HUMANIST/SELF
DIRECTED
LEARNING THEORY
Agenda
 Definition of learning in view of humanist theory.
 What is meant by self-directed learning?
 Relation between learning continuum and self-directed
learning.
 Criticism on self-directed learning.
 Real-life examples.
 Group perspectives.
Humanist theory
Learning is viewed as a personal act aimed at fulfilling one's
potential to become a fully functioning human being.
Learning Is About the Development of the Person
Example
You discover that you enjoy cooking. You find it relaxing and
creative and you feel a sense of accomplishment and pride when
you share your dishes with friends.
You decide you would like to learn more about a particular cuisine
and you plan how you would like to learn this new cuisine.
You might take a class, read a book, hire an expert, or experiment
on your own. You would decide when you have learned what you
want to know.
Assess learning needs  self-actualization
Maslow's triangle
Hierarchy of needs
Self directed learning is firmly lodged in the humanist theory.
Self directed learning (SDL)
“SDL
is a process in which individuals take the initiative, with or
without the help of others, in diagnosing their learning needs,
formulating learning goals, identifying human and material
resources for learning, choosing and implementing appropriate
learning strategies, and evaluating those learning outcomes”
Knowle’s (1975, P.18)
Knowles (1975) outlined a six-step process in planning self-directed
learning. They are:
Climate setting
• Creating an atmosphere of mutual respect and
support
Diagnosing learning needs
Formulating learning goals
Identify resources
Identifying human and material resources for learning
Choosing and implementing appropriate learning
strategies
Evaluating learning outcomes
Ratcliff, M.E. (2001). Self -Directed Learning and Learner -Control Sequencing: an Examination of the Relationship Between Two Instructional Delivery Systems and the Acquisition and
Application of Subject Matter for Teacher Candidates.
Fitting SDL into Medical education
Simulations
Computer assisted simulations
MOOCs
Problem based learning
Role play
Drill and practice exercises
More,………..
In SDL, educators must provide learners the opportunity
to develop and practice skills as:
 asking questions,
 critically appraising new information,
 identifying their own knowledge and skill gaps, and
 reflecting critically on their learning process and outcomes
Criticism to Humanist/SDL
 Lack of absolute freedom
 Readiness to self directness
 Lack of collaborative and social context!!!!!!!!!!!!!
Debate on Criticism to Humanist/SDL
 Taylor and Hamdy (2013) criticized SDL for lacking social
context of learning and other forms of group learning.
 We know from our real-life experience that this is not the
case. In SDL, students can:
Collaborate for preparing presentations.
Share their knowledge, thoughts and skills.
Debate on Criticism to Humanist/SDL
 Supportive evidence to our debate:
1. Philip Candy (In Kaufman 2003) declared that among the 100
traits for SDL are the ability of learners to be collaborative.
2. Örs et al. (2018) suggested that the level of SDL readiness is
expected to increase in higher semesters as students can discuss
and share their opinions in specific clinical situation.
Group perspectives
 SDL expands along the learning continuum as the student matures.
 Teachers carry the responsibility of learning the students how to learn (how to be
student-centered).
 Teachers should find the opportunity in the curriculum for SDL.
 Self directness should be introduced gradually to the students as they mature.
 Teacher guidance and follow up for self directed learners is mandatory
especially in the early stages of growth.
 Teacher should respect and develop learner individuality through education.
 Emphasis in SDL is on self-evaluation not on grading.
References
 Abela, J (2009): Adult learning theories and medical education: a review.
Malta Medical Journal; 21 (1): 11-18
 Kaufman, DM (2003): ABC of learning and teaching in medicine applying
educational theory in practice. BMJ; 326: 213-216.
 Merriam, SB and Bierema LL (2014): Traditional learning theories and selfdirected learning. In: Adult learning : linking theory and practice. 1st edition.
The Jossey-Bass Higher and Adult Education Series
 Örs, M (2018): “The self-directed learning readiness level of the ¨
undergraduate students of midwife and nurse in terms of sustainability in
nursing and midwifery education”. Sustainability; 10 (10): 3574.
 Taylor, DCM & Hamdy, H (2013): Adult learning theories: Implications for
learning and teaching in medical education: AMEE guide No. 83. Medical
Teacher; 35;e1561-1572.