Abstract

Over the past several decades, self-directed learning (SDL) has been one of the most active areas of inquiry within adult education and learning. Several studies have identified trends in this body of knowledge (e.g., Brockett, Stockdale, Fogerson, Cox, Canipe, Chuprina, Donaghy, & Chadwell, 2001; Conner, Carter, Dieffenderfer, & Brockett, 2009; Kirk, Shih, Holt, Smeltzer, & Brockett, 2012). Since 1987, an international symposium has been held annually to share the latest thinking about SDL theory, research, and practice. In 2002 the International Journal of Self-Directed Learning also began publication.

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Jun 1st, 1:30 PM

Reframing the Meaning of Self-Directed Learning: An Updated Modeltt

Over the past several decades, self-directed learning (SDL) has been one of the most active areas of inquiry within adult education and learning. Several studies have identified trends in this body of knowledge (e.g., Brockett, Stockdale, Fogerson, Cox, Canipe, Chuprina, Donaghy, & Chadwell, 2001; Conner, Carter, Dieffenderfer, & Brockett, 2009; Kirk, Shih, Holt, Smeltzer, & Brockett, 2012). Since 1987, an international symposium has been held annually to share the latest thinking about SDL theory, research, and practice. In 2002 the International Journal of Self-Directed Learning also began publication.