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ERIC Number: ED230705
Record Type: RIE
Publication Date: 1983-Apr
Pages: 20
Abstractor: N/A
Reference Count: 0
Towards a Paradigm of Developmental Levels of Self-Directed Learning.
Kasworm, Carol E.
Because self-directed learning behaviors are inherently interwoven within a foundation of lifespan cognitive and contextual characteristics, researchers must examine the theory and application of self-directed learning not just as an externally-defined or self-perceived process but also as an internal process of continual development grounded in a framework of both cognitive and human developmental psychology. The developmental perspective for examining the evolution of cognitive and affective transactions of self-directed learning suggests a three-dimensional framework. This framework would incorporate the following components: (1) specific levels of behavior and skills to engage in and complete the action of self-directed learning, (2) specific levels of cognitive complexity necessary for the specific nature of acts of learning, and (3) specific levels of affective value toward knowledge and learning actions. This framework assumes that there are specific developmental changes caused by person-environmental interactions that must occur rather than movement influenced solely by common sense, intuitive, or environmental context for the learners. One theoretical framework for such a lifespan developmental context of self-directed learning is Dr. William Perry's scheme of cognitive and ethical development. (MN)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Perry (William)
Note: Presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Canada, April 1983).