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Problems, Chances and Limitations of Facilitating Self-Directed Learning at a German Gymnasium
(2020)
Self-directed learning is becoming more important than ever. In a rapidly changing world, learners must be ready to face new obstacles. Self-directed learning gives the learners the chance to adapt to these social contextual changes. But facilitating self-directed learning in formal settings seems to be a risky task and venture. To accomplish its facilitation, many limits must be overcome.
In this thesis, lessons at a German school called a Gymnasium – the type of school where learners can get the highest school level degree – were observed in order to find out in how far elements of self-directed learning can be found in the observed lessons. For the comparison, the process elements of Knowles’ book “Self-Directed Learning: A Guide for Learners and Teachers” from 1975 were adapted to the observations of the lessons.
A central part of the observations and interviews of the teachers was to find out which limitations in the facilitation of self-directed learning can be found in terms of the institutional framework and the attitude of the teachers. The results of the observations highly differentiated. Whereas in many of the observed scientific lessons, many elements of self-directed learning were found, the lessons in social studies were teacher-directed. Also, a different attitude between the teachers was found in terms of the support for self-directed learning.
Importantly, the thesis includes the scientific critic of self-directed learning instead of excluding it and proposes the facilitation of Grow’s “Self-Directed-Learning Model” (1991) where the level of the learner’s self-directed learning is supposed to progress during school. This thesis is relevant for educators, curriculum developers, teachers and policymakers to help them identify the difficulties and chances to facilitate SDL in formal settings.