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

wordle

ik heb een wordle gemaakt van het weblog:

http://www.wordle.net/gallery/wrdl/791904/dissertationblog_esther_29-10-2009

schapiro - from andragogy to collaborative critical pedagogy

This article describes the evolving learning model of the Fielding Graduate Institute's innovative Ph.D. Program in Human and Organization Development. Based on the principles of andragogy, this program developed various forms of distance learning combining brief academic residencies with individualized learning plans carried out in the student's home setting and within the context of one-to-one faculty-student mentoring relationships. During the past several years, the program has been moving to a more collaborative and critical model of education. This article describes the original adult learning principles on which the program was founded and those it has added; its enduring differences, in ends and means, from traditional forms of graduate study; the limitations of andragogy and self-directed learning; and the primary components of an emerging model that builds on the principles of andragogy, but it adds elements of critical and collaborative pedagogy that can make possible social and personal empowerment and transformation.

mijn notes

• goede quote 'schools are for children. life itself is the adults' school (Lindeman, p. 152)
• goed article met verwijzingen naar literatuur, grow, garrisson, freire, merizow.
• ze hebben de shift gemaakt van volledig zelfgestuurd naar meer social en kritisch, zoals zij het noemen naar critical pedagogy.
• ze gingen er vanuit dat hun studenten al zelfgestuurd waren en dat ze ze dat niet hoefden te leren, dat klopt niet
• p. 155 concept of self-directed learning als psychological disposition (set of personal attributes) or as a learning process (set of knowledge and skills). Students might have the disposition but not the skills.
• misschien niet zelfgestuurd maar collaborative learner- centered.
• garrison collaborative constructionist conceptualization of self-directed learning (zoeken)
• garrison differentiates between the control of the construction of personal meaning and control of judgements about the social and academic worth
• also differentiate between ownership of the learning objectives and management of the process of learning
• grow's staged self directive learning model (heb ik)
• three suggestions to improve the HOD model: engaging more ongoing dialogue, offer more preplanned and prestructured learning experiences, serious about our commitment to social justice
• principles for new model:
• 1 learning in relationships: learning does not occur in isolation
• 2 negotiating the curriculum; for each phase faculty and students negotiate the curriculum. faculty and students join together in planning, implementing as assessing learning, faculty help students to take more control
• goede quote garrison op p159 onderaan
• planning for learning:
• learning activities
• assessment and evaluation
• mutual process of transformation

cercone - characteristics of adults learners with implicatons for online learning design

The online educational environment is increasingly being used by adults and should be designed based on the needs of adult learners. This article discusses andragogy, an important
adult learning theory, and reviews three other adult learning theories: self-directed learning, experiential learning, and transformational learning. During this discussion, the theories are examined for the ways in which they may be applied to the design of online learning environments. In addition, the characteristics of adult learners are examined, and an analysis of how these characteristics influence the design of an online learning environment is presented.
Recommendations follow regarding how to design an online classroom environment while considering the application of adult learning theories.

http://www.editlib.org/?fuseaction=Reader.ViewFullText&paper_id=24286

mijn notes

• characteristieken van adult students en hoe je hiermee rekening moet houden in online course development. de characteristics zijn:
• 1 adults may have some limitations and these should be considered in the design of the online environment
• learning styles need to be considered. in any group of adults there will be a wide ragen of individual differences.
• adults need to be actively involved in the learning process
• adults need scaffolding to be provided by the instructor. scaffolding should promote self-reliance and it should allow learners to perform activities they were unable to perform without this support
• adults have a pre-existing learning history and will need support to work in the new learner- centered paradigm
• adults need the instructor acting as a facilitator
• adults need consideration of their prior experience
• adults need to see the link between what they are learning and how it will apply to their lives. they are problem-centered
• adults need to feel that learning focuses on issues that directly concern them and want to know what they are going to learn. the course should be learner-centered
• adults need to test their learning as they go along, rather than receive background theory
• adult learning requires a climate that is collaborative, respectful, mutual and informal
• adults need to self-reflect on the learning process and be given support for transformational learning
• adults need dialogue and social interaction must be provided. they need to collaborate with other students.
• veel referenties naar theorie; andragogy, transformational learning, self-directed learning

