Self-Directed Learning

Self-directed learning (SDL)Self-directed learning (SDL) has a richDandekar, S. heritage in practicallyPractically all countries, with talesTales of leaders having self-taught themselves to achieving great heightsHeights. With the changing times, globalization, and knowledge explosion, it is becoming increasingly necessary for learners to self-learn and for teachers to facilitate this. Therefore, the time has come for us to explore the conceptualizationsConceptualizations behind SDLSelf-directed learning (SDL). Further, the terms ‘self-learning’, ‘self-directedSelfdirected learning’, and ‘self-regulated learning’ (SRL)Self-regulated learning (SRL) are often used interchangeably. The purpose of this chapterChapter is to help the readers to develop insight into the topic and to familiarize them with the use of SDLSelf-directed learning (SDL). This will help the readers to use SDLSelf-directed learning (SDL) in a judicious manner. The first part of the chapter will be devoted to building a knowledge platform while the latter part will be focused on the implementation of SDLSelf-directed learning (SDL). Thus, in the first part of the chapter, we will clarify the terminology differentiating other types of learning and myths about SDLSelf-directed learning (SDL). While building up a theoretical base, we shall elaborate upon the factors that have contributed to the developmentDevelopments of SDLSelf-directed learning (SDL) as an educationalEducational approach, reasons for various definitions of SDLSelf-directed learning (SDL), different models of SDLSelf-directed learning (SDL), the need for a conceptualConceptual frameworkFramework and select a definition that will be more explicit and oriented towards implementation after having mulled over the importance of SDLSelf-directed learning (SDL) in the health professionsHealth professions education and the barriersBarrier encountered. The latter part of the chapterChapter will be devoted to the implementation of SDLSelf-directed learning (SDL) in a medical school. The role played by cultureCultures in the implementation of SDLSelf-directed learning (SDL), the stages of learning from dependent to independent, and key elements of SDLSelf-directed learning (SDL) giving examples of various T-L methods that can be adopted shall be elaborated. For an SDLSelf-directed learning (SDL) programme to become successful, both, students and teachers need to have certain skills. The attributes to analyse the different types of learning needs, readinessReadiness for self-directedSelfdirected learning, and correlation with personal learning plans shall be deliberated. Contrary to some notionsNotions about SDLSelf-directed learning (SDL), teachers could hone their skills by the use of determinants of learning (PEEK), learning styles (VARKVARK), and the learning cycle to help the students towards SDLSelf-directed learning (SDL). The role of the teacher will change depending on the stage of the learner. Finally, in the propagationPropagation of this conceptConcepts, as is the case in any teaching–learning process, the use of feedback and reflective inquiry to aid SDLSelf-directed learning (SDL) as an avenue towards deep learningDeep learning (DL) shall be discussed briefly. This shall be adequately fortified by a section on different approaches to assessmentAssessment and evaluationEvaluation of SDLSelf-directed learning (SDL) that can help the learner and teacher to check his/her developmentDevelopments.