M5 Self Directed Learning

Four Stage Mentoring Cycle

Preparing

Negotiating

Enabling

Coming to Closure

Self Directed Learning

Students take responsibility for learning beyond what’s presented in class

• The outcome of creating an experience that empowers learners to make decisions about the information they want to become proficient in (Robinson & Persky, 2020).

SDL characteristics

Students are given meaningful choice and voice in their learning (“Flipping the classroom”)

1. Self-identifying learning needs

2. Setting own goals

3. Finding own resources

4. Implementing own strategies

5. Evaluating outcomes

SDL and lifelong learning

SDL fosters lifelong learning

• essential for HCPs

Role of Educators

In SDL, educators take on a more secondary role

• Build a cooperative learning environment

• Help motivate and direct student learning

• Facilitate students’ initiatives for learning

• Consultation

SDL benefits

Increased

• Feelings of autonomy, mastery

• Effectiveness of learning process

• Breath and depth of knowledge learned

• Motivation

• Control over learning process

• Confidence

• Creativity

• Critical thinking

• Supports unlimited learning potential

• Ownership over learning goals and outcomes

SDL vs Self Paced Learning

Content and structure (assignment deadlines, assessments, etc) are pre-determined

• Students are only given control of when they complete content

• Student controls the timing and speed, not what is learned

SDL vs Self Regulation

Refers to how learners handle their own emotions, behaviours, and thoughts

• Goals are predetermined by an instructor

SDL requires learners to set their own goals and define how they will learn it

SDL Model Three Overlapping Dimensions

There are 3 overlapping dimensions that interact with each other to facilitate effective SDL (Garrison, 1997)

• Self-management

• Self-monitoring

• Motivation

Self Management

The dimension that deals with ownership and sense of control

• Personal control over:

  • Learning goals

  • Learning process

  • Methods utilized for attaining goals

  • Selection of resources

  • Modes of assessment

Example:

• Creating learning goals and a plan to achieve them for your placement

Self Management Reflection Questions

What do you intend to learn from your placement experience?

How do you plan to achieve these learning outcomes?

What resources do you have available to you?

What support and assistance are provided to you by your mentor?

What expectations do you have for yourself in your placement?

Self Monitoring

The dimension that deals with evaluating your ability to achieve your learning goals.

• Self-reflection and verification of your reflection (e.g. feedback from peers/colleagues)

• Balance b/w internal monitoring and external monitoring

Example:

• Journaling, progress meetings with your mentor, unstructured meetings with other placement students, written/verbal assignments in class

Self Monitoring Reflection Questions

How will you measure the success of your practice in placement?

How will you receive feedback on your ongoing performance?

What feedback have you already received?

In what ways are you succeeding in your placement?

In what areas are you being challenged?

Motivation

The perceived value and anticipated success of learning goals

Two types:

• Entering Motivation

• Task Motivation

Entering Motivation

Commitment to taking action towards achieving a goal you set

• Usually strong at the start

Task Motivation

Inclination to pursue your goals and maintain that effort over time

• Usually harder in SDL, harder to sustain

Example Motivators

How students are motivated

• Alignment w/ goals

• Personal interest in learning

• Personal significance of tasks

• Perceived competence and feelings of self-efficacy

• Perceived control over learning and behaviour

Motivation Reflection Questions

What topics or courses relate to your placement work?

What skills and abilities do you bring to your placement?

What personal interests do you have that are tied to your placement work?

What are the benefits of completing your placement?

How successful do you expect to be your placement?

What actions can you take to enhance the collaboration between you and your mentor in directing your learning?

Other SDL Factors

Other factors important to SDL

• Working collaboratively with peers and colleagues

• Appropriate assessment measures

• Opportunities to appraise your placement setting at the end of your experience

• Continuous reflection

• Critical thinking

SDL buzzwords

SDL in a nutshell

• Autonomy

• Resourcefulness

• Personalized goals

• Creativity

• Mastery

• Self-paced

• Self-management

• Initiative

• Reflection

• Feedback

• Evaluation

Assessing SDL

It can be tricky to assess SDL

• Reliance on self-reported measures

  • Reflection, interviews, observations on behaviour

• Easier to measure outcomes:

  • Acquisition of skills / content

  • Assessment before and after to gauge learning

Challenges of SDL

1. Lack of structure can cause student anxiety, confusion, or unwillingness to embrace SDL approach

2. Timing of introduction

3. Feasibility in particular fields (e.g. medicine)

4. Ability to provide students with appropriate support, guidance, resources