International Self-Directed Learning
Symposia:
Annual Publications from Symposia
Presentations
Authors and Chapter or Article
Titles
NOTE: Many thanks to Travis Plowman, The College of Saint Rose, for sharing
inclusive page numbering information for the annual Symposia publications.
These data are needed in creating accurate citational information according
to the American Psychological Association's manual (5th Edition, 2001). Travis
provided this material during a presentation at the 2005 International
Self-Directed Learning Symposium, February 2-5, Cocoa Beach, FL, entitled
International Self-Directed Learning Symposia Publications: Index.
Travis also discovered some errors that existed in my initial work and that
help is appreciated, too.
Therefore, this information is incorporated
below for all Symposia through
Long, H. B., &
Associates. (1988).
Self-directed learning: Application & theory. Athens, GA: Adult
Education Department, University of Georgia.
1.
Long, H. B.
Self-directed learning
reconsidered,
pp. 1-9. (Huey B. Long)
2.
Brookfield,
S. M. Conceptual, methodological and practical ambiguities, pp. 11-37.
(Stephen M. Brookfield)
3.
Caffarella,
R. S. & O'Donnell, J. M. Research in self-directed learning: Past,
present and future trends, pp. 39-61. (Rosemary Caffarella and Judith
M. O'Donnell)
4.
Kasworm, C. E. Self-directed learning in institutional
contexts: An exploratory study of adult self-directed learners, pp. 65-97.
(Carol Kasworm)
5.
Hiemstra, R.
Self-directed learning: Individualizing instruction, pp. 99-124. (Roger
Hiemstra)
6.
Guglielmino,
L. M. & Guglielmino, P. J. Self-directed learning in business and
industry: An information age imperative, pp. 125-148. (Lucy Guglielmino
and Paul Guglielmino)
7.
Smith, R. M.
Improving dissemination of knowledge about self-directedness in
education, pp. 149-167. (Robert M. Smith)
8.
Danis, C &
Tremblay, N. A. Autodidactic learning experiences: Questioning established
adult learning principles, pp. 171-197. (Claudia Danis and Nicole A.
Tremblay)
9.
Spear,
G.. Beyond the organizing circumstances:
A search for methodology for the study of self-directed
learning, pp. 199-221. (George Spear)
10.
Penland, P. Self-directed learning and natural language
processing, pp. 223-251. (Patrick Penland)
11.
Long, H. B.
& Agyekum, S. K. Self-directed learning:
Assessment and validation, pp. 253-266. (Huey B. Long and Stephen K.
Agyekum)
Long, H. B., &
Associates. (1989).
Self-directed learning: Emerging theory & practice. Norman, OK:
Oklahoma Research Center for Continuing Professional and Higher Education,
University of Oklahoma.
1.
Long, H. B.
Self-directed learning: Emerging theory and practice, pp. 1-11. (Huey
B. Long)
2.
Bonham. L.
A. Self-directed orientation toward learning: A learning style, pp.
13-42. (L. Adrianne Bonham)
3.
Peters, J.
M. Self-direction and problem solving: Theory and method, pp. 43-52.
(John M. Peters)
4.
Garrison, D.
R. Facilitating self-directed learning:
Not a contradiction in terms, pp. 53-62. (D. Randy Garrison)
5.
Guglielmino,
L. M. Development of an adult basic education form of the Self-Directed
Learning Readiness Scale, pp. 63-75. (Lucy M. Guglielmino)
6.
McCoy, C. &
Langenbach, M. Self-directed
learning among clinical laboratory scientists: A closer look at the
OCLI, pp. 76-85. (Carol McCoy and Michael
Langenbach)
7.
McCune, S.
K. & Garcia, G., Jr. A meta-analytic study of the relationship between
adult self-direction in learning and psychological well-being:
A review of the research from 1977 to 1987,
pp. 87-97. (Sandra K. McCune and Gonzalo Garcia, Jr.)
8.
DeJoy, J. K. & Mills, H. Bridging theory and practice:
Applications in the development of services for self-directed learners,
pp. 99-111. (Judith K. DeJoy and Helen Mills)
9.
Sexton, C.
The contribution of W. H. Kilpartick's work
(1918) to adult self-directed learning theory, pp. 113-123. (Charlene
Sexton)
10.
Long, H. B.
Truth unguessed and yet to be discovered: A
professional's self-directed learning, pp. 123-135. (Huey B. Long)
Long, H. B., &
Associates. (1990). Advances
in research and practice in self-directed learning. Norman, OK: Oklahoma
Research Center for Continuing Professional and Higher Education, University
of Oklahoma.
