Uncovering the Treasure of Self-Directed Learning
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| Title: | Uncovering the Treasure of Self-Directed Learning |
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| Language: | English |
| Authors: | W. Alex Foxworthy, William McCarter |
| Source: | Inquiry: The Journal of the Virginia Community Colleges. 2025 28(1). |
| Availability: | Virginia Community College System. e-mail: info@vccs.edu; Web site: https://commons.vccs.edu/inquiry/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Independent Study, Motivation, Student Satisfaction, Personality Traits, Learning Motivation, Achievement Gap, Well Being, Student Centered Learning, Learner Engagement, Classroom Environment, Electronic Learning, Intermode Differences, Authentic Learning, Intellectual Disciplines, Differences, Educational Environment |
| Geographic Terms: | Virginia |
| ISSN: | 2832-2649 2832-2630 |
| Abstract: | Self-directed learning enables students to take charge of their educational journey by selecting their own paths, thereby fostering intrinsic motivation. Traditional educational models often rely on extrinsic motivators like grades and rewards, whereas self-directed approaches emphasize personal satisfaction and curiosity. Review of existing research highlights how extrinsic rewards can undermine intrinsic motivation, leading to decreased academic performance and well-being. Herein we also present practical examples from classroom settings, demonstrating how real-world applications and student-led investigations can enhance engagement and learning outcomes. Additionally, we address the role of digital platforms in facilitating self-directed learning while noting the challenges of information reliability. Our research review and classroom experiences suggest that fostering intrinsic motivation through self-directed learning not only improves academic performance but also contributes to broader educational success and personal growth. Ultimately, this work advocates for a shift towards educational environments that support students' natural propensity for exploration and self-driven inquiry, creating lifelong learners who are passionate and engaged in their educational pursuits. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468167 |
| Database: | ERIC |
| Abstract: | Self-directed learning enables students to take charge of their educational journey by selecting their own paths, thereby fostering intrinsic motivation. Traditional educational models often rely on extrinsic motivators like grades and rewards, whereas self-directed approaches emphasize personal satisfaction and curiosity. Review of existing research highlights how extrinsic rewards can undermine intrinsic motivation, leading to decreased academic performance and well-being. Herein we also present practical examples from classroom settings, demonstrating how real-world applications and student-led investigations can enhance engagement and learning outcomes. Additionally, we address the role of digital platforms in facilitating self-directed learning while noting the challenges of information reliability. Our research review and classroom experiences suggest that fostering intrinsic motivation through self-directed learning not only improves academic performance but also contributes to broader educational success and personal growth. Ultimately, this work advocates for a shift towards educational environments that support students' natural propensity for exploration and self-driven inquiry, creating lifelong learners who are passionate and engaged in their educational pursuits. |
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| ISSN: | 2832-2649 2832-2630 |
