Self-Directed Adult Learning: A Critical Paradigm Revisited

Abstract

The phenomenon of self-directed learning has received considerable research attention from adult educators. This review of the literature seeks to analyze and categorize both data-based and conceptual articles. The following framework emerged from the review: verification studies; nature of the method of self-directed learning; nature of the individual learner; nature of the philosophical position; and, policy issues. The analysis of each category suggests directions for future self-directed learning research.