Self-Directed Learning: A Core Concept in Adult Education

Abstract EN

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.