Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning

By Sofie M. M. Loyens, Joshua Magda, Remy M. J. P. Rikers. 2008

784 citations recorded by the source corpus.

This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/688cab86fff96f214c8f90376f74bcdbf56c76a9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements (2010, background): “A second prerequisite for self-directed learning is the possibility to choose (Brockett 2006) and the degrees of control learners have (Loyens et al. 2008).”
Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 (2013, background): “The goal, however is self-directed learning which transcends self-regulated learning to include motivation and, crucially, the ability to determine what should be learned (Loyens et al. 2008).”
Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name? (2008, background): “We have come to see learning as situated within specific contexts and knowledge as constructed through interacting with all that the environment affords, be that material or human resources (Brown et al. 1989; Collins et al. 1989; Greeno 1989; Lave and Wenger 1991 ).”
Development and Validation of Instructional Modules on Rational Expressions and Variations (2017, background): “As emphasized by Loyens (2008), in a selfdirected learning environment, students have more freedom to generate and pursue their own goals and undertake critical evaluation of the materials they select.”
Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose? (2008, background): “Recent years have seen major transformations in the nature of formal academic settings that make it difficult to characterize their boundaries (Loyens et al. 2008; Winters et al. 2008).”
Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations (2008, methodology): “The research reviews by Loyens et al. (2008) on problem-based learning and by Winters et al.”