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Four Dimensions of Self-Directed Learning: A Fundamental Meta-Competence in a Changing World

Thomas Howard Morris https://orcid.org/0000-0002-0100-6434 [email protected]View all authors and affiliations

Volume 74, Issue 3

https://doi.org/10.1177/07417136231217453

Abstract
References
Biographies

Abstract

Self-directed learning is a core theoretical construct of adult learning. Importantly, self-directed learning represents a fundamental meta-competence for living and working in our increasingly complex and unpredictable world. Nonetheless, the construct of self-directed learning has become obfuscated. In order to redress this concern, this theoretical paper presents a model of Four Dimensions of Self-Directed Learning. The present paper highlights two original theoretical points (1) that there are four key dimensions of the self-directed learning construct, and (2) responsibility and self-regulation required for self-directed learning is not equivocal to that required for teacher-directed learning. Theoretically, the latter point may, in part, explain why practice of years of teacher-directed learning in formal schooling does not prepare persons for competent self-directed learning in adulthood. So, adult education represents a primary opportunity to foster self-directed learning competence in adult learners, but adult education practitioners must be ready to provide support to facilitate the process.

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Biographies

Thomas Howard Morris PhD, is a Senior Lecturer in Education and Sociology at Bath Spa University, England. His research interest is in understanding the didactical process of fostering self-directed learning competence to encourage competent lifelong learning—for everyone.

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