Self-Directed Learning and Transformational Learning

Video Transcription

In this tutorial, we'll take a closer look at self-directed learning theory and transformational learning theory. We'll begin with just a very brief overview of adult learning theories in general, and then we'll zero in on both self-directed learning and transformational learning. Let's get started.

First, recall that there are three major theories of adult learning. These theories are andragogy, self-directed learning, and transformational learning. In another tutorial, we explored andragogy. So in this tutorial, we'll round out the trio by looking at self-directed learning and transformational learning.

Self-directed learning is connected to one of Knowles' six assumptions of adult learning-- the need to know assumption. And self-directed learning is very applicable in many different situations, including online learning opportunities, human resources development, and just the overall concept of lifelong learning. And then the transformational learning process is a critical process in the theories of adult learning. It is the process that allows learners to take their new experiences, then reflect on those experiences and discuss those experiences, and use the results of the reflection in the discussion to make any necessary changes.

So all three of these adult learning theories are really important in our understanding of teacher development and growth. So whether you're looking at applying these theories in professional development settings, or in peer-to-peer work with your colleagues, or any other adult learning situations, it's important to understand and be able to use these theories for the purposes of fostering, engaging, and positive learning environments for teachers and any other adult learners that you might be encountering. Remember, it's also very valuable to understand these theories as an adult learner yourself so that you have some insight into the processes that are happening and you can, as a result, be a more effective and efficient learner yourself. So let's first take a closer look at self-directed learning theory.

The first comprehensive description and model of self-directed learning theory also used the terms self-planned learning and self-teaching. And self-directed learning theory is also connected to Knowles' self-concept assumption from his six assumptions of adult learning. In self-directed learning theory, learners take ownership of all stages of their learning, from the planning to the implementation to the evaluation of the learning process.

Self-directed learning is referred to by many different terms, including self-teaching, self-study, self-education, self-learning, learning projects, and independent learning. All of these different terms refer to learners being active in making decisions about the content, the resources, the methods, and even the evaluation of their own learning. And really, if you think about it, being a self-directed learner is just a natural process that we learn to engage in as we go through our adult lives. So if we can learn to make good use of that natural self-direction skill that many adult learners have already, that can really help us to create professional learning and adult learning opportunities that are valuable.

There are four main goals that we can be considering when we are approaching this idea of self-directed learning. The first goal of self-directed learning is, we want learners to have the aspiration to either gain knowledge or develop a skill. Goal number two is to become a more self-directed learner. Goal number three is to foster transformational learning as a critical component of self-directed learning. And goal number four is to encourage emancipatory learning, including social justice and political action through the process of self-directed learning.

For example, let's say that there is an adult learner who wishes to earn some supplementary income and consequently enrolls in a course on medical transcription. That would be goal number one-- the aspiration to develop a specific skill. Well, goal number two could be achieved if that learner learns more about the medical field and the options that are available, and maybe sets some additional goals. Maybe instead of just taking the one course, the learner would now enroll in an entire program, or maybe shift focus slightly to focus on another aspect of the medical field.

Goal number three could happen if that learner begins reflecting on their experiences and transforming their life as a result. Maybe it's no longer just about making a little bit of supplementary income, but now the focus is on making a difference in people's lives as a result of the work that this adult learner has been able to do as a result of that initial aspiration to just develop this one particular skill. And that learner could even reach goal number four if they become so involved and so invested in this endeavor that maybe they become an activist about, perhaps, health care or issues in the medical field. So while not all adult learners are going to achieve all four of these goals in every learning opportunity that they take advantage of, certainly we can see how these goals build on one another.

Self-directed learning can really be described as both an instructional process and as a learner attribute. A person can be autonomous and self-directed in their learning, but a person can also be self-directed in the way they organize their instruction or in the process that they set up for learning. So we can say that self-directed learning applies both to the way instruction is structured and to the way that students learn. This means that, as an instructor, you can organize your instruction in order to help put your learners into more self-directed roles. And you can also keep in mind that some of your learners are just going to have more of a preference or more of an inclination to be self-directed learners.

Self-directed learning can definitely be a collegial activity. Not only can you be a self-directed and autonomous learner and instructor as you're organizing your instruction and creating these learning processes, but you can also choose to form a peer-to-peer learning situations, things like professional learning communities, where you really can practice those self-directed learning skills that are going to be applicable in lifelong learning situations, in addition to things like human resource development and online learning. Self-directed learning can also occur in very formal settings where there is an instructor guiding learners through all of the stages of the learning process, from setting their learning goals to guiding the instructional strategies that they're implementing for their learning to evaluating their learning.

So we can see that self-directed learning is applicable in just a wide variety of settings and contexts. For example, you might be able to earn continuing education units in your teacher licensing renewal. If your state is one of those that requires teachers to participate in continuing education classes in order to renew your license, this might be a great way to apply self-directed learning. Another context is when you have students participating in service learning projects that use self-directed learning skills. Next, let's look at transformational learning theory.

Transformational learning involves having learners reflect critically on their experiences and discuss their experiences, and then, as a result, make any necessary changes. The first formal definition of transformational learning as a cognitive process stated that it is a learning process of making meaning of one's experience. So transformational learning requires learners to critically reflect on both their learning and the environment of the learning. And then they need to make new meaning out of these experiences.

This intense reflection helps learners to really alter how they think about the world and change their perspective on the world. A central idea in transformational learning theory is that learners need to be making new meaning out of their experiences. And so transformational learning can be taking place within just the individual learner, or it can be fostered in the classroom or in an online environment or even in the workplace or in the community.

There are four main components involved in the transformational learning process. Those are the learner's individual experience, the learner's particular ability to critically reflect on the experiences, the reflective discourse that needs to take place, and then finally, the actual process of taking action. And the real significance here actually isn't in step one in the learner's original experience. Rather, the most important part of this process occurs in steps two through four when the learners are actually re-evaluating their own lives and remaking their lives as a result of this re-evaluation. This process actually takes precedence over whatever the original learning goal was or whatever the original content of the learning experience was.

So with a thorough understanding now of both self-directed learning theory and transformational learning theory, here's your chance to stop and reflect. Do you see how an understanding of both of these adult learning theories can help you to not only be a better instructor but also to be a better adult learner yourself?

To dive a little deeper and learn how to apply this information, be sure to check out the Additional Resources section associated with this video. This is where you'll find links targeted toward helping you discover more ways to apply this course material. Thanks for joining me today. Have a great day.