of feedback and emotional readiness for students to advance to higher levels of self-directed learning. Grow's Staged Self-Directed Learning (SSDL) Model is discussed, along with criticisms and the author's position on the topic.
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2021/2022
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Empowering Students to be Self-Directed Learners ALEC 610: Learning in Adulthood Shirley Maria Marin Texas A&M University
Abstract Self-directed learning has been a central topic of discussion in adult education for many years. After analyzing several articles and books regarding autonomous learning, I have taken a stance of my own on the matter. In the sections that follow I have summarized my readings of Gerald Grow and Mark Tennant’s articles regarding self-directed learning, to include an explanation of my position on the topic. I argue that the student, not the teacher, is the judge of ability and propose that emotion is a key component of a learner’s readiness to advance to higher levels of self-directed learning. In addition, I concur that self-directed learning can be taught and learned, but emphasize the importance of constructive feedback as a tool and means to do so.
Toward the end of his article, Grow states that the SSDL model is meant to be "another statement in the ongoing conversation of those who encourage self-directed, lifelong learning" (p.147). In the spirit of this ongoing conversation, Mark Tennant responded to Grow in his own article “The Staged-Self Directed Learning Model” (1992). Tennant criticized Grow for describing 'lower level' (p.164) teaching styles in a stereotyped and demeaning manner, even though he claims that he appreciates a broad range of teaching styles. He also accuses Grow of contradicting himself by suggesting that all teaching methods, including lower level ones, can promote self-directed learning, but he labels the S1 teacher as authoritarian and punitive and says they create resistance and dependency; which he describes as a serious limitation. He adds that Grow did not explain how progression through the stages is made possible and failed to clarify how teachers should empower learners. In addition, Tenant criticized Grow for implying that self-direction is synonymous with physiological growth and maturity, because one can be a mature dependent learner or an immature autonomous learner. Overall, Tennant depicted Grow's model as a "premature formulation" (p. 166) and labeled it just another theory that attempts to explain something so complex in such a simplistic manner. Grow addresses Tennant’s criticisms in his article “In Defense of the Staged Self-Directed Learning Model” (1994) arguing primarily that many of the quotes in Tennant’s article were misleading and not in fact his own words. He clarifies and answered most of Tennant’s concerns and conclusively added that he appreciates a variety of teaching methods but stands by his opinion that they are only beneficial when applied in the proper contexts. My Position on Self-Directed Learning Overall, I support Grow’s model and find it to be useful in understanding self-directed learning. However, there are two assumptions that Grow (1991) makes that I disagree with; that
is that feedback is associated with lower levels of self-directed learning and that the teacher is the judge of the ability of students to engage in a particular learning stage. In addition, Grow failed to explain how progression through increasing stages is made possible or what teachers can do to empower their students. To clarify, the first step towards empowering learners to achieve greater self-direction is to adopt a teaching method that best matches the majority of the students in the class and ensure that the course plan is designed to help students transition from their current degree of self- direction towards greater independent learning. The instructor should communicate to the learners that the course is designed to gradually empower them to take control over their own learning experience and become less dependent on the teacher. This will allow the students to mentally prepare themselves for the transition and will lessen the likelihood of resistance. Kirsten R. Butcher and Tamara Sumner (2011) make an excellent point in their article “Self-Directed Learning and the Sensemaking Paradox”; that is that self-directed learners often face a “sensemaking paradox” (p.122). They are expected to employ deep-level thinking skills, but they often lack the knowledge needed to deeply analyze information and successfully integrate it with their own existing knowledge (p.123). Instructors can empower students towards greater self-directed learning by minimizing, if not eliminating, the gap between the two. Students require sufficient feedback and communication from the instructor to advance to higher stages of self-direction. Grow associates feedback with lower level self-directed learning, but feedback is an essential part of communication and a key component in the empowerment and confidence build for learners. The SSDL model specifically addresses “immediate feedback” (p. 129) as a characteristic of lower level self-direction, but the fact that it leaves it out all together in the proceeding stages is worrisome. Regardless if the teacher is coaching, motivating,
self-directed learners (p.29). In my own personal experience as a learner, I have found that emotions do play a key role in self-directed learning. For example, when I was working on my undergraduate degree there came a point in time where family matters took a toll on my interest in school. I was able and willing to engage in self-directed learning, but I was not emotionally fit to move forward with it. It is almost like losing interest in a hobby when life gets out of balance. The issues were arising from my youngest brother’s uncontrollable behavior, which in turn was causing serious issues in my parent’s marriage. Since the issues going on in my family were not related to my studies at the time, they negatively impacted my interest for self-directed learning. However, someone in a different course of study experiencing similar family problems could have actually been motivated by the issues going on at home. For instance, a psychology major could have been intrigued by the dysfunctional behavior of their younger brother and could have been interested in wanting to learn what psychological factors were involved in causing his behavior. The motivation to diagnose and help their sibling could have genuinely motivated them to peruse greater self-directed learning. Conclusion Self-directed learning can be taught and learned, but constructive feedback is critical in the development of the learner; it builds confidence in their ability to take control of their own learning experience. In addition to willingness and ability the learner must also demonstrate genuine interest and emotional readiness to advance to higher stages of self-directed learning. The student is the judge of their own ability, willingness and emotional readiness to advance to higher stages of self-directed learning and it is the teacher’s role to help them transition by maintaining flexibility in their teaching methods.
References Butcher, K. R., & Sumner, T. (2011). Self-Directed Learning and the Sensemaking Paradox. Human-Computer Interaction, 26(1/2), 123-159. doi:10.1080/07370024.2011.556552. Grow, G. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41, 12.5-149. Grow, G. (1994). In defense of the self-directed learning model. Adult Education Quarterly, 44, 109-114. Mouratidis, A., Lens, W., & Vansteenkiste, M. (2010). How You Provide Corrective Feedback Makes a Difference: The Motivating Role of Communicating in an Autonomy-Supporting Way. (Czech). Journal of Sport & Exercise Psychology, 32(5), 619-637. Retrieved from EBSCOhost. Rager, K. B. (2009). I Feel, Therefore, I Learn: The Role of Emotion in Self-Directed Learning. New Horizons in Adult Education & Human Resource Development, 23(2), 22-33. Retrieved from EBSCOhost. Tennant. M. (1992). The staged self-directed learning model. Adult Education Quarterly, 42.164-