How-to Guide to Support Self-Directed Learners #blendedlearning #edchat

Many of us talk about wanting students to be self-directed learners, and often we focus on the student. In most cases, students need to learn how to become self-directed learners from a teacher. So this is a two-way process — a) students need to reflect and think about how they learn and what is required; b) teachers need to create and support environments which make self-directed learning possible. I found this four step process from the University of Waterloo to be a balanced guide.

As you can see from the graphic above from Education Elements student learning has many segments. They took the segments and analyzed it against the strengths and weaknesses of MOOCs. I think it’s helpful to see how to best apply online learning technologies like MOOCs, so that you can use them effectively.

Self-directed learning: a four step process

(University of Waterloo’s Centre for Teaching Excellence)

Self-directed learning can be challenging, even for the brightest and most motivated students. As a means of better understanding the processes involved in this mode of study, this tip sheet outlines key components of four key stages to independent learning — being ready to learn, setting learning goals, engaging in the learning process, and evaluating learning — and offers some tips for both faculty members and students.

Being ready to learn

Various skills and attitudes towards learning are required for successful independent study (See the Centre for Teaching Excellence (CTE) teaching tip on “Readiness to Learn” for more details). This step requires time for analysing a student’s current situation, study habits, family situation, and support network both at school and at home — and as they continue in the program, progress in degree program and past units taken that will prove useful. Signs of readiness for self-directed learning include being: autonomous, organised, self-disciplined, able to communicate effectively, and able to accept constructive feedback and engage in self-evaluation and self-reflection.

Setting learning goals

Communication of learning goals between a student and the advising faculty member is critical (See the CTE teaching tip on “Unit Planning Decision Guide”). Learning contracts are highly recommended tools for successful self-directed learning experiences (see example on CTE’s “Learning Contracts” teaching tip). Learning contracts generally include:

• Goals for the unit of study
• Structure and sequence of activities
• A timeline for completion of activities
• Details about resource materials for each goal
• Details about grading procedures
• A section for advising faculty member feedback and evaluation as each goal is completed
• A plan for regular meetings with the advising faculty member and other unit policies, such as work turned in late

Once created, contracts should be assessed by the advising faculty member. What could go wrong? Is there too much or too little work? Is the timeline and evaluation reasonable?

Engaging in the learning process

Students need to understand themselves as learners in order to understand their needs as self-directed learning students (See the CTE teaching tip on “Understanding Your Learning Style”). Students should also consider answering the following questions:

• What are my needs re: instructional methods?
• Who was my favourite teacher? Why?
• What did they do that was different from other teachers? Students should reflect on these questions throughout their program and substitute “teacher” with “advising faculty member”

Students also need to understand their approach to studying:

• Deep approach involves transforming — to understand ideas for yourself; be able to apply knowledge to new situations and use novel examples to explain a concept; learn more than is required for unit completion — most ideal for self-directed learning.
• Surface approach involves reproducing — to cope with unit requirements; learn only what is required to complete unit in good standing; tend to regurgitate examples and explanations used in readings.
• Strategic approach involves organizing — to achieve the highest possible grades; learn what is required to pass exams; memorize facts as given in lecture; spend much time practicing from past exams; most concerned with whether material will appear on exam.

Earlier academic work may have encouraged a surface or strategic approach to studying. These approaches will not be sufficient (or even appropriate) for successful independent study. Independent study requires a deep approach to studying, in which students must understand ideas and be able to apply knowledge to new situations. Students need to generate their own connections and be their own motivators.

Evaluating learning

• Students must be able to engage in self-reflection and self-evaluation of learning goals and progress in a unit of study.
• Students should regularly consult with the advising faculty member.
• Students should be able to engage in self-validation of achievements, but should have the motivation to seek feedback on progress and ideas from the advising faculty member or other available resources.

Self-evaluation involves asking:

• How do I know I’ve learned?Am I flexible in adapting and applying knowledge?Do I have confidence in explaining material?When do I know I’ve learned enough?When is it time for self-reflection and when is it time for consultation with the advising faculty member?

Responsibilities in the four-step process

Successful independent study requires certain responsibilities or roles of both students and advising faculty members. The following is a brief list of the more important roles. It is useful for both students and advising faculty members to periodically review this list and communicate as to whether each feels the other is fulfilling their share of the responsibility.

Students’ roles

• Do self-assessment of readiness to learn
• Define learning goals and develop learning contract
• Do self-assessment and monitoring of learning process
• Take initiative for all stages of learning process — need to motivate selves
• Re-evaluate and alter goals as required during unit of study
• Consult with advising faculty member as required

Advising faculty members’ roles

• Build a co-operative learning environment
• Help to motivate and direct the students’ learning experience
• Facilitate students’ initiatives for learning
• Be available for consultations as appropriate during learning process
• Serve as an advisor rather than formal instructor