1.
Long, H. B.
Changing concepts of self-direction in learning, pp. 1-7. (Huey B.
Long)
2.
Candy, P. C.
The transition from learner-control to autodidaxy: More than meets the
eye, pp. 9-46. (Philip C. Candy)
3.
Jarvis, P.
Self-directed learning and the theory of adult education, pp. 47-65.
(Peter Jarvis)
4.
Gerstner, L.
S. On the theme and variations of self-directed learning, pp. 67-92.
(Lorraine S. Gerstner)
5.
Eisenman, G.
Self-directed learning -- A growth
process?, pp. 93-122. (Gordon Eisenman)
6.
Peters, J.
M. Analysis of practical thinking in self-directed learning, pp. 123-144.
(John M. Peters)
7.
McCune, S.,
Guglielmino, L. M., & Garcia, G., Jr. Adult self-direction in learning:
A meta-analytic study of research using the Self Directed Learning Readiness
Scale, pp. 145-156. (Sandra McCune, Lucy M. Guglielmino, and Gonzalo
Garcia, Jr.)
8.
West, R. F
& Bentley, E. L., Jr. Structural analysis of the Self-Directed Learning
Readiness Scale: A confirmatory factor analysis using LISREL modeling,
pp. 157-180. (Russell F. West and Ernest L. Bentley,
Jr)
9.
Adekanmbi, G. The concept of distance in self-directed
learning, pp. 181-201. (Gbolagade
Adekanmbi)
10.
Dorsey, M.,
Manning, R., & Shindell, T. Action science
as a paradigm for a critical theory of self-directed learning, pp. 203-219.
(Mark Dorsey, Roger Manning, and Tom Shindell)
11.
Cavaliere, L. A. The Wright brothers as self-directed
learners. The role and relation of goal setting, feedback and motivation
during the process of their self-directed learning project, pp. 221-234.
(Lorraine A. Cavaliere)
12.
Lambert, J.
& Rountree-Wyly, J. Self-directed learners:
Women climbing the corporate ladder, pp. 235-248. (Joanne Lambert and
Jeannie Rountree-Wyly)
13.
Sgroi, A. The
drive to learn: Self-directed learning in a formal institutional setting,
pp. 249-264. (Angela Sgroi)
14.
Nolan, R. E.
Self-direction in adult second language learning, pp. 265-278. (Robert
E. Nolan)
15.
Long, H. B.
& Agykum, S. K. Toward a theory of self-directed
learning: An appraisal of Gibbons' principles and strategies, pp. 279-293.
(Huey B. Long and Stephen K. Agykum)
Long, H. B., &
Associates. (1991).
Self-directed learning: Consensus & conflict. Norman, OK: Oklahoma
Research Center for Continuing Professional and Higher Education, University
of Oklahoma.
1.
Long, H. B.
Self-directed learning: Consensus and conflict, pp. 1-9. (Huey B.
Long)
2.
Long, H. B.
Challenges in the study and practice of self-directed learning, pp.
11-28. (Huey B. Long)
3.
Tremblay
, N. A. &
Theil, J. P. A conceptual model of
autodidactism, pp. 29-51. (N. A. Tremblay and
J. P. Theil)
4.
Bonham, L.
A. Functional and dysfunctional uses of self-directedness in adult
learning, pp. 53-70. (L. Adrianne Bonham)
5.
West, R. F.
& Bentley, E. L., Jr. Relationship between scores on the Self-Directed
Learning Readiness Scale, Oddi Continuing Learning Inventory and participation
in continuing professional education, pp. 71-92. (Russell
F.West and Ernest L. Bentley, Jr.)
6.
Adenuga, T. Demographic and personal factors in predicting
self-directedness in learning, pp. 93-106.
(Tunde Adenuga)
7.
Long, H. B.
College students' self-directed learning readiness and educational
achievement, pp. 107-122. (Huey B. Long)
8.
Confessore,
G. J. Human behavior as a construct for assessing
Guglielmino's Self-Directed Learning Readiness
Scale: Pragmatism
revisited, pp. 123-146. (Gary J. Confessore)
9.
McCune, S.
L & Guglielmino, L. M. The validity generalization of
Guglielmino's Self-Directed Learning Readiness
Scale, pp. 147-154. (Sandra Luna McCune and Lucy M. Guglielmino)
10.
Redding, T.
R. Spark-gap to space: A study of self-directed learning, pp. 155-175.
(Terrence R. Redding)
11.
Steele, S.
M. Reflection on a personal self-directed independent learning activity,
pp. 177-198. (Sara M. Steele)
12.
