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In this chapter, it is argued that self-directed learning has potential as an educational approach in higher education, particularly since it has positive effects on students’ learning experiences and yields skills for lifelong learning that are relevant today. However, educational and institutional requirements and frameworks in higher education might hamper its implementation. Taking the ATLAS programme of the University College Twente (part of the University of Twente in the Netherlands) as an example, it is shown how such implementation can still take shape. Using Garrison’s (Adult Educ Q 48(1):18–33, 1997) integrative model of self-directed learning that includes self-management, self-monitoring, and motivation as main, but interrelated dimensions, the design of the ATLAS programme is explained. It is shown that, even though educational and institutional requirements and frameworks might confine the possibilities for more “open programmes”, they still leave enough room to create study programmes based on self-directed learning.

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Striking the Balance between Freedom and Confinement: Implementation of Self-Directed Learning in an Interdisciplinary Bachelor’s Engineering Programme

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  • 发表日期：

    2026年

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  • Pascal Wilhelm

摘要

In this chapter, it is argued that self-directed learning has potential as an educational approach in higher education, particularly since it has positive effects on students’ learning experiences and yields skills for lifelong learning that are relevant today. However, educational and institutional requirements and frameworks in higher education might hamper its implementation. Taking the ATLAS programme of the University College Twente (part of the University of Twente in the Netherlands) as an example, it is shown how such implementation can still take shape. Using Garrison’s (Adult Educ Q 48(1):18–33, 1997) integrative model of self-directed learning that includes self-management, self-monitoring, and motivation as main, but interrelated dimensions, the design of the ATLAS programme is explained. It is shown that, even though educational and institutional requirements and frameworks might confine the possibilities for more “open programmes”, they still leave enough room to create study programmes based on self-directed learning.