2.4 Pedagogical Approach

The nature of pedagogical approach in the Learning Design Triangle is with focal learning goals aligned with the outcome-based learning theory. It has non-linear operational components and requires tactics to make its components operate well. One approach we promote is Self-directed Learning (SDL).

Figure 2.3: Self-directed Learning (SDL)

Self-Directed Learning (SDL) is recognized as an important approach for developing life and career skills that prepare students for further education and the workforce. SDL has two key characteristics:

Personal Responsibility:

Students are expected to take ownership of their learning. This means they set their own learning goals and accept responsibility for their thoughts and actions.
They make decisions about what and how to learn, maintaining control over many aspects of their learning process.

Social Interaction:

Even though SDL focuses on personal responsibility, learning typically happens in a social setting.
Students interact with teachers and other learners, which can enhance understanding and spark further interest in the subject.
SDL involves negotiation between the teacher and learners about learning goals, methods, activities, and assessments.
This dynamic teaching-learning process empowers students to take charge of their own learning while collaboratively engaging with teachers and peers to achieve deeper understanding and meaningful outcomes.

Key Components and Indicators of SDL

The operational framework of SDL includes five essential components: goal setting, self-planning, self-monitoring, self-evaluation and revision.

SDL Components	Description
1. Goal-setting	Students identify own learning goals and learning activities.
2. Self-planning	Students regulate and plan the detailed decisions and arrangements related to their own learning, such as creating a schedule outline and planning tasks.
3. Self-monitoring	Students self‐manage their own time. Students monitor own their own repertoire of learning strategies. Students adjust their own learning pathway as they progress.
4. Self-evaluation	Students are aware of the assessment criteria. Students critically evaluate their work according to the set criteria.
5. Revision	Students revise their work based on the feedback received from their teachers or peers at various stages. Students reflect on their own learning and apply what they have learnt to new contexts.

Reference

Hew, K. F., Law, N., Wan, J., Lee, Y., & Kwok, A. (2016). Self-directed learning in science education: Explicating the enabling factors. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: ICLS conference proceeding (Vol. 2, pp. 761–768). Singapore: International Society of the Learning Sciences.

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Chicago, IL: Follet.