As a prerequisite for all adult learners in life-long learning, self-directed learning has been constantly discussed since the early 1960s. However, in what manner research operationalizes the concepts and what similarities occur across the empirical studies and theoretical studies are still ambiguous. The purpose of this study is to employ an integrative literature review to investigate and disentangle various interpretations of self-directed learning by identifying how the topic is defined and what competencies and strategies are needed for a highly self-directed learner. This is a six-phase study, including: 1) problem formulation; 2) data collection; 3) problem re-formulation; 4) data evaluation; 5) data collection; and 6) presentation of the findings. This study provided a comprehensive perspective of self-directed learning in a dynamically expanding process to include multifaceted interpretations of the topic and advanced research in self-directed learning in an updated, enriched learning environment. Specifically, the researcher updated the evidence for self-directed learning to date, identified all of the potential dimensions of self-directed learning that distinguish a highly-directed self-directed learner and the related instructional strategies, and made suggestions for the future direction of research on the topic. / Ph. D. / This study is the first comprehensive investigation of the topic of self-directed learning by use of an integrative literature review. The researcher strove to disentangle various interpretations of self-directed learning and identify competences and strategies needed for a highly self-directed learner. This study advanced research in self-directed learning in an updated enriching learning environment. Specifically, the researcher updated the evidence for selfdirected learning to date, identified all the potential dimensions of self-directed learning that distinguish a highly self-directed learner, and made suggestions for the future direction for research of the topic. The findings demonstrated that self-directed learning is a highly dynamic and context-specific learning process in which the learner, as a proactive acting agent, interacts with his /her learning environment to accomplish his/her learning goals in a given learning context. In this dynamic and interactive process, the self-directed learner is motivated to control his/her learning, take advantage of his/her personal experience, set his/her realistic goals, believe in his/her ability to implement the plan and persist in accomplishing achievements by using cognitive skills such as metacognition and self-learning strategies such as seeking assistance, resources, and support when needed.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/85573 |
| Date | 05 May 2017 |
| Creators | Ma, Xiaoyan |
| Contributors | Teaching and Learning, Burton, John K., Lockee, Barbara B., Paredes, Elsie Elena, Potter, Kenneth R. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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