THE CONCEPTS OF SELF-DIRECTED LEARNING IN HIGHER EDUCATION

Dang Thi Thanh Thuy

Dang Thi Thanh Thuy	thuydang.cen@gmail.com	VNU University of Education, Vietnam National University, Hanoi 144 Xuan Thuy, Cau Giay, Hanoi, Vietnam

Summary:

This article aimed to analyse the concepts of self-directed learning (SDL) basing on the desk study method with secondary data analysis on SDL. The research results showed that there are different concepts of SDL, belonging to three main approaches: the personal perspective, the process perspective and the combination of both perspectives. Among those concepts, the definition by Knowles (1975) is the most widely accepted with the following statements: 1/ SDL is a process; 2/ by an individual; 3/ with or without others’ assistance; 4/ the student(s) identify their own learning needs; 5/ they identify learning objectives; 6/ the students proactively prepare the resources needed to achieve the learning objectives; 7/ they select and implement appropriate learning strategies to meet learning goals; 8/ assess learning outcomes. The common point in the SDL concepts is to define the students’ active role and to exalt the students’ responsibility in the learning process. The results and proposed suggestions contribute to enhance the education quality of Vietnamese higher education institutions, meeting the educational goals and the students’ learning needs.

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Keywords:

self-directed learning

personal perspective

process perspective

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Journal:

No. 48, December 2021

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

THE CONCEPTS OF SELF-DIRECTED LEARNING IN HIGHER EDUCATION