Creativity through self-directed learning: three distinct dimensions of teacher support

ABSTRACT

Self-directed learning and creativity are critical workplace competences that are important to foster in formal educational settings. Previous studies have identified a relationship between self-directed learning and creativity, but the specific nature of this relationship is unclear. The purpose of the present theoretical paper is to examine through a literature review the possibility that creative learning outcomes can be supported through a self-directed learning process. The importance of considering self-directed learning in the context of adult learning – as a pragmatic learning process – is outlined. A conclusion is drawn that (1) creative learning outcomes are potentially supported through self-directed learning, and (2) in the process, teachers can provide support to learners in three distinct different ways. A variety of pragmatic educational activities that may enable self-directed learning and creative learning outcomes are discussed, including experiential learning; workplace simulations; and problem-, case-, and (e-) portfolio-based learning. In these activities, teacher support seems advantageous for many learners. The three distinct dimensions of teacher support identified in the present paper are important to consider in further empirical studies on self-directed learning.

KEYWORDS:

• Self-directed learning
• creativity
• constructivism
• experiential learning
• pragmatism

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Creative learning outcomes are potentially supported through learner-direction of the learning process (Figure 2: arrow a). This process is supported through teacher-direction in three ways: Firstly, upon the process of information input (arrow b); secondly, directly upon control of direction of the learning process (arrow c); and/or thirdly, upon the process of (co-) constructing meaning (arrow d).

Additional information

Notes on contributors

Thomas Howard Morris

Thomas Howard Morris PhD is a lecturer in education and sociology at Bath Spa University, United Kingdom. His research interest is in understanding the didactic process of facilitating self-directed learning in formal educational settings. He completed his PhD in 2019 in Educational Sciences at Technische Universität Kaiserslautern, Germany. Until 2015, he was a lecturer and course leader at a further education college in London.