Learning for self-direction in the classroom
The pattern of a transition process
Bibliographic Data
| ID | 4097834 |
|---|---|
| Authors | Marilyn Taylor, Marilyn M Taylor (Concordia University, corresponding author) |
| Year | 1986 |
| Volume | 11 |
| Issue | 1 |
| Pages | 55-72 |
| Publication date | 1986-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075078612331378461 |
| OpenAlex | W2075428631 |
| Language | EN |
| Citations received | 5 |
| References cited | 12 |
A study of learners' weekly reports of experience in a course which promoted self-direction in their own course work revealed a considerable personal transition, something of a cultural journey. This contrasts with existing popular conceptions of what learning for self-direction implies for the learner (Knowles, 1975; Smith, 1982), namely, acquisition of new skills and ways to organise one's activities. The process pattern of four phases, phase transitions and their qualifying features is described, and practical implications discussed. Since this process representation was based on a study of eight learner's experiences over time in one particular graduate course, further study is required to establish the pattern's range of applicability. However, similarities between the pattern discerned in this study and other models of learning from experience and of adult life transitions support the relevance of the pattern of experience reported here
Adult education · Higher education · Mathematics education · Pedagogy · Computer Science · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education
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| Unique citing works | 5 |
|---|---|
| Citations per year | 0,15 |
| Citation span | 1993 - 2014 (22) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |