Most Important Takeaway

Self-directed learning is one of the key components of adult learning theory. Knowles
defines self-directed learning (SDL) as a process through which instruction can be organized and
as a personal attribute whereby a person can be autonomous and self-directed in their learning.
SDL is an approach to learning where the learner has control over the process. As a personal
attribute, SDL entails individual predisposition towards the process of learning. According to
Knowles, SDL is a learning process in which the student takes the initiative to diagnose his or
her learning needs, formulates achievable learning goals, comes up with appropriate learning
strategies and methods to implement them, identifies necessary resources, and even evaluates the
learning outcomes. In SDL, the student goes through the learning process either with or without
any help from peers or instructors. This discussion post analyses the relationship between SDL
and adult learning, and will seek to answer this question in detail; ‘How do the four types of self-
directed learning projects help students attend to adult learning?’
One of the four types of SDL projects is induced self-directed learning. It occurs when a
specified authority mandates learning. Induced learning occurs when an adult realizes that he or
she does not have knowledge or mastery in a certain area, and is thus unconsciously incompetent
(Merriam & Bierema, 2014). One such example would be when someone is diagnosed with a
certain disease or condition such as diabetes. Before the diagnosis, the individual did not know
how to manage the condition, such as foods to take and those to avoid. Also, one did not know
medicine or drugs to take to manage the condition and thus was unconsciously incompetent.
With the new diagnosis, the individual has to study and educate him/herself about the condition
and how to manage it. By so doing, he or she will be engaging in induced SDL.

Synergistic self-directed learning is an inspired and rather optional form of learning that is
triggered by the availability of an opportunity to learn. When a person or environment makes a
learning opportunity available, an adult may decide to take advantage of the opportunity. This
type of SDL is not mandated by any authority (Merriam & Bierema, 2014). For instance, one
may attend workshops at the workplace, which are optional but provide a learning opportunity.
The individual may be unconsciously incompetent and may learn and become competent after
taking advantage of the learning opportunity. Also, in the case of diabetes, one may meet a
person who has also been battling the condition for quite some time and has mastered the art. He
or she may learn a lot from the other person who has had a longer and more enlightening
experience with the condition.
The third type of SDL project is voluntary self-directed learning, which takes place when an
adult has a certain goal they want to achieve. This type of SDL is not initiated, validated, or even
motivated by any authority. The adult is usually consciously competent and engages in learning
with the aim of achieving a specified goal (Merriam & Bierema, 2014). The adult is aware of
what he or she needs to do to achieve the goal. According to Knowles, voluntary self-directed
learning is more effective for adults. When adults take the initiative to learn, they learn better and
more things than people who sit and wait for the instructor to teach them everything. Self-
directed learning is an essential component of maturing. As human beings engage in self-directed
learning, they grow their cognitive capacity and ability to do more tasks. Since learners are
motivated by internal incentives, it becomes easier to engage in the learning process. Voluntary
learning is one of the most effective projects of self-directed learning. The motivation is intrinsic.
The adult takes it upon themselves to go through the learning process with the aim of achieving a
certain goal. Some of the known scholars who engaged in self-directed learning include John

Stuart Mill, Socrates, and Abraham Lincoln. These adults planned and conducted their own
learning and are considered self-educated men. In today’s world, voluntary self-directed learning
can take many different forms. For instance, one can decide to embark on learning with the aim
of acquiring a Master’s degree, new cooking skills, or even new swimming skills. In either way,
learning is directed towards achieving a specified goal.
The fourth type of SDL project is scanning self-directed learning. It is usually a continuous
and ongoing search for new information and additional knowledge. It is a way through which
one keeps themselves updated with any new information (Merriam & Bierema, 2014). For
instance, in any field, changes are bound to occur. Employees need to keep themselves updated
with any new skills and information, and this is known as scanning. In the case of scholars, they
are always on the lookout for new studies as they often add information to already existing
knowledge. Such discoveries could change the way people do this, and it is important to update
oneself through what is known as scanning SDL. Scanning is very compatible with adult
learning
One of the goals of self-directed learning is the aspiration to develop new skills and gain
knowledge. Adults are always learning as this is one of the ways through which their aspirations
are fulfilled. For instance, when one is seeking a promotion, they need to equip themselves with
the knowledge that will prove they qualify for the new position. Sometimes there is a need to
learn a new language, acquire a new skill, or gain new information to be able to perform one’s
duties more efficiently. Such aspirations drive adults to engage in constant learning. Further,
self-directed learning can sometimes inspire learners to engage in transformational learning.
When the main component of the process is critical reflection, one may seek to acquire
knowledge that will transform their way of doing things, their perception, and their approach.

Learning can provide insight and transform someone’s way of carrying out their duties. Further,
adults may engage in self-directed learning for emancipatory purposes. This means that they
engage in learning so that they can engage in political action and social justice.
Overall, as an adult, one is always seeking to enrich their knowledge and skills. There is
often a need to learn new ways of doing things, new techniques, new ideas, and new skills.
Adults feel the need to engage in learning consistently because they need to achieve their goals,
fulfill their responsibilities in a better way, and become better at what they do. Thus, learning is a
key component of an adult’s life. Through self-directed learning, adults set the pace, choose the
materials, and even the time that they will learn. The convenience that self-directed learning
provides makes it very conducive for adults.

References

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Retrieved
from http://ebookcentral.proquest.com