garrison self-directed learning: toward a comprehensive model

Abstract
self-directed learning is a core theoretical construct distinguishing adult education as a field of study. most of the concept's emphasis has been on the external control and management of learning tasks. in an attempt to expand the scope of self-directed learning, this paper presents a comprehensive theoretical model. the proposed model integrates self-management, self-monitoring and motivational dimensions to reflect a meaning and worthwhile approach to self-directed learning. explicating the cognitive and motivational dimensions of self-directed learning is identified as an area requiring further research.

https://eplace.han.nl/personal/lnde/Private%20Documents/dissertatie/literatuur/Self-Directed%20Learning%20Toward%20a%20Comprehensive%20Model%20--%20Garrison%2048%20(1)%2018%20--%20Adult%20Education%20Quarterly.mht

mijn notes:

• heel goed artikel; plaatst self-directed learning in social constructivisme, bespreekt aspecten van zelfmanagement, selfmonitoring en motivation.
• zegt dat zelfgestuurd leren nu meestal gezien wordt als external management of learning maar dat er weinig aandacht is geweest voor het leerproces zelf
• zelfgestuurd leren betekent niet dat je in isolation leert, maar juist interactie is belangrijk
• verwijzingen naar Mezirow en Brookfield, Long
• verschil tussen proces of self-directed learning and the notion of self-direction as a personality construct.
• model zoals hier beschreven bevat drie elementen: selfmanagement, selfmonitoring en motivation. p. 22 model in figuur 1
• Selfmanagement
• Selfmanagement is concerned with task control issues; it is intended to reflect the social setting and what the learners do during the learning process. the control over management of learning tasks is realized in a collaborative relationship between teacher and learner.
• speciaal voor volwassenen is een collaborative learning environment belangrijk
• selfmanagement does not mean students are independent and isolated
• proficiency, resources, interdependence.
• issues of control must balance educational norms and standards with student choice and the responsibility for constructing personal meaning.
• self-monitoring
• monitoring the repertoire of learning strategies as well as an awareness of and an ability to think about our thinking. Self-monitoring is the process whereby the learner takes responsibility for the construction of personal meaning.
• self-monitoring is dependent upon both internal and external feedback
• internal cognitive and metacognitive processes are involved
• self-observation, self-judgment and self-reaction
• metacognitive proficiency is very much associated with the ability to be reflective and think critically.
• the challenge is for the learner to integrate external feedback with his own internal meaning assessment
• motivation
• verschil tussen entering motivation and task motivation
• zie model op p 28
• meer over motivation zie artikel zelf

Delahaye complex learning preferences and strategies of older adults

Abstract
The research reported in this study concerns older adults from Australia
who voluntarily chose to learn the craft of woodturning. The paper examines
the literature of adult learning under the themes of presage factors,
the learning environment, instructional methods, and techniques for
facilitators. The paper then reports on the analysis of two sections of a
questionnaire completed by 123 respondents: the first on motivation to
learn and the second on learning strategies. The older learners reported
using both intrinsic and extrinsic motivation, with intrinsic motivation
constructed of both general and specific elements. There were four main
learning strategies used: actively seeking knowledge, independent
learning, dependent learning, and passively seeking knowledge.

https://eplace.han.nl/personal/lnde/Private%20Documents/dissertatie/literatuur/learningstrategiesolderpeople.pdf

mijn notes

• gaat over echt oude lerenden
• have a wealth of experiences, multiple perspective on learning
• aspecten van belang bij leren van ouderen: presage factors, learning environment, instructional methods, facilitation techniques
• presage factors: fear of rejection, dislike learning because of negative experiences at school, emotionally attached to beliefs, knowledge and world views. difficulty is changing the basic frame of references that adults hold
• learning environment: more comfortabel with similar aged cohort, value peer support, mentoring and tutoring,
• teaching methods: may desire more traditional teaching methods although might be more suitable for collegial learning strategies like group discussions etc. preference for -traditional structured teaching vs self-paced and group learning approaches. althoug they will take on increasing responsibilty for their own learning.
• facilitation techniques: build on prior knowledge and real-life experiences
• learning styles: as people age their learning style preferences become less pronounced and gender becomes less of an influence and individual differences more apparant.
• 55-65 prefer to learn by doing, 66-74 watch and listen, 75- watch, listen and think.
• result: older learners like both traditional and collegial, self-paced learning
• they can be both dependent and independent learners