ERIC Number: ED184589
Record Type: RIE
Publication Date: 1977
Reference Count: 0
Self-Planned Learning in America. Final Report.
Penland, Patrick R.
Through a nationally-administered questionnaire and a literature review, this report explores developments in the psychology of self-planned learning. The introduction presents a review of the current literature, hypotheses concerning the motivation and methods of adult learning, and assumptions made for this survey. The questionnaire was administered to a national probability sample of 1051 adults aged 18 and over by interviewers on a one-to-one basis. The presentation and statistical analysis of responses to the questionnaire focus on various aspects of continuing learning through self-initiated learning projects: reasons people prefer to learn on their own; how they become involved; learning goals; number, type, and length of projects; suggested means of evaluation; preferred categories in which self-learning takes place; and use of supporting information for a learning project. Results are discussed in terms of four types of adult learners: (1) combination learners, who conduct their own learning projects and participate in some type of course; (2) self-initiating learners, who conduct their own learning projects; (3) formal learners; and (4) non-learners. Implications for professionals including librarians serving the learning needs of adults are discussed. Appendices contain a 20-page bibliography, glossary of terms, survey questionnaire on individual self-planned learning, and an explanation of interviewing and sampling procedures by Opinion Research Corporation, who administered the survey. (SW)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Sponsor: Bureau of School Systems (DHEW/OE), Washington, DC. Library Research and Demonstration Branch.
Authoring Institution: Pittsburgh Univ., PA. Graduate School of Library and Information Sciences.
Note: For related document, see ED 152 987.