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:

  • motivate themselves,
  • identify their own learning needs,
  • plan, execute and monitor their own learning pathways with regard to (externally or self-determined) goals and the requirements of the current learning situation,
  • recognize and make use of existing degrees of freedom and
  • make situational adjustments.

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.

  • Enabling: How can we create a culture of learning that focuses on ‘empowering rather than professing’ (‘Ermöglichungsdidaktik’)? Which learning, teaching and environmental factors seem to be conducive to self-directed learning? How can we design support structures despite tight budgets?
  • Implementing: What learning environments promote learner self-efficacy? What can teaching approaches open to self-directed learning look like? How can learning arrangements with a high degree of self-direction be reconciled with the learning experiences of students in more frontal teaching? What role can artificial intelligence (AI) play in self-directed learning? What forms of assessment are appropriate for self-directed learning?
  • Supporting: What does professional support of the learning process look like? What can a coaching mindset on the part of teachers achieve? What qualifications and requirements does this entail for teachers? Are teachers themselves always self-directed learners?

The following presentation formats are welcome:

  • Talks (25 minute presentations followed by 10 minute discussions)
  • Moderated discussions (5-7 minute inputs followed by 30 minute moderated discussions)
  • Workshops (40 or 80 minute workshops; please specify desired duration in your proposal)