Section 9: Enabling, implementing and supporting self-directed learning
Dr. Sabine Dyer (Universität Bonn) & Beatriz Friedel Ablanedo (Ruhr-Universität Bochum) & Enke Spänkuch (Ruhr-Universität Bochum)
In an era characterised by the rapid dynamisation of knowledge (‘Wissensexplosion’) and social change, people are increasingly called upon to manage their learning in flexible and sustainable ways and to take responsibility for it. Moreover, as our world becomes more linguistically and culturally hybridised, the demands for life-long language learning are higher than ever.
Self-directed learning approaches meet these contemporary needs: those who can self-direct their learning have advantages when coping with complex situations and are better prepared for an uncertain future. They are able to:
This is because self-direction can increase learning success: research into learning psychology illustrates that higher levels of self-determination in choosing learning objectives and forms of learning lead to better learning performances and to a better retention of the material. Opportunities for choice and self-directed action can be perceived as motivational and thus promote experiences of self-efficacy.
Self-directed learning is by no means limited to ‘learning alone’ and, contrary to some popular assumptions, does not necessitate technological support. Instead, it relies on communication, interaction and cooperation between individuals in social contexts and, while self-directed learning can be facilitated by digital learning environments, it does not necessarily require them.
We invite you to join us in thinking about how we can support self-directed learning at various levels.
The following presentation formats are welcome: