Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice (Theory and Practice of Adult Education in North America)

Brockett, Ralph G.; Hiemstra, Roger

ISBN 10: 0415005620 / ISBN 13: 9780415005623

Published by Routledge, 1991

About this Item

Used items may contain, highlighting, writing, and other previous signs of use. Used items may not contain CD's. access codes and other accompanying items when applicable. **MAY BE AN EX LIBRARY COPY**.

Seller Inventory # 2F-RL22540745

Bibliographic Details

• Title: Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice (Theory and Practice of Adult Education in North America)
• Publisher: Routledge
• Publication Date: 1991
• Language: English
• ISBN 10: 0415005620
• ISBN 13: 9780415005623
• Binding: hardcover
• Condition: Good
• Weight: 17 ounces

About this title

Synopsis

A self-directed learner is one who takes sole responsibility for his or her own learning. The idea is not a new one but has recently received renewed attention in education circles and has particular significance for the adult education sector. Self-direction represents a significant shift from traditional academic planning. It emphasizes autonomy and personal development and is now considered an important component of courses, not just in independent study or for external degrees, but in, for example, literacy training, continuing professional training, or computer and video technology. "Self-Direction in Adult Learning" provides the reader, whether academic or professional, with a comprehensive synthesis of developments, issues and practices related to self-direction and learning. Suggesting that self-direction should be considered as a way of life, it presents strategies for facilitating self-directed learning as an instructional method and for enhancing learner self-direction as an aspect of adult personality. Together with an analysis of current research trends, the book has chapters on major issues for practice, institutional perspectives of self-direction and policy issues. This book should be of interest to students and practitioners of adult education and learning and educational psychology.