Self-directed learning is a core theoretical construct distinguishing adult education as a field of study. Most of the concept's emphasis has been on the external control and management of learning tasks. In an attempt to expand the scope of self-directed learning, this paper presents a comprehensive theoretical model. The proposed model integrates self-management (contextual control), self-monitoring (cognitive responsibility), and motivational (entering and task) dimensions to reflect a meaningful and worthwhile approach to self-directed learning. Explicating the cognitive and motivational dimensions of self-directed learning is identified as an area requiring further research.
%0 Journal Article
%1 doi:10.1177/074171369704800103
%A Garrison, D. R.
%D 1997
%J Adult Education Quarterly
%K directed learning self self-directed
%N 1
%P 18-33
%R 10.1177/074171369704800103
%T Self-Directed Learning: Toward a Comprehensive Model
%U https://journals.sagepub.com/doi/10.1177/074171369704800103
%V 48
%X Self-directed learning is a core theoretical construct distinguishing adult education as a field of study. Most of the concept's emphasis has been on the external control and management of learning tasks. In an attempt to expand the scope of self-directed learning, this paper presents a comprehensive theoretical model. The proposed model integrates self-management (contextual control), self-monitoring (cognitive responsibility), and motivational (entering and task) dimensions to reflect a meaningful and worthwhile approach to self-directed learning. Explicating the cognitive and motivational dimensions of self-directed learning is identified as an area requiring further research.
@article{doi:10.1177/074171369704800103,
abstract = { Self-directed learning is a core theoretical construct distinguishing adult education as a field of study. Most of the concept's emphasis has been on the external control and management of learning tasks. In an attempt to expand the scope of self-directed learning, this paper presents a comprehensive theoretical model. The proposed model integrates self-management (contextual control), self-monitoring (cognitive responsibility), and motivational (entering and task) dimensions to reflect a meaningful and worthwhile approach to self-directed learning. Explicating the cognitive and motivational dimensions of self-directed learning is identified as an area requiring further research. },
added-at = {2022-10-02T10:50:33.000+0200},
author = {Garrison, D. R.},
biburl = {https://www.bibsonomy.org/bibtex/24eb835797c4d2233563f7f6bcf2666bf/yish},
doi = {10.1177/074171369704800103},
eprint = {https://doi.org/10.1177/074171369704800103},
interhash = {776f456c8541ae4e57137ece0c5ddc6c},
intrahash = {4eb835797c4d2233563f7f6bcf2666bf},
journal = {Adult Education Quarterly},
keywords = {directed learning self self-directed},
number = 1,
pages = {18-33},
timestamp = {2022-10-02T10:52:02.000+0200},
title = {Self-Directed Learning: Toward a Comprehensive Model},
url = {https://journals.sagepub.com/doi/10.1177/074171369704800103},
volume = 48,
year = 1997
}