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Self-Directed Learning: Pedagogical Influences on Graduate Student Perspectives

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  • Jeannine Kranzow

    (Department of Higher Education, Azusa Pacific University, Azusa, CA, USA)

  • T. Scott Bledsoe

    (Department of Graduate Psychology, Azusa Pacific University, Azusa, CA, USA)

Abstract

Self-directed learning (SDL), while essential to graduate student success and continued professional development beyond the degree, is rarely addressed intentionally in the college curriculum. In this mixed-method study with 91 participants from two counseling-related degree programs, researchers examined the impact of integrating a unit focused on SDL. Students in both online and face-to-face courses reported their learning and experiences with the topic. Findings suggest that intentionally exposing students to SDL allows them to understand the concept and grow in awareness of its importance. Similar gains were reported regardless of course delivery format. Student perspectives discussed include student appreciation of the process of collaboration for professional growth, student understanding of the centrality of SDL for ongoing development, and student motivation to utilize SDL with those they work with in order to and expand personal agency.

Suggested Citation

  • Jeannine Kranzow & T. Scott Bledsoe, 2017. "Self-Directed Learning: Pedagogical Influences on Graduate Student Perspectives," International Journal of Adult Vocational Education and Technology (IJAVET), IGI Global, vol. 8(3), pages 44-54, July.
    • Handle: RePEc:igg:javet0:v:8:y:2017:i:3:p:44-54
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