Much confusion surrounds the term 'self-directed learning', which presently describes a process, a
goal, a teaching technique, and an outcome of that teaching. As a process, the literature
concentrates mainly on how individuals learn, with little reference to groups that can be as selfdirected
as individuals. The purposes of this study were: (a) to reduce conceptual confusion by
creating a typology distinguishing different processes of self-directed learning; (b) to explore the
phenomenon of group self-directed learning; and (c) to illustrate the effect of environment on
learning, and the complex learning dynamics in group settings.
This project arose somewhat differently from typical doctoral research. Data from two unrelated
field studies conducted for other purposes, completed before this thesis work began, each
illustrated self-directed groups learning informally in the contexts of community action and
innovative small workplaces. A subsequent review of the literature indicated a lack of attention to
this form of group learning, and the field studies were then re-analyzed from this perspective.
As a result of the literature review and data re-analysis (1) a typology emerged from the literature
review that divides the process of self-directed learning into three forms, each of which is context
sensitive but between which learners can continually move back and forth; (2) it appears that the
term 'autodidactic' can apply to specific groups which are both self-organized and self-directed in
their learning efforts; and (3) that the term 'autodidaxy' as presently defined is as conceptually
confusing as the term 'self-directed learning'. This confusion is reduced by the typology proposed
by this thesis. Minor findings indicate two continuing problems. The first is reluctance by some to
accord non-credentialed learning the value it deserves, and the second is the difficulty often
encountered in transferring knowledge from the site of learning to the site of application. This
study concludes that 'informalizing' some formal curricula, and encouraging self-directed learning
at all levels and in all contexts, may provide some of the tools necessary for living and learning in
the twenty-first century. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/13599 |
| Date | 11 1900 |
| Creators | Taylor, Rosemary |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 12620918 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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