bolhuis - teachers'conceptions of student learning and own learning

New learning theory, underpinning the idea of teaching for self-directed learning, provides new
conceptions of learning: the self-regulation of learning, the construct-character of knowledge, the
social nature of learning and a dynamic model of intelligence. What conceptions teachers hold
may be related to their tolerance of uncertainty. We constructed a Learning Inventory and
administered this to teachers in Dutch senior secondary education, where an innovation is heading
for more independent learning. We found empirical confirmation of the five dimensions underlying
teachers’ conceptions of learning, both for student learning and for their own learning.
Tolerance of uncertainty explained the other four dimensions in conceptions of student learning,
but not in teachers’ conceptions of their own learning. Teachers generally endorse the process-oriented
conceptions, although some differences are noted between teachers’ conceptions of student
learning and their own learning.

http://hbo-kennisbank.uvt.nl/cgi/fontys/show.cgi?fid=3726

mijn notes:

• ze hebben onderzoek gedaan naar de percepties die docenten hebben van hun eigen leren en dat van hun studenten.
• interessant zijn de verschillen die docenten zien tussen zichzelf en de studenten:
• 1 ze verwachten van de studenten meer tolerance for uncertainty dan van zichzelf
• 2 ze zien bij zichzelf een meer dynamic conception of intelligence than voor studenten. ze zien dat ze zelf blijven leren tijdens hun carierre
• 3 teacher support for internal regulation was laag.

fidishun andragogy and technology: integrating adult learning theory as we teach with technology

Introducing technology into the curriculum means more than just “making it work.” The principles of adult learning theory can be used in the design of technology-based instruction to make it more effective. Malcolm Knowles’ theory of andragogy allows teacher/facilitators to structure lessons which are part of a relevant learning environment for adults students.

http://frank.mtsu.edu/~itconf/proceed00/fidishun.htm

mijn notes:

• uiteenzetting van knowles principles of androgogy
• conclusie: arguments for the use of technology many time include statements about its flexibilty and the ability of the learner to move through lessons any time, anywhere and at their own pace. to adapt to the needs of adult students, these definitions of technology-based learning must be utilized to make its design interactive, learner-centered and to facilitate self-direction in learners. educators must become facilitators of learning

bird adults contemplating university study at a distance

Abstract
This study identifies and explores a range of themes, issues and questions that commonly confront adults contemplating enrolment in university, and why they persist. The study focuses particularly on issues facing prospective adult distance education learners. From a range of interviews, six themes were identified including fears, motivation, support from home, academic preparedness, suitability of programs, and identity change.
It is argued that the more effective we become at information provision, guidance and preparation of adult pre-entry open and distance learners, the more likely students will experience a smooth transition to study, thus improving both student satisfaction and retention rates. Successful intervention with prospective distance education learners at this early point should aim to assist the process of informed decision making, which could result equally in an individual deciding not to pursue university study. The findings in this study should be particularly useful for those academics, course advisors, student counsellors, teachers in preparatory programs, and university information and support officers, and others who provide adult distance students, with pre-enrolment information and advice.

http://www.irrodl.org/index.php/irrodl/article/view/130/210

mijn notes:

• lange lijst met factoren die een rol spelen bij het succes van volwassenen studenten in het hoger onderwijs, bijv. predisposition and readiness for independent learning, impact of previous educational encounters, access to and confidence with computers
• er zijn interviews gedaan, eerst open daarna op bepaalde thema's die uit de eerste interviews kwamen. hieruit kwamen zes thema's: fears, motivation to succeed, support from home, academic preparedness, suitability of programs, identity change
• they key theme is that of motivation
• er staat een rijtje aanbevelingen die counsellors kan bespreken met toekomstige studenten