Education is an ever-evolving attempt to produce the most intelligent and adaptable pupils possible. 100 years ago, the majority of people had only the most basic of education; now, all Canadians must receive some form of schooling until they are 18. Self-directed learning is another such step in the endeavour to provide the next generation with the best education available. When applied to the right student—one with the maturity, initiative and a desire to learn—it is an incredibly advantageous method of teaching. The ability of self-directed learning to actively engage students in the learning process, give them carrier furthering-opportunities, and a challenging curriculum provides students with an unparalleled learning experience which should be available to any who desire it.
Self-directed learning means that the student is taking a very active role in what they are learning. Rather than just absorbing information from a teacher, with the expectation that it will be important for passing the course, self-directed students have the burden of teaching the information to themselves. This allows for the pupils to obtain a much deeper understanding of topics: understanding of not only how something works, but the more fundamental reason why something works as well.
This more independent form of learning also allows the student to dictate how their time will be spent; if they grasps a concept easily then they can move on to more difficult topics, not waiting until the idea has been explained multiple times for the benefit of their peers. Self-directed learning is a more effective way to learn, allowing the student to understand the material better by focusing deeply on the more troublesome topics.
Self-directed learning changes not only how a student learns, but also what they learn as well. In a self-directed learning setting the student will choose to study a subject and topic of personal interest to them. This not only increases the aforementioned engagement factor, but also makes what the student learns more applicable to their post-education life. With a class catered specifically to a student—by the student—the class will be able to reflect the student’s own goals and career hopes.
This does raise the question of whether self-direct learning allows for adequately well-rounded students. After all, while it may not be directly relevant to a career in engineering, it is important to develop written and oral communication skills in English class, and to learn about history to gain some perspective on current events. And indeed there is a great risk that these topics will be neglected. There are, however, many ways to overcome this problem. One way is to mandate that students in self-directed learning programs diversify their studies. Another is to leave this to the student’s discretion; as was stated above, a self-directed student requires maturity. As such, the student should be able to recognize the importance of a diverse education and be capable of choosing the courses which will benefit them most.
It may seem counterproductive to, in an essay arguing the advantages of self-directed education, to mention the “burden of [self] teaching” and the the extra challenges of choosing subjects to balance one’s career and learning goals with a diverse education. It is not. The purpose of self-directed learning is not just a better learning experience, but a better education. Self-directed learning provides new challenges to its pupils, not all of them academic, and this is where it truly exceeds the traditional education system. This is what this university was founded upon—education which was not only academically rigorous, but also provided the extra challenge and rewards of applying that knowledge. Waterloo’s co-op program is an exemplary instance of self-directed learning. It is a challenge above that of the academic one, but it opens up new opportunities for learning and gives participants new experiences, which prove to be more vital then what is learnt in class.
Self-directed learning is not for everyone. Success requires maturity and initiative, and an even greater amount of perseverance. But the experience it provides to those who undertake it—experience which extends beyond academic life—is incredible compared to the traditional learning environment.
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