By

Divya R. Panjwani
Assistant Professor
Faculty of Education
 "NO MATTER HOW GOOD
TEACHING MAY BE,
EACH STUDENT MUST TAKE THE
RESPONSIBILITY
FOR HIS OWN EDUCATION”
INTRODUCTION
 Self activity as the basic principle of learning is universal in its
application. An individual can learn only through her own
reactions to situations. There can be no learning where there has
been no self activity. This principle of self activity may be stated
simply: A student learns through her own activities.
 The process of learning in which the learner assumes primary
responsibility for planning, implementing, and evaluating a
learning project. The learner chooses what to learn and how to
learn, and also decides when to continue and when to end the
learning project.
 A process in which individuals take the initiative, with or
without the help of others, to diagnose their learning goals,
identify resources for learning, select and implement learning
strategies, and evaluate learning outcomes.
 It is also known as adult learning.
DEFINITION
Self-directed learning as a “process in which individuals take
initiative, with or without the help of others, in diagnosing their
own learning needs, formulating goals, identifying human and
material resources for learning, choosing and implementing
appropriate learning strategies and evaluating learning
outcomes.”
Malcolm Knowles, 1975

Self directed learning (SDL) views learners as responsible owners

and managers of their own learning process. Self directed
learning integrates self management (Management of context,
including the social setting, resources and action) with self
monitoring (the process whereby the learners monitor, evaluate
and regulate their cognitive learning strategies).
Bolhuis, 1996 & Garrison, 1997.
In self directed learning, control gradually shifts from
teachers to learners. Learners exercise a great deal of
independence in setting learning goals and deciding what
is worthwhile learning as well as how to approach the
learning task within a given framework.
Lyman, 1997 & Morrow, Sharkey & Firestone, 1993.

