Promoting Self-Directed Learning in Graduate Students
Explore strategies and concepts to promote self-directed learning in graduate students, focusing on the relationship to adult learning theory, key concepts, practical scenarios, and the importance of reflective practice. Learn how to enhance the graduate student experience through self-regulation, personalized learning, and faculty involvement.
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Presentation Transcript
PROMOTING SELF-DIRECTED LEARNING IN GRADUATE STUDENTS Lisa Thomson University 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 (3rded.). 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.
THANK YOU! For Questions & Comments: Lisa Thomson lisa.thomson@uncc.edu
