model of self directed learning
Brockett and Hiemstra model of self directed learning
Several things are known about self-directed learning: (a) individual learners can become empowered to take increasingly more responsibility for various decisions associated with the learning endeavor; (b) self-direction is best viewed as a continuum or characteristic that exists to some degree in every person and learning situation; (c) self-direction does not necessarily mean all learning will take place in isolation from others; (d) self-directed learners appear able to transfer learning, in terms of both knowledge and study skill, from one situation to another; (e) self-directed study can involve various activities and resources, such as self-guided reading, participation in study groups, internships, electronic dialogues, and reflective writing activities; (f) effective roles for teachers in self-directed learning are possible, such as dialogue with learners, securing resources, evaluating outcomes, and promoting critical thinking; (g) some educational institutions are finding ways to support self-directed study through open-learning programs, individualized study options, non-traditional course offerings, and other innovative programs.
I see Brockett and Hiemstra model is the most appropriate learning style for me. According to my personal adult learning style inventory, I tend to be between andragogical and pedagogical style. I belive that instructor is the fundamental education. We can not isolate the instructor role in education.
Brockett and Hiemstra (1991) synthesized many aspects of knowledge about the topic and conceptualized the PRO (Personal Responsibility Orientation) model. This model recognizes both differences and similarities between self-directed learning as an instructional method and learner self-direction as a set of personality characteristics. Personal responsibility refers to individuals assuming ownership for their own thoughts and actions. This does not necessarily mean control over all personal life circumstances or environmental conditions, but it does mean people can control how they respond to situations.
In terms of learning, it is the ability or willingness of individuals to take control that determines any potential for self-direction. This means that learners have choices about the directions they pursue. Along with this goes responsibility for accepting any consequences of one’s thoughts and actions as a learner.
Brockett and Hiemstra (1991) view the term self-directed learning as an instructional process centering on such activities as assessing needs, securing learning resources, implementing learning activities, and evaluating learning. Hiemstra and Sisco (1990) refer to this as individualizing instruction, a process focusing on characteristics of the teaching-learning transaction. In essence, this aspect of self-direction centers on those factors external to the individual. Hiemstra and Brockett (1994) talk about how to overcome resistance to self-directed learning.
Self-concept, readiness for self-direction, the role of experience, and learning styles have been some of the characteristics. This emphasis on a learner’s personal characteristics or internal factors is shown in Figure 1 as learner self-direction. In essence, learner self-direction refers to those individual characteristics that lead to taking primary responsibility for personal learning.
Consequently, self-direction in learning is a term recognizing both external factors that facilitate a learner taking primary responsibility, and internal factors that predispose an adult accepting responsibility for learning-related thoughts and actions. At the same time there is a strong connection between self-directed learning and learner self-direction. Both internal and external aspects of self-direction can be viewed on a continuum and optimal learning conditions exist when a learner’s level of self-direction is balanced with the extent to which self-directed learning opportunities are possible.
