The benefits of SDL
The benefits of SDL are best described in terms of the type of learners it develops. The literature on SDL asserts that self-directed learners demonstrate a greater awareness of their responsibility in making learning meaningful and monitoring themselves (Garrison, 1997). They are curious and willing to try new things (Lyman, 1997), view problems as challenges, desire change, and enjoy learning (Taylor, 1995). Taylor also found them to be motivated and persistent, independent, self-disciplined, self-confident and goal-oriented.
Self-directed learning allows learners to be more effective learners and social beings. Guthrie, et al. (1996) noted that the self-directed learners in a Concept-Oriented Reading Instruction (CORI) program demon-strated the ability to search for information in multiple texts, employ different strategies to achieve goals, and to represent ideas in different forms (drawing and writing). Morrow, et al. (1993) observe that with proper planning and implementation, self-directed learning can encourage students to develop their own rules and leadership patterns. There are different models of self directed learning, however Garrison’s model is more effective and fit with my learning style. This model seems to me more nature I think that because I am more andergogical than pedagogical learning style. Garrison’s model of SDL includes the perspectives of SDL as a personal attribute as well as a learning process. According to Garrison (1997), SDL is accomplished by three dimensions interacting with each other: self-management, self-monitoring, and motivation. In educational settings, self-management involves learners‟ use of learning resources within the learning context. The focus of Garrison‟s (1997) model is on resource use, learning strategies use, and motivation to learn. Garrison explained that self-management involved learners taking control of the learning context to reach their learning objectives. He further explained that learner control did not mean independence, but rather collaboration with other people within the context. From this perspective, we can see Garrison‟s model did have a certain focus on the learning process perspective of SDL. Garrison (1997) also recognized the context factor in his model in that he specified self- management of resources in a given context. Yet, the role of context was somewhat superficial in Garrison‟s (1997) model and the dynamic interaction between learning context and SDL was not explicit. The motivational aspect of Garrison’s Model is what interests a learner to become a part of the learning process. I think the most important piece of this model for me was the motivational piece. Adults especially need to know why they are learning something and want to learn it. By having a bunch of adults collaborate on a common topic of interest, much can be learned. Moreover, Personal attributes refer to learners’ motivations for and capability of taking responsibility for their learning (Garrison, 1997). Personal attributes also include resource use and robust cognitive strategies. The personal attributes are characteristics learners bring to a specific learning context (e.g., intrinsic motivation and resourcefulness), together with their prior knowledge of the content area and prior experience with the learning context.
