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- Vol 4 RE: Chapter 18
self-directed learninglearner autonomyteacher facilitationinstructional scaffoldinggoal settingresource evaluationreflective practicelearner agencyJournal article Evidence summaryAt a glance
Botha, du Toit-Brits, and Blignaut synthesise theoretical perspectives on self-directed learning and the changing role of teachers.
Key ideas
Self-directed learners diagnose needs, formulate goals, identify resources, choose and implement strategies, and evaluate outcomes, but this agency develops through supportive educational relationships rather than teacher absence. The article discusses motivation, creativity, adaptability, learner diversity, digital contexts, and the capabilities teachers need to create environments that gradually transfer responsibility. Teachers act as designers, facilitators, models, coaches, and providers of feedback while ensuring that learners have sufficient knowledge and structure to make productive choices.
Why it matters
For educators, the review recommends explicit instruction in goal setting, planning, resource evaluation, monitoring, and reflection; meaningful choice within clear expectations; responsive scaffolding; and assessment practices that help students become increasingly capable of directing future learning.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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