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Self-Directed Learning and Self-Regulated Learning: What’s the Difference?
A Literature Analysis
Holley Marie Linkous University of Tennessee, Knoxville
Abstract : Self-directed learning (SDL) is widely associated with adult learning but is occasionally misunderstood. As a result, the term self-regulated learning (SRL) has been used interchangeably with SDL in literature. Based on a content analysis, this paper explores the difference between techniques of SDL and SRL and provides a basic interpretation of the results found in foundational literature in both areas. This paper outlines the definitions used for understanding the theories, a discussion of the connections between SDL and SRL, and implications for practice and future research.
Keywords : self-directed learning, self-regulated learning, learning strategies
Self-directed learning (SDL) and self-regulated learning (SRL) are similar in numerous ways, but it is imperative to acknowledge the divide between the two learning concepts. Some scholars argue that the difference lies in influential strength; as SRL exhibits strengths in “cognitive and motivational features of learning, while the strength of SDL is its external control features” (Pilling-Cormick & Garrison, 2007, p. 29). Other scholars argue that the link between the two is less clearly defined and cite usage of the terms interchangeably (Saks & Leijen, 2014). This ambiguity leads to confusion among scholars and practitioners, which in turn leads to improper instruction and transmission to students (Brockett & Hiemstra, 1991).
Educating adults in a way that promotes autonomous learning is a growing need in a fast-paced world. By establishing clear differences between adult learning techniques, educators and learners alike are better equipped to manage learning challenges at any level. There is a lack of understanding in the difference between self-directed learning (SDL) and self-regulated learning (SRL). Though both theories have been found as important learning processes for achieving learning goals, there is little evidence to identify how the two directly compare. This paper will have three sections. First, I will offer a brief introduction on self-directed learning and self- regulated learning. Second, I will discuss how the components are different, while also highlighting some similarities. Finally, I will conclude with implications for practice and future research. Literature Review
This argument is largely situated on a direct understanding of the terms. Therefore, it is important to clarify the definitions I will be using for discussion. The following definitions guided my analysis of the literature. This section also provides some of the foundational literature that guided my understanding of the concepts, giving context to the definitions. By considering how the terms were used, and to what learning instances the terms referred, I was able to focus the terms into a story that provided substantial information on the similarities and differences.
Foundational Text of SDL
The following two definitions from Brockett and Hiemstra (1991) provided the guide for analysis of literature regarding SDL. I believed it was important to understand self-directedness first, to best understand SDL.
Self-directedness. Self-directedness, or learner self-direction, refers to an individual’s internal learning and growth process as well as the external influences experienced through instruction (Brockett & Hiemstra, 1991).
Self-directed learning. Self-directed learning is defined as both a process of learning in which the individual establishes elements of control over their own learning, and characteristics of learners including self-efficacy and motivation (Brockett & Hiemstra, 1991; Hiemstra & Brockett, 2012; Ruttencutter, 2018; Stockdale, 2003).
SDL “refers to both the external characteristics of an instructional process and the internal characteristics of a learner, where the individual assumes primary responsibility for a learning experience” (Brockett & Hiemstra, 1991, p. 24). It is a process in which the learner plans, implements, and evaluates personal learning (Brockett & Hiemstra, 1991). Internal characteristics may include self-discipline, love of reading, and curiosity (Guglielmino, 2013; Tredoux, 2012). The successful ability to set learning objectives, create a learning plan, and develop motivational techniques as needed for individuals high in SDL capacity (du Toit-Brits & van Zyl, 2017)
Foundational Text on SRL
The definitions I used from Baumeister and Vohs (2007) allowed a clarity of self-regulation and SRL. As was the case with SDL, I believed understanding the theory of self-regulation needed to predicate the analysis of SRL as a learning approach.
Self-regulation. Self-regulation is a mental state and process in which individuals focus on goal attainment, including control over feelings and thoughts, and being proactive and reflective about self-monitoring (Baumeister & Vohs, 2007; Peterson, 2006; Zimmerman, 2000).
Self-regulated learning. SRL is a process of learning that is self-directed in nature, employing tenants of forethought, monitoring, control, and reaction in a learning transaction (Baumeister & Vohs, 2007; Panadero, 2017; Pintrich, 2000).
Self-regulation theory consists of four basic components: Determine a standard, monitoring, willpower, and motivation (Baumeister & Vohs, 2007). SRL indicates a presence of “personal initiative, perseverance, and adoptive skill” (Zimmerman, 2011, p. 70). It is a multi-dimensional consideration of where, why, and how some learners employ self-regulation in their learning experiences, while others do not (Zimmerman, 2011).
course content than learning opportunity for SRL. As SRL skills and strategies improve over time with practice and reflection, adult educators can inspire learners to use such techniques to promote a more successful and positive learning experience (Zimmerman & Kitsantas, 2005).
References
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