Introduction
Being self-directed or self-aware learners in our academic and professional life means identifying learning needs, defining learning goals or professional targets, developing and implementing learning plans and evaluating the learning gained. Students or personnel who are self-directed or self-aware have a complex combination of skills, knowledge, attitudes and habits which enable then to become innovators. They are able to come up with new ideas, new plans and new solutions to problems that have not been there before. These kinds of people are also able to implement other people’s ideas that have not been implemented due to lack of skills or proper human resources.
Literature review
According to Guglielmino, (1977) a self-directed or self-aware learner is one who exhibits levels of independence, initiative and persistence in learning. He or she should be the one who acknowledges and accepts accountability for his or her knowledge-seeking and viewing problems as solvable other than being real obstacles, have a strong desire to change and be self-confident. Such a person should be able to put in order his or her time as it should be, set an suitable learning pace, develop a reasonable plan for work completion, one who has passion for learning and also one is goal-oriented or has tendency to set targets.
Guglielmino, therefore suggested that in order for an individual to achieve self-directedness she or he should employ an appropriate combination of knowledge, attitudes, skills and habits. He noted that the first step in acquiring self-directedness is understanding self-direction either in learning or in workplaces which can be achieved consciously through own efforts and experiences. In preparation for the self-directed kind of learning which is based on honest appraisal is also required. In order to analyze oneself so as to give an honest appraisal the following can be applied;
- Assessments of learning styles to determine own ways of processing and getting information
- Multiple intelligences inventories for determining learning strengths
- Learning preference assessment to gauge own current level for self-directed learning
Lucy (1977) noted that confidence in oneself boosts self-esteem and creates personal morale which is very important in acquiring self-directed or self-aware learning. Taking problems as being solvable challenges and accepting responsibility enhance self-directed or self-aware learning. The learner must be in position to recognize own learning needs and take the right step forward of impacting the necessary change, since the primary aim of indulging in a learning process is to indulge the student and not the instructor, trainer or professor nor the boss or the supervisor in case of a job. Unforeseen occurrences or distracters should not be excuses for postponing, avoiding or giving up altogether.
Independence and creativity in learning are crucial in self-directed learning especially in settings that require analysis, creation of products or independent work. Reliance on structured learning based on memorization and following directions require adjusting to more creative and independent assignments. Willingness to seek assistance also facilitates self-directed learning since a lone self struggling self-directed learner is far from reality. An intelligent self-directed learner makes use of all the available resources in solving problems and then invents those that are not there. Those that fail to expose their ignorance handicap their learning progress. Learners should also portray the attitude of valuing their own learning.
Basic academic skills especially reading skills are also part and parcel of self-directed learning. High levels of curiosity and strong desire to learn which necessitate continual thinking also boosts self-directed learning.
Costa and kallick’s (2000) defined a habit of mind as behaving intelligently when faced with difficult situations or rather to have a disposition of acting intelligently when confronted by problems. This requires employing certain patterns of intelligence to produce powerful results. These are a combination of many skills, proclivities and attitudes which include; value, inclination, sensitivity, capability and commitment. Some of the habits of mind identified by Costa and Kallick include; persisting, managing impulsivity, gathering data through all senses and listening with understanding and empathy.
Self-directed learners are responsible managers and owners of their owning learning process. Such learners have the ability to process the information they require for a particular purpose. Self-directed learning incorporates self-management with self-monitoring (Abdullah, 2001).
Several disciplines in education have for a long time promoted self-directed learning as desired. These disciplines include; student motivation, goal orientation, self-efficacy, locus of control, metacognition and self-regulation (Linnenbrink and Pintrich, 2000).
Becoming a perfect self-directed learner consumes a lot of time because it is not only about academic ability but also emotional maturity together with self-awareness. For any learner to be self-directed they need to be highly motivated, take an active critical approach to education rather than waiting to be directed about everything by the trainers. To be self-directed or self-aware learner requires high creativity and innovation so as to be able to come up with new ideas and plans. High level of responsibility is also very necessary (Gerald 2001).
Analysis and Discussion
Self-directed or self-aware learning means coming up with original ideas, plans and causes of action when faced with difficulties or situations where one does not know the answer. This mainly involves making independent decisions that are neither influenced by the trainer nor the professor or the supervisor in the workplace. This can only be achieved by employing the appropriate combination of knowledge, attitudes, skills, and habits Guglielmino (1977) knowledge about oneself is crucial in self-directed learning since a person must be able to gauge himself or herself and come up with honest self-appraisal. This way the individual is able to consult in areas where they are ignorant while maximizing the use of the available resources. Acquiring self-directed learning also calls for employing Habits of Mind which are a composition of many skills, proclivities and attitudes which include;
- Value: opting to employ intellectual behavior patterns rather than another non productive pattern
- Inclination: having the tendency of employing intellectual behavior pattern
- Sensitivity: employing appropriate behavior pattern once an opportunity presents itself Capability: being in possession with basic skills to carry out the intelligent behavior. Commitment: striving constantly to reflect on improving performance.
Independence and creativity are crucial in acquiring self-directed learning. Individuals who want to excel in self-directed learning should avoid memorizing or working with well-laid-out procedures or directions. They should instead struggle to be independent and consult only after exhausting the available tools so as to come up with new ones.
Such individuals should be very curious and eager to learn so that they are always thinking. One’s own efforts and experiences can also consciously boost self-directed learning. Individuals should possess high levels of self-confidence to raise self-esteem as well as morale. All the above-discussed issues totally depend on the Costa and Kallick’s 16 Habits of Mind which include; persisting, thinking and expressing oneself with precision and clarity, managing impulsivity, listening with understanding and empathy, striving for accuracy among others.
To explain a few creating imaging and innovating are largely involved in coming up with original ideas, persisting is required in coming up with plans and implementing them while thinking and expressing oneself with clarity and precision enables one make reasonable plans.
Conclusion
Self-directed or self-aware learners in either academic or professional life are an important resource in our modern society since they are innovators. They can come up with possible solutions to most of the problems and also bring in new ideas and plans which are implemented to execute great deals. Self-directed learners are preferred to those that follow strict guidelines or well-laid instructions from their trainers since they possess several virtues which include responsibility, creativity, persistence, accuracy, self-confidence, desire to learn and resilience as opposed to the others. These enable them even implement other people’s ideas and therefore self-directed learning is highly encouraged.
Recommendations
This research recommends that every learner should strive to be self-directed learners since from the discussion self-directed learners have been found to be independent thinkers, creative, problem solvers and therefore an important asset to the society. Since most learners are dependent on trainers or follow laid out guidelines then they should invest their time to switch and become independent in thinking, creative and therefore innovators. Systems that advocate for guided learning should be abolished and in turn self-directed learning put in their place.
References
Abdullah, M.H (2001). Self-directed learning. Bloomington: ERIC digest.
Costa and Kallick’s (2000). Habits of Mind: A developmental series. Alexandria, VA: Association for Supervision and Curriculum Development.
Gerald (2001). Teaching learners to be self-Directed.
Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale (Doctoral dissertation, University of Georgia). Dissertation Abstracts International: 6467A.
Linnenbrink, E. A. & Pintrich (2003). The role of self-efficacy in student: Engagement and learning in classroom. School Psychology Review, 31, 313-327.
Lucy R (1977). Becoming a self-regulated learner: An overview of theory into practice.