The Complexities of Self-Directed Learning in Adults

Walk into any Certificate IV in Training and Assessment course in Australia, and you will likely hear a trainer talking about “Andragogy,” the principles of adult learning, and referring to Malcolm Knowles’ work on the subject.

There is much to learn in a course like the TAE40122, and it can be challenging to explore these concepts deeply enough to appreciate their full application in the training environment. This results in a potential issue where some graduates of some VET teacher training programs may end up with a limited understanding of how to apply these concepts in practice.

Case Study

The notion of “self-directed learning” has held considerable influence in adult education. That was my understanding when I graduated from the old BSZ40198 Certificate IV in Assessment and Workplace Training course. My assumption was that adult learners were intrinsically self-directed. So all I had to do was help set objectives, provide resources and support where needed, then sit back and watch the magic happen!

One example was a group I was training in those early days in a Diploma of Multimedia. In this particular session we were learning how to use a scripting language to animate objects. The students were a mixed group, a few had some prior experience in scripting languages, most entirely new to it. With the belief that adult learners flourish when given autonomy, I initially structured the training around self-directed activities.

As the sessions progressed, I observed mixed outcomes. Some of the learners thrived under the self-directed approach (typically the experienced ones), independently overcoming challenges and innovating in their projects. However, more often than not, I found most learners struggling with the tasks. Their difficulties ranged from grasping the syntax and logic of the scripting language to even understanding the fundamental concepts. This group required considerable support, many sought individual assistance, indicating a substantial deviation from the envisaged self-directed learning scenario. I recall feeling some moments of impatience and frustration. The sessions were going overtime. Because I was so busy running around providing individual support and direction, I was unaware of these quieter learners who were going far off track, or completely disengaged.

One observation I made, is that when I directed the group’s attention back to me to give little impromptu lessons demonstrating specific techniques, the learners were more confident, more effective, and achieved their learning objectives with a noticeably improved ease and efficiency.

It felt at odds with my training. I thought I was being “teacher-centred” but I was supposed to be “learner-centred.”

But given the evident challenges, I made the decision to modify the teaching approach. I transitioned some of the ‘self-directed’ activities into a more teacher-centric lesson structure. These lessons focused on building a strong foundation in scripting and animation techniques, equipping the learners with the necessary skills to achieve their objectives.

Once the learners had gained a better understanding from these structured lessons, they resumed their self-directed activities. It was a remarkable shift.

This experience challenged my initial understanding of self-directed learning. While some learners excelled in an environment that promoted independence, others needed a more guided approach. Now that was being learner-centred!

This experience highlights a few important concepts:

• The importance of flexibility in teaching methods and the necessity to adapt to meet the needs of a diverse learning group.
• Effective learning is not always about letting learners steer their course completely but equipping them with the right tools to navigate their journey successfully.

Exploring Self-Directed Learning

Purely self-directed learning may not always serve learners effectively. Often, despite having the label “adult learner,” our learners may lack the necessary skills or self-confidence to guide their own learning process. Without these attributes, autonomy becomes rather pointless, rendering the opportunity for self-directed learning ineffective.

Knowles and others put forward compelling arguments that learners who proactively engage in their education tend to learn more effectively compared to those who rely solely on guided instruction. This is rooted in the premise that self-initiated learners demonstrate stronger motivation, applying the acquired knowledge to their everyday lives more purposefully.

The self-directed learning can become more useful when learners are required to transfer existing knowledge to new contexts (e.g. a software developer learning a new programming language, or a cabinet maker learning carpentry). However, when learners are navigating unfamiliar territories, they tend to require extensive guidance and direction from the trainer.

Self-directed learning is situational and not universally applicable. Where goals and content are pre-determined externally, achieving full self-direction can pose considerable challenges. Therefore, the self-directed learning approach is context-dependent, necessitating a careful balance between guided instruction and learner autonomy.

Self-directed learning seems liberating; it creates more choices for learners. Check out some of Barry Schwartz’ work on the concept of choice. He talks about the ” observes, the extreme manifestation of self-determination could precipitate a “tyranny of choice.” In self-directed learning, learners may be presented with a plethora of options, become overwhelmed, and this reduces the probability of making good choices. So even in self-directed learning, learners need to be given parameters to help them navigate their decision-making process.

Some argue that the idea of Andragogy is based on the presumption of ideal conditions rather than the real-world scenario. Although adults have a unique combination of physical, psychological, cultural, and social traits, these characteristics may not always translate into the educational context. Self-directed learning might turn into wishful thinking when adults lack the requisite inner motivation or sense of responsibility.

“In a way, self-directed learning becomes wishful thinking in this connection since it appears that many adults lack both inner motivation and sense of responsibility.” Loeng (2020)

Learners exhibit different degrees of capacity to engage with self-directed teaching. Grow’s (1996) staged model of self-direction offers a way to view this variability:

Stage	Student	Teacher	Examples
1	Dependent	Authority, Coach	Coaching with immediate feedback. Drill. Demonstration. Lecture. Overcoming deficiencies and resistance.
2	Interested	Motivator, Guide	Inspiring lecture plus guided discussion. Goal-setting and learning strategies.
3	Involved	Facilitator	Discussion facilitated by teacher who participates as equal. Seminar. Group projects.
4	Self-directed	Consultant, Delegator	Internship, individual work or self-directed study-group.

Self-directed learning in adults is a complex process, one that requires a balanced blend of autonomy and guided instruction. To harness its potential effectively, we must recognise and address the challenges it presents. This means:

• Understanding our learners and their characteristics, including level of previous experience
• Considering the nature and risk factors of what’s being learned
• Acknowledging that in many cases clear, instructor lead, directed learning is necessary

References

Loeng, Svein. (2020). Self-Directed Learning: A Core Concept in Adult Education. Education Research International. 2020. 1-12. 10.1155/2020/3816132.

Grow, Gerald O. (1991/1996). “Teaching Learners to be Self-Directed.” Adult Education Quarterly, 41 (3),
125-149