1 / 10

Promoting Self-Directed Learning in Graduate Students

This presentation focuses on promoting self-directed learning in graduate students. It explores the concepts of self-directed learning, the role of the learner, and the relationship to graduate student experiences. Practical scenarios and strategies for implementation are discussed.

votaw
Download Presentation

Promoting Self-Directed Learning in Graduate Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Promoting Self-Directed Learning in Graduate Students Lisa Thomson University of North Carolina at Charlotte

  2. Introductions • Who Am I? • Practitioner • UNC Charlotte – Belk College of Business • Doctoral Student • North Carolina State University • Who is in the Audience? • Name • Institution • Work with graduate students?

  3. Learning Objectives • Define self-directed learning • How it relates to graduate students • Apply concepts to practice

  4. Self-Directed Learning • Linked to Malcolm Knowles’ (1970) term of andragogy • Tough (1979) – distinct field of study • Focused on adult students & adult learning • Recent research • Self-regulation • Workforce development focus

  5. Key Concepts • Control of Learning • Student versus Teacher • Novice versus Subject Matter Expert • Role of Learner • Learner knows own needs • Personalized learning experience • Reflective practice/self-evaluation • Role of context • Social environment • Supportive structure

  6. Relationship to graduate Students • Graduate Student Experience • Specialized learning • Individual motivation for education • Facilitating learning in the classroom • Goal setting and attainment • Faculty Involvement • Mentoring • Individualized planning

  7. Scenarios – Theory to Practice • Career Counseling – job search • Student Activities – event planning • Classroom Teaching – syllabus/assignments • What examples do you have from your institutions?

  8. Final Thoughts • Promote reflective practice • Offer experiential learning • Incorporate learning contracts • Provide support • Serve as facilitators • Increase meaningfulness of learning

  9. References • Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. London and New York: Routledge. • Elias, J. L., & Merriam, S. B. (2005). Philosophical foundations of adult education (3rd ed.). Malabar, FL: Krieger Publishing Company. • Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33. • Knowles, M. S. (1970). Self-directed learning. New York, NY: Association Press. • Merriam, S. B., & Brockett, R. G. (2007). The profession and practice of adult education: An introduction. San Francisco, CA: Jossey –Bass. • Tough, A. (1979). The adult’s learning projects: A fresh approach to theory and practice in adult learning (2nd ed.). Austin, TX: Learning Concepts. • Weidman, J. C., Twale, D. J., & Stein, E. L. (2001). Socialization of graduate and professional students in higher education: A perilous passage?In A. J. Kezar (ed.).ASHE-ERIC Higher Education Report, 28(3). San Francisco, CA: Jossey-Bass. • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.

  10. Thank You! For Questions & Comments: Lisa Thomson lisa.thomson@uncc.edu

More Related