Self directed learning is a process in which the learner

initiating learning making decisions about what and How
to learn self in order to achieve a particular task.
Neema Baskar
Purpose :
 To plan and participate in one’s own learning
activities.
 To develop the capacity of learning and thinking of
learner.
 To develop the sense of independence by enhancing
emancipatory learning.
 To develop the problem solving approaches.
 To develop time management skills.
 To develop decision making skills.
LEVELS OF SELF-DIRECTED
LEARNING
Process:
It involves a continual process of:
 Self -motivation
 Self-management
 Self-monitoring
 Self-modification
PROCESS
1. Self-motivation:
 Motivation affects the learning strategies and cognitive
processes an individual employs (Dweck & Elliott, 1983).
It increases the likelihood that people will pay attention
to something, study and practice it, and try to learn it in
a meaningful fashion. It also increases the likelihood
that they will seek help when they encounter difficulty.
 Motivation directs an individual toward certain goals
and fulfill their objectives
2. Self-management:
 Establishes clear goals
 Thoroughly gathers information
 Persistently stays with a task
 Uses a systematic approach to problem solving,
organizational planning, and decision-making.
 Uses articulate, thoughtful communication
 Continuous process
3. Self-Monitoring
 Consideration of the ramification of thoughts, plans,
decisions, and actions
 Metacognition - the process of consciously monitoring
one’s own thinking
 Self -reflection - process of reflecting on one’s own
thinking patterns, plans, decisions, and actions.
 Self -evaluation
4. Self-Modification
 Revises strategies and implies a great effort to
maximize his/her effectiveness based on feedback
 Changes in one’s behavior based on the data gathered
during self-monitoring and on feed back received from
others.
STEPS OF SELF-DIRECTED
LEARNING
1. Deciding what detailed knowledge and skill to learn;
2. Deciding the specific activities, methods, resources, or
equipment for learning;
3. Deciding where to learn;
4. Setting specific deadlines or intermediate targets;
5. Deciding when to begin a learning episode;
6. Deciding the pace at which to proceed during a learning
episode;
7. Estimating the current level of knowledge and skill and
progress in gaining the desired knowledge and skill;
8. Detecting any factor that has been backing or
hindering learning;
9. Obtaining the desired resources or equipment;
10. Preparing or adapting a room;
11. Saving or obtain the money necessary for the use of
certain human or nonhuman resources;
12. Finding time for the learning; and
13. Taking certain steps to increase the motivation for
learning.
SKILLS NEEDED FOR EFFECTIVE
SELF-DIRECTED LEARNING
 Goal setting skills.
 Processing skills.
 Decision making skills.
 Self awareness
 Content competence
 Other cognitive skills
GOAL SETTING SKILLS
Here the individual identifies the problem rather than
developing a cognitive ability to engage in problem
identification and solving.
They have a good observation skills and ability to
determine what is important in their learning
environment.
PROCESSING SKILLS
 Observing- the ability to see and understand.
 Seeing and translating- the ability to translate visual
information to notes and records.
 Reading -the ability to read ,translate and compared
written material
 Listing -the ability to receive and process aural
information and related it is existing information
schemes.
DECISION MAKING SKILLS
 This denotes the learners thinking ability.
 Learner must develop the ability to identify, prioritize;
select validate, evaluate and interpret information
obtained through processing.
SELF-AWARENES
 The successful self directed learner has the ability to
be aware self.
 It enables the individuals to be aware of their learning
processes their weakness and strengths to know of
their ability to use different in their environment,
 To know when, how and what is distracting in their
environment.
 To know when they need assistance, and to have a
realistic perception of their ability to achieve learning
goal.
CONTENT COMPETENCE
 Here some personal observation indicates that people
skilled in certain areas tend to emphasize those while
avoiding topics and activities in areas in which they are
less competent.
 For example one who knows the own language may
learn another language based on first language.
 22. OTHER CONGNITIVE SKILLS • other cognitive
skills appear to be associated with self directed
learning success. They are- • Sensory- including ability
to select, identify and classify information • Memory-
working memory is important in the processing of
information before it is assimilated into existing long-
term memory. • Elaboration-includes the ability to
taken item from working memory and process it by
imaging, deducing, discriminating generalizing etc.
ADVANTAGES
 Self-directed learning allows learners to be more effective
learners and social beings.
 It enhances the ability to think and learn.
 It promotes emancipatory learning process.
 Self-directed learners are curious and willing to try new things.
 They can view problems as challenges, desire change, and enjoy
learning.
 Self-directed learners are motivated and persistent,
independent, self-disciplined, self-confident and goal-oriented.
 Self-directed learners demonstrate a greater awareness of their
responsibility in making learning meaningful and monitoring
themselves.
 Self-directed learning encourages students to develop their own
rules and leadership patterns.
 SDL is more deep and permanent.
 It helps to develop time management skills.
 It helps to identify the requirements for a problem
solving process.
 It increases self esteem.
 Helps in decision making.
 It promotes self awareness.
DISADVANTAGES
 Research have proved that some adults are unable to
engage in self directed learning because they lack
independence, confidence or resources.
 Possible for frequent error and sometimes it misguides
the student how to learn.
 Self directed learning needs to be combined with other
learning methods for content to be fully learned.
 Self directed learning is quite time consuming.
 It lacks team spirit.
APPLICATION IN MEDICAL FIELD
 Individual projects:- A student undertake research
projects individually by the guidance of the teacher,
the projects are completed. The projects are where the
students take up and in varied settings.
 Case studies:- Case study as a method of teaching
probably has been used in the teaching of nursing
more extensively and for longer time than any other
method. The case study describes the life history of an
individual or all of the factors which affect a situation.
It tries to give as much breadth and depth of an
individual in situation.
SUITABLE FOR WHOM
 The learner should be enthusiastic.
 The materials should be available and appropriate.
 Guide or advisor should be available if needed.
 Learner should be physically and mentally healthy.
 Learner should be able to select the tools and
methods that they use, the technologies that could be
used to support the approach are largely dependent
on the students.
 Working collaboratively with others (people and
resources).
CONCLUSION
A process in which individuals take the initiative, with or
without the help of others, to diagnose their learning
goals, identify resources for learning, select and
implement learning strategies, and evaluate learning
outcomes. its purposes are to boost up the critical
thinking and learning and learn permanently. It has
more advantages than disadvantages.
As everything is controversial, it is the deep and
permanent method of learning.