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PROMOTING SELF-DIRECTED LEARNING IN GRADUATE STUDENTS
Lisa ThomsonUniversity of North Carolina at Charlotte
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?
LEARNING OBJECTIVES
Define self-directed learning How it relates to graduate students Apply concepts to practice
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
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
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
SCENARIOS – THEORY TO PRACTICE
Career Counseling – job search Student Activities – event planning Classroom Teaching – syllabus/assignments
What examples do you have from your institutions?
FINAL THOUGHTS
Promote reflective practice Offer experiential learning Incorporate learning contracts Provide support Serve as facilitators Increase meaningfulness of learning
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.