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SDL Timeline

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Saved by Jeff Beard
on October 23, 2009 at 1:39:51 am
 

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SDL- Beginning until now

 

From beginning of time


  • In classical antiquity, Self-study played an important part in the lives of such Greek philosophers as Socrates, Plato, and Aristotle. Some historical SDL included Alexander the Great, Caesar, and Descartes. Social conditions in Colonial America and a corresponding lack of formal educational institutions so many people have to learn on their own (Hiemstra, 1994).

 

1800s


  • 1840- in the United States, Craik documented and celebrated the self-education efforts of several people showing that early scholarly efforts to understand self-directed learning took place some 150 years ago (Hiemstra, 1994).
  • 1895- in Great Britain, Smiles published a book entitled Self-Help, that applauded the value of personal development (Hiemstra, 1994).

 

Early 1900s


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1960s


  • 1961- Houle interviewed 22 adult learners and classified them into three categories based on reasons for participation in learning: (a) goal-oriented, who participate mainly to achieve some end goal; (b) activity-oriented, who participate for social or fellowship reasons; (c) learning-oriented, who perceive of learning as an end in itself. It is this latter group that resembles the self-directed learner identified in subsequent research. During the last three decades, self-directed learning has become a major research area (Hiemstra, 1994).

 

1970s


  • 1971- Allen Toughs's (1971) The Adult Learning Projects publication is thought be some to be the point of SDL becoming a vital part of education literature (Brockett et al., 2000, p. 4).
  • 1975- Knowles published Self-directed Learning, provided foundational definitions and assumptions that guided much subsequent research: (a) self-directed learning assumes that humans grow in capacity and need to be self-directing; (b) learners' experiences are rich resources for learning; (c) individuals learn what is required to perform their evolving life tasks; (d) an adult's natural orientation is task or problem-centered learning; (e) self-directed learners are motivated by various internal incentives, such as need for self-esteem, curiosity, desire to achieve, and satisfaction of accomplishment (Hiemstra, 1994).
  • 1979- The first attempt to better understand learning-oriented individuals was made by Tough, A Canadian researcher and one of Houle's doctoral students. His dissertation effort to analyze self-directed teaching activities and subsequent research with additional subjects resulted in a book, The Adult's Learning Projects. This work has stimulated many similar studies with various populations in various locations (Hiemstra, 1994).

 

1980s


  • 1984- Spear and Mocker's work on organizing circumstances showed how important it is to understand a learner's environmental circumstances in promoting self-directed learning (Hiemstra, 1994).
  • 1984 & 1985- The Oddi Continuing Learning Inventory (OCLI), a 24-item Likert scale, grew out of Oddi's concern over the lack of a theoretical foundation for understanding personality characteristics of self-directed continuing learners (Brockett & Hiemstra, 1991).
  • 1987- Long and his colleagues established an annual International Symposium on Self-Directed Learning. The Symposia have spawned many publications, research projects, and theory building efforts by researchers throughout the world (Hiemstra, 1994).

 

1990s


  • 1991- The "Personal Responsibility Orientation" (PRO) Model
  • 1997- Guglielmino developed the Self-Directed Learning Readiness Scale (SDLRS), an instrument subsequently used by many researchers to measure self-directed readiness or to compare various self-directed learning aspects with numerous characteristics (Hiemstra, 1994).

 

2000s


 

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