Self Directed Learning Essay

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Understanding self as a learner Based on Hiemstra, R. (1994). Self-directed learning. He said that most adults spend a considerable time acquiring information and learning new skills. The rapidity of change, the continuous creation of new knowledge, and an ever-widening access to information make such acquisitions necessary. Much of this learning takes place at the learner's initiative, even if available through formal settings.
A common label given to such activity is self-directed learning. In essence, self- directed learning is seen as any study form in which individuals have primary responsibility for planning, implementing, and even evaluating the effort. Most people, when asked, will assert a preference for assuming such responsibility whenever possible. Research, scholarship, and interest in self-directed learning has literally burst around the world in recent years. Few topics, have received more attention by adult educators than self-directed learning.
In addition, numerous new programs, practices, and resources for facilitating self-directed learning have been created. These include such features as learning contracts, self-help books,
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Craik (1840) documented and celebrated the self-education efforts of some people. However, it is during the last three decades that self-directed learning has become a major research area. The basis was laid through the observations of Houle (1961) (University of Chicago, Illinois). He interviewed 22 adult learners and classified them into three categories based on reasons for participation in learning: (a) goal-oriented, who participate mainly to achieve some end goal; (b) activity-oriented, who participate for social or fellowship reasons; (c) learning-oriented, who perceive of learning as an end in itself. It is this latter group that resembles the self-directed learner identified in successive

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