Understanding self-directed learning

1. Definition of self-directed learning
Self-regulation and control ability should be premised.

2. The need for self-directed learning
– have the ability to adapt in increasingly rapid and diverse social changes
– Can contribute not only to learning but also to society.

3. The process of self-directed learning
1) Diagnosis of student’s current condition
2) Attention training
3) Subject Learning Strategies
4) Learning through extra-curricular activities (ex, Taking a rest)
5) Training to evaluate and correct oneself
– Can have the ability to make his own motivation and carry on continuously through the sequential process
– Step 6 of self-directed learning: Self-analysis > Set the goals > Plan > Practice and do self-assignment > Evacuation > Modification

4. Self-directed learning strategy according to the level of students
– All levels: Learning motivation, attention, delaying gratification, self-adjusting ability, learning strategies, and good habits formation can be applied to all students because they basic to self-directed learning.
– There is a difference to train students because there is a difference in level of cognitive development according to grade.
– Depending on the level of students;
Top-level students: Time management and habits formation are necessary.
Mid-level students: Students need to be trained in subject-specific strategies.
Low-level students: A strategy to reinforce learning motivation is needed

5. Expected effects of self-directed learning
– Can form learning motivation
– Improve ability to utilize the strategy
– increase attention span through frontal activation
– Improve grades
– Improve delayed gratification, self-regulation and control
– Overcome the anxiety of the test

6. Theory Related to Learning Motivation
1) Clark L. Hull’s Impulse Drive Reduction Theory: A theory of motivation developed by Clark L. Hull, the Drive-Reduction Theory focuses on how motivation originates from biological needs or drives. In this theory, Hull proposed a person’s behavior is an external display of his desire to satisfy his physical deficiencies. According to him, the primary impulse must be resolved to accommodate the acquisition impulse.
– Learning is required only when the natural mechanisms and the reactions associated with them do not reduce the needs of the organism.
– Strengthening is learned by reducing the desire and presenting the satisfying stimulus of the desire of the organism and satisfying the desire of the organism (that is, solving the desire).

2) Abraham H. Maslow desire hierarchy theory: Maslow’s hierarchy of needs is a theory in psychology proposed by Abraham Maslow in 1943. Maslow subsequently extended the idea to include his observations of humans’ innate curiosity. There is a desire to have from the birth of a human being, and the theory that it satisfies a higher degree of desire when satisfying a low dimensional desire. The need for self-realization and learning motivation, which correspond to high-dimensional desires (ex, self-realization, self-esteem and love), means that low-dimensional needs(safety and physiological needs) must be resolved.
The hierarchy of needs theory of Abraham H. Maslow (1908-1970)

– proposed the motivational theory based on the hierarchy of desires as the founder of humanistic psychology
– The motivation to learn is internal, it comes from the student, and the purpose of learning is self-realization, and educators insist that they should try to draw it.

7. When does the self-directed learning form?
– Lorentz’s imprinting theory: Lorenz is recognized as one of the founding fathers of the field of ethology, the study of animal behavior. He is best known for his discovery of the principle of attachment, or imprinting, through which in some species a bond is formed between a new born animal and its caregiver.
– Providing a foundation for self-directed learning in the lower grades is a force that enables the student to do self-directed learning when he or she is in the senior year.

8. How to guide students who are not self-directed
– It is important to identify the current student’s characteristics, friendship, physical characteristics, learning habits, and apply appropriate methods
1) How to teach students in the lower grades
– Students with low levels often have no experience of achievement
– Creating a sense of purpose and providing opportunities for students to experience self-fulfillment and sense of accomplishment through a small success experience will motivate students to learn.
2) How to teach students who know how to study well but do not study themselves
– The higher the grade, the more the levels tend to fall.
– It is necessary to try to set up, plan, and practice self-directed learning through self-directed learning

9. How to identify the right self-directed learning institutions
– Agencies or centers that say they can change students in the short term are not good.
– Identify if there are any professionals.
– It is not good a good agency or center if they put many mixed programs.
– Check if there is an effective case.

10. Parent’s role in self-directed learning
1) Let’s wait.
2) Let’s communicate with your child.
3) Become a self-directed parent.
4) Let’s accept the child’s decision.
5) Provide feedback that increases the child’s self-esteem, confidence, and achievement.