Abstract:

Self-direction in education is an essential quality for a learner. It provides motivation and develops the desire to learn in a student. The skill of being self-directed lasts for lifelong and is applicable in every situation in life. Often in teacher-directed learning, students learn as per teachers’ guidance, and if the teacher is removed from the environment, then learning eventually stops. In contrast, Self-directed learning (SDL) is defined as a process in which a learner takes responsibility for administering their learning objectives and means to achieve their goals or the demands as per their context. It is majorly teacher independent, or the teacher acts as a consultant. The learner approaches only when help is required from the expert/teacher. The most important attribute of this process is that the learning means and objectives are purely individual for the learner; they vary according to their life situations. Like ‘one size doesn’t fit all,’ one learning module doesn’t benefit all. SDL enables them to choose their objectives, identify resources, choose their means to achieve their goals, and evaluate their success. The learner is the central part of their context. The ability to practice SDL has been identified as fundamental competence for adults living in the modern world, where social and contextual conditions are rapidly changing. According to Gerald Grow, self-directed learning is achieved gradually from being dependent to becoming self-directed.
Presently, most scholarly work is done on the SDL of adults because the concept of SDL emerged from adult learning theory ‘andragogy’, and they are more adaptable to any social or contextual change. They can take responsibility for their own choices. SDL is developed as a continuous practice/habit; it does not occur at once. Some adults can do SDL, and it becomes a nightmare for some. They feel less resourceful. SDL is an essential tool for Ph.D. Scholars as they need to be motivated, gain learning from different sources, set goals, choose effective strategies and identify appropriate sources for their research. The current study explores how Ph.D. scholars perceive SDL and relate SDL to their academic performance. It also looks into the challenges they face as a research scholar due to the lack of SDL. It also identifies the specific areas where most students commonly lack SDL and trace back its origin.

Keywords:

Self-directed learning, Lifelong learning, adult learning, teacher-directed learning.