Self-Directed Learning: A Creative Experience

Self-directed learning is essential in adult education. This book will provide an overview of self-directed learning (SDL) and its impact on adult education. The author provides a historical overview based on a literature review, statistical trends, laws and policies, empirical research, consequences, existing programs, examples, and a synthesis of humanism and behaviorism. The author also provides recommendations, resources, and influences on culture, society, politics, and the economy. Culture influences readiness and characteristics in self-directed learners (Ahmad & Majid, 2010). Success in SDL is dependent on the ability to cultivate talents, values, and interests. SDL deepens one’s awareness of self and the world and encourages learners to develop strength, pursue interests, clarify values, and cultivate character while increasing knowledge, skills, and abilities.

Humanists indicate that SDL aims to maximize learners’ potential (Caffarella, 1993), and behaviorists view self-directed learning as a process relating to acquiring current information through positive or negative reinforcement (Baumgartner et al., 2003). However, a major obstacle to creating an adult-focused enterprise is the lack of accurate and timely information about adult education (Perelman, 1984). A fundamental value of education is learning from experience. Recognizing and assessing learning, regardless of how or where it is acquired, is essential. Credit for prior learning (CPL)/Prior learning assessment (PLA) documents learning from experience and is beneficial in helping adults achieve their educational goals (Council for Adult and Experiential Learning, 2022a).

Keywords:  self-directed learning (SDL), adult education, humanism, behaviorism, self-concept, credit for prior learning (CPL), prior learning assessment (PLA), work experience programs, readiness, life-long learning