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Conceptions of self-directed learning
Theoritical and conceptional considerations
Gerald A. Straka

Self-learning has become an educational megatrend in theory and practice. It is approached with different views, theories, and methods related to specific cultures.

In order to stimulate a boundary-crossing communication, researches from different disciplines and regions describe their conceptions of self-directed learning :

  • Stephan D. Brookfield " Self-directed learning as a political idea "
  • Alan J Brown " Social influences on individual commitment "
  • Rosemary S. Caffarella " Goals of Self-learning "
  • Philippe Carré " From intentional to Self-directed learning "
  • Maria Cseh, Karen E. Watkins and Victoria J. Marsick " Informal and incidental learning in the workplace "
  • Edward Deci and Richard Ryan " What is the Self in Self-directed learning ? Findings from recent motivational research "
  • Roger Hiemstra " Self-directed learning : the personal responsibility model "
  • Kyung Hi Kim " A Confucian perspective of Self-directed lifelong learning "
  • Gaston Pineau " Self-directed learning in the Life course "
  • Regula Schräder-Naef " Foundations of Self-directed lifelong learning "
  • Robert-Jan Simons " Towards a contrustivistic theory of self-directed learning "
  • Gerald A. Straka " Modeling a more-dimensional theory of Self-directed learning "
  • Seng Chee Tan and David Jonassen " Hypermedia composition and Self-directed learning "
  • Nicole Anne Tremblay " Autodidactism : an exemplary model of self-directed learning
  • Barry J. Zimmerman " Self-regulatory cycles of learning

The book includes conceptions focussing on philosophical, cultural, educational, psychological, sociological, organizational, behavioral, motivational, and emotional aspects of self-directed learning

Waxmann, Berlin, 2000, 236 p.