Self-directed learning – a learning issue for students and faculty!

Abstract

Self-directed learning (SDL), is an essential concept in problem-based learning (PBL), and, in a broader sense, student-centred learning. Considering the complex nature of SDL, it has been taken for granted and given a shallow meaning, i.e. self-study. In order to develop a deeper understanding and make use of the potential in SDL, this paper discusses and puts forward a more profound meaning. The importance of regarding becoming a self-directed learner as a learning process, and the need for teachers to take part in the learning, is crucial. Two ‘thinking models’, one concerning the PBL tutorial work and one the relationship between tutorial work and self-study, are introduced. The unifying idea behind the reasoning is to emphasise the essence of providing opportunities for, as well as stimulating, the students’ inquiring approach and responsibility.

Keywords:

• self-directed learning
• problem-based learning
• inquiry
• tutorial session
• information literacy
• self study

Notes

1. The empirical study carried out aimed to try to understand the culture of student-centred learning from the students’ perspective within PBL curricula (Silén 2000). The study had a discovery approach, in this case, ethnography, and the field studied was one semester in the PBL nursing programme at the faculty. Observations and dialogues were the main methods for collecting data while in the field. Scheduled activities such as lectures, seminars, tutorial sessions and information meetings, as well as breaks, the students work in the library and their clinical practice period were studied.

2. Cosmos = The beautiful order.