Learner Autonomy

This chapter explores teachers' perceptions of learners' readiness to adopt autonomous roles and to develop their critical and analytical thinking. The chapter reports on an ethnographic study investigating teachers' views on whether the notions of learner autonomy and critical and analytical thinking can be developed in the Libyan cultural context. The reason behind this exploration is that Libyan culture is one of the Middle Eastern cultures in which some educationalists believe learner autonomy to be inappropriate. The study's findings suggest that notions of autonomy, critical and analytical thinking, and creativity can well be fostered in the context of this study.

Undergraduate Student Perception of Caring and Trust

The purpose of this chapter is to provide information about the use of caring and trust within the undergraduate classroom as it may apply to self-directed learning. Some evidence of the relationship between caring and trust is provided through a recent study by the author. Malcolm S. Knowles' Designs for Adult Learning demonstrates the use of both caring and trust within the self-directed learning framework. The method used by Knowles takes a caring approach to student learning that is based in trust between the educator and student.

The Socratic Way and Adult Learning

Adult learning experiences seem to be influenced by the activity of self-direction on the part of their learners. Adult learners come to educational encounters motivated and possessing a strong sense of self and learning objectives. However, other educational experiences require teachers of adults to assist in the development of self-directed learning (SDL) in their learners. This chapter explores the possibility of how Leonard Nelson's theories concerning the Socratic method can initiate the possibility of SDL (self-teaching) in adult learners.

Learning How to Clarify Complex Concepts for Children Through Naturalistic Inquiry

The authors infer that pre-adolescents don't perform to their intellectual potential because they aren't taught how to think and research independently. Teaching to the curriculum has become a requirement, and this imposes restrictions on what can be achieved. The contention of this chapter is that a child can formulate effective thought independently through naturalistic inquiry. The question is posed: How do we teach a complex concept to a six-year-old child? The authors hypothesize an experiment thus: given an academic paper, is it possible to explain, without ambiguity, the essence of that paper to a child? The ideas encapsulated in this chapter can be extrapolated for returning adult learners and are particularly relevant to second language acquisition.

Self-Directed Learning Strategies in Adult Educational Contexts

Self-directed learning is a teaching model where the learning content which is predetermined by the educator as well as the students tends to learn at their own pace to enable them to master the content provided. The features of self-directed learning may include individual autonomy, learner control, and autoindexing. In addition, self-directed learning has grown to become a generic training model for medicine, business, and adult education. Problem-based learning also tends to involve elements of self-directed instructions in its model. Self-directed learning also has evaluation tools that enable it to measure the impact of the self-directed learning on the students such as the ability for the students to perceive themselves as having the skills as well as attitudes required for successful learning.

The Value of Pacing in Promoting Self-Directed Learning

The chapter presents significant considerations for pacing amid directing own learning in an open distance e-learning environment (ODeL), assuming principles to achieve learning outcomes through processes that support learning style/s in leading own learning. Looking at a variety of factors, the prototypes for self-directedness and elements for self-pacing are presented. A case of an ODeL institution was explored and interviews conducted (n=57) to examine self-directed learning contextual factors in relation to the speed at which learners assume leadership in achieving learning outcomes within an (ODeL) context and gaining independence towards enhancing learning experience. The outcomes reveal that learners gain independence through adopting suitable speed, adopting core values, collaborating, support provided, and will to improve their skills. Finally, a self-directed paced learning framework for adult learners is offered.

Overview of Learning From Past to Present and Self-Directed Learning

Because it was difficult to find information during the last century, it was significant to raise individuals who acquired, learned, and memorized it and had basic level skills. Currently in our world, memorizing information has lost its significance. Thanks to the technological developments, reaching the desired information has become extremely easy. Therefore, what is being expected from the individuals today is to question the accuracy of the information they reached, to produce new information from the one in hand, and to realize the change and transformation with the information they acquired by the help of self-directed learning skills. Nowadays, the changes occurring in technology and information every single day have made lifelong learning and in this direction self- directed learning important, which is one of the basic elements of it. The societies that bring up individuals who assume their own responsibility by seizing the transformation in education and execute the necessities of it have a voice around the world and direct the future.

Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?

As the nexus between personalized learning and technology-mediated learning, self-regulated learning is a topic of great research interest and a range of issues are still open for investigation. There is a substantial interest in the instructional tools supporting SRL in digital learning environment. In this chapter, the authors present an empirical evidence of self-regulated learning experiences dwelled in a blended learning environment in higher education. In this particular context, the experiences obtained from two intervention groups who engaged in the same blended learning course were examined. The purpose is to provide an insight regarding the current trajectories of learning in terms of student-centered approach with relation to emerging pedagogical practice. Results show that pedagogical approach does not guarantee a pleasingly improved learning; rather, there is a need for additional mechanism that might raise students' interest. Subsequently, imperative implications for educators, researchers, and curriculum developers are forwarded.

Designing Innovative Faculty Development Initiatives Through the Lens of the Adult Learner

As adult learners, faculty bring a range of experiences, content knowledge, and motivations with regard to the learning environment. With the continued growth of online enrollment, colleges and universities are focusing on learning theory, course design, and pedagogical shifts for teaching in today's classroom. Faculty development staff can use adult learning theories to guide the creation of alternative ways to deliver professional development. The authors highlight instructional design and program assessment as critical areas in supporting quality faculty development programs. This chapter will discuss trends in online education, adult learning theory research, the role of the instructional designer, and assessment of faculty development programs.

The Nature of Success in Doctoral Education

Doctoral attrition rates have remained around 50% for nearly four decades at significant costs to the student, department, institution, and society. In this chapter, the author analyzes the literature and make an argument for three critical strategies of degree completion: 1) the nature of the adult doctoral student, which involves an identity shift from dependent student to independent scholar; 2) the nature of the doctoral advisor, which involves more holistic supervision and support; and 3) the nature of goal-setting, which acts to organically link the two and focus effort and attention. Taken together, they provide a holistic framework that can counter the pervasive attrition rates and lead to greater doctoral student success.