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Updated: Dec 23, 2025

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Developing Self-Directed Learners.

Jennifer D Robinson1, Adam M Persky2,3

  • 1Washington State University College of Pharmacy and Pharmaceutical Sciences, Spokane, Washington.

American Journal of Pharmaceutical Education
|April 22, 2020
PubMed
Summary
This summary is machine-generated.

Self-directed learning empowers students to set goals and manage their education. Educators must scaffold learning and plan for challenges to foster these essential skills in higher education.

Keywords:
instructional designself-directed learningself-pacedself-regulationstudent led learning

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Area of Science:

  • Education
  • Pedagogy
  • Higher Education

Background:

  • Self-directed learning (SDL) is a pedagogical approach with roots in the 1960s.
  • It contrasts with traditional lecture-based models by shifting control to the learner.
  • SDL is recognized as a crucial skill set for college graduates.

Purpose of the Study:

  • Define self-directed learning and distinguish it from related terms.
  • Explore empirical evidence supporting the development of SDL.
  • Discuss strategies for implementing SDL in higher education settings.

Main Methods:

  • Literature review and conceptual analysis of self-directed learning.
  • Examination of empirical evidence on SDL development.
  • Discussion of implementation strategies and challenges in educational contexts.

Main Results:

  • Self-directed learning involves learners setting goals, assessment methods, activity sequencing, and seeking feedback.
  • Successful implementation requires scaffolding and development of soft skills for learners new to the model.
  • Both learners and educators face challenges during SDL implementation.

Conclusions:

  • Effective implementation of self-directed learning requires careful planning by educators.
  • Strategies to overcome obstacles are crucial for successful adoption in higher education.
  • Developing learners' soft skills is essential for them to thrive in self-directed learning environments.