Grow, G. The
staged self-directed learning model, pp. 199-226. (Gerald Grow)
13.
Hill, L. H.
Facilitating the self-directed learning of professionals: An
exploration, pp. 227-243. (Lilian H. Hill)
14.
Baskett, H. K. Processes involved with developing autonomous
learning competencies, pp. 245-272. ("Morris" H. K.
Baskett)
15.
Rountree, J., Lambert, J., Rice, M., &
Korhonen, L. J. The future of self-directed
learning as related to continuing professional education, pp. 273-280.
(Jeanie Rountree, Joanne Lambert, Misty Rice, and
Lloyd J. Korhonen)
16.
Kazeem, K. Adapting the concept of self-directed learning
to Islamic educational practice, pp. 281-296. (Kola
Kazeem)
Long, H. B., &
Associates. (1992).
Self-directed learning: Application and research. Norman, OK: Oklahoma
Research Center for Continuing Professional and Higher Education, University
of Oklahoma.
1.
Long, H. B.
Learning about self-directed learning, pp. 1-8. (Huey B. Long)
2.
Long, H. B.
Philosophical, psychological and practical justifications for studying
self-direction in learning, pp. 9-24. (Huey B. Long)
3.
Confessore,
G. J. & Confessore, S. J. In search of consensus in the study of
self-directed learning, pp. 25-46. (Gary J. Confessore and Sharon J.
Confessore)
4.
Danis, C. A
unifying framework for data-based research into adult self-directed
learning, pp. 47-72. (Claudia Danis)
5.
Gerstner, L.
S. What's in a name? The language of self-directed learning, pp. 73-96.
(Lorraine S. Gerstner)
6.
Jarvis, P.
Free-will, freedom and self-directed learning, pp. 97-117. (Peter
Jarvis)
7.
Caffarella,
R. S. Research in self-directed learning: Some critical observations,
pp. 119-130. (Rosemary S. Caffarella)
8.
Jones, J. E.
Validation study of the Self-Directed Learning Readiness Scale with university
and community art students, pp. 131-145. (Jean Ellen Jones)
9.
Redding, T.
R. & Aagaard, L. A descriptive investigation
of the construct of self-direction, pp. 147-161. (Terrence R. Redding
and Lola Aagaard)
10.
Price, M. A.,
Kudrna, J., & Flegal,
J. An exploratory study of self-directed learning readiness and field
independence/dependence among students in architectural design studios,
pp. 163-180. (Michael A. Price, James Kudrna, and
Julie Flegal)
11.
Guglielmino,
L. M. Familiar relationships in readiness for self-directed learning,
pp. 181-188. (Lucy M. Guglielmino)
12.
Long, H. B.
& Walsh, S. M. An analysis of a modified form of
Guglielmino's Self-Directed Learning Readiness
Scale, pp. 189-207. (Huey B. Long and Stephen M. Walsh)
13.
Straka, G.
A. & Will, J. Self-directed learning in the Federal Republic of
Germany, pp. 209-222. (Gerald A. Straka and
Joerg Will)
14.
Kasworm, C. E. Adult learners in academic settings:
Self-directed learning within the formal learning context, pp. 223-244.
(Carol E. Kasworm)
15.
Titsworth, R. R., Hess, J. D., & Hawkins, L. A comparative
study of selected student data to determine relative success of students
enrolled in telecourses versus those enrolled in
live classes at Rogers State College, pp. 245-264.
(Tobie R. Titsworth,
James D. Hess, and Lois Hawkins)
16.
Loving, G.
L. Educational context, motivational orientation and cognitive flexibility
in undergraduate nursing education, pp. 265-286. (Gary L. Loving)
17.
Steele, S.
M. Evaluation and self-directed learning, pp. 287-307. (Sara M. Steele)
18.
Piskurich,
G. M. Preparing the learner for self-directed learning, pp. 309-321.
(George M. Piskurich)
19.
Hiemstra, R.
Individualizing the instructional process: What we have learned from two
decades of research on self-direction in learning, pp. 323-344. (Roger
Hiemstra)
20.
DeJoy, J. K. & Mills, H. H. Evaluation of a
self-directed learning program for adult learners, pp. 345-354. (Judith
K. DeJoy and Helen H. Mills)
21.
Courtney, S.
& Rahe, S. Dimensions of self-directed learning
in personal change: The case of weight loss, pp. 355-380. (Sean Courtney
and Sandra Rahe)
22.
Moran, M. &
Weatherby, F. Adult self-directed learning in
a professional program, pp. 381-392. (Maribeth
Moran and Francene
Weatherby)
23.
Baker, C. M.
