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Expanding the understanding of self-directed learning : community action and innovative workplaces Taylor, Rosemary
Abstract
Much confusion surrounds the term 'self-directed learning', which presently describes a process, a goal, a teaching technique, and an outcome of that teaching. As a process, the literature concentrates mainly on how individuals learn, with little reference to groups that can be as selfdirected as individuals. The purposes of this study were: (a) to reduce conceptual confusion by creating a typology distinguishing different processes of self-directed learning; (b) to explore the phenomenon of group self-directed learning; and (c) to illustrate the effect of environment on learning, and the complex learning dynamics in group settings. This project arose somewhat differently from typical doctoral research. Data from two unrelated field studies conducted for other purposes, completed before this thesis work began, each illustrated self-directed groups learning informally in the contexts of community action and innovative small workplaces. A subsequent review of the literature indicated a lack of attention to this form of group learning, and the field studies were then re-analyzed from this perspective. As a result of the literature review and data re-analysis (1) a typology emerged from the literature review that divides the process of self-directed learning into three forms, each of which is context sensitive but between which learners can continually move back and forth; (2) it appears that the term 'autodidactic' can apply to specific groups which are both self-organized and self-directed in their learning efforts; and (3) that the term 'autodidaxy' as presently defined is as conceptually confusing as the term 'self-directed learning'. This confusion is reduced by the typology proposed by this thesis. Minor findings indicate two continuing problems. The first is reluctance by some to accord non-credentialed learning the value it deserves, and the second is the difficulty often encountered in transferring knowledge from the site of learning to the site of application. This study concludes that 'informalizing' some formal curricula, and encouraging self-directed learning at all levels and in all contexts, may provide some of the tools necessary for living and learning in the twenty-first century.
Item Metadata
Title |
Expanding the understanding of self-directed learning : community action and innovative workplaces
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2002
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Description |
Much confusion surrounds the term 'self-directed learning', which presently describes a process, a
goal, a teaching technique, and an outcome of that teaching. As a process, the literature
concentrates mainly on how individuals learn, with little reference to groups that can be as selfdirected
as individuals. The purposes of this study were: (a) to reduce conceptual confusion by
creating a typology distinguishing different processes of self-directed learning; (b) to explore the
phenomenon of group self-directed learning; and (c) to illustrate the effect of environment on
learning, and the complex learning dynamics in group settings.
This project arose somewhat differently from typical doctoral research. Data from two unrelated
field studies conducted for other purposes, completed before this thesis work began, each
illustrated self-directed groups learning informally in the contexts of community action and
innovative small workplaces. A subsequent review of the literature indicated a lack of attention to
this form of group learning, and the field studies were then re-analyzed from this perspective.
As a result of the literature review and data re-analysis (1) a typology emerged from the literature
review that divides the process of self-directed learning into three forms, each of which is context
sensitive but between which learners can continually move back and forth; (2) it appears that the
term 'autodidactic' can apply to specific groups which are both self-organized and self-directed in
their learning efforts; and (3) that the term 'autodidaxy' as presently defined is as conceptually
confusing as the term 'self-directed learning'. This confusion is reduced by the typology proposed
by this thesis. Minor findings indicate two continuing problems. The first is reluctance by some to
accord non-credentialed learning the value it deserves, and the second is the difficulty often
encountered in transferring knowledge from the site of learning to the site of application. This
study concludes that 'informalizing' some formal curricula, and encouraging self-directed learning
at all levels and in all contexts, may provide some of the tools necessary for living and learning in
the twenty-first century.
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Extent |
12620918 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-10-05
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0055575
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2002-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.