& Nishikawa, H. A. The continuum of self-directed learning within
a graduate professional course, pp. 393-400. (Constance M. Baker and
Herbert A. Nishikawa)
Long, H. B., &
Associates. (1993). Emerging
perspectives of self-directed learning. Norman, OK: Oklahoma Research
Center for Continuing Professional and Higher Education, University of Oklahoma.
1.
Long, H. B.
Self-directed learning knowledge: Some issues, pp. 1-8. (Huey B. Long)
2.
Long, H. B.,
Redding, T. R., & Eisenman, G. Development of self-directed learning
readiness: A longitudinal study, pp. 9-25. (Huey B. Long, Terrence R.
Redding, and Gordon Eisenman)
3.
Garrison, D.
R. An analysis of the control construct in self-directed learning,
pp. 27-43. (D. R. Garrison)
4.
Confessore,
G. J., Long, H. B., & Redding, T. R. The status of self-directed learning
literature, 1966-1991, pp. 45-56. (Gary J. Confessore, Huey B. Long,
and Terrence R. Redding)
5.
Baldonado, A. A. Non-paradigm self-directed learning,
pp. 57-73. (Ardelina A.
Baldonado)
6.
Bonham, L.
A. The wandering education of a man: Louis
L'Amour's lifelong self-directed learning,
pp. 75-97. (L. Adrianne Bonham)
7.
Olgren, C. H. Cognitive strategies and self-directedness:
Research into adults' learning processes, pp. 99-115. (Christine H.
Olgren)
8.
Confessore,
S. J. & Confessore, G. J. The limits of consensus in the study of
self-directed learning, pp. 117-139. (Sharon J. Confessore and Gary J.
Confessore)
9.
Nelms, K. R. Information technologies and self-directed
learning: Structures for evaluation and application, pp. 141-160. (Keith
R. Nelms)
10.
DeJoy, J. K. & Herrmann, R. Counseling adults
for academic and technological self-directed learning: Emotional
dimensions, pp. 161-174. (Judith K. DeJoy and
Richard Herrmann)
11.
Coughlan, R. & Scriber, C. Enhancing self-direction:
An analysis and assessment of motivation and ability, pp. 175-186. (Reed
Coughlan and Crystal Scriber)
12.
Donlon, T. F. Self-directed learning in the context
of the nontraditional degree, pp. 187-200. (Thomas F.
Donlon)
13.
Tanner, J.
E. Perspectives of foreign language learning: Psychological implications
for self-directed learning theory, pp. 201-213. (J. E. Tanner)
14.
Hill, L. &
Taylor, W. H. Practicing what we preach:
Self-directed learning for adult educators, pp. 215-228.
(Lilian Hill and William H. Taylor)
15.
Foucher, R. & Tremblay, N. Self-directed learning
in the workplace: A framework for analysis, pp. 229-245. (Roland
Foucher and Nicole Tremblay)
16.
Kops, W. J.
Self-planned learning of managers in an organizational context, pp.
247-261. (William J. Kops)
17.
Piskurich,
G. M. Evaluating self-directed learning in a business environment,
pp. 263-281. (George M. Piskurich)
Long, H. B., &
Associates.
(1994). New ideas about self-directed
learning. Norman, OK: Oklahoma Research Center for Continuing
Professional and Higher Education, University of Oklahoma.
1.
Long, H. B.
Challenging some myths about self-directed
learning research, pp. 1-14. (Huey B. Long)
2.
Long, H. B.
& Stubblefield, C. H. Childhood experiences as origins of self-directed
learning readiness, pp. 15-22. (Huey B. Long and Claire Harkins Stubblefield)
3.
Jones, J. E.
Self-confidence and self-directed learning: An overview from social-cognitive
psychology, pp. 23-38. (Jean Ellen Jones)
4.
Long, H. B.,
Redding, T. R., & Eisenman, G. A longitudinal study: Social behavior
and SDLRS scores, pp. 39-57. (Huey B. Long, Terrence R. Redding, and
Gordon Eisenman)
5.
Hiemstra, R.
& Brockett, R. G. From behaviorism to humanism: Incorporating
self-direction in learning concepts into the instructional design process,
pp. 59-80. (Roger Hiemstra and Ralph G. Brockett)
6.
Eberling, E. R. Self-undirected learning, pp. 81-92.
(Eric R. Eberling)
7.
Padberg, L. F. The organizing circumstance revised:
Environmentally structured learning projects among adults with low formal
education, pp. 93-110. (Lawrence F. Padberg)
8.
Piskurich,
G. M. The current state of SDL in business and industry, pp. 111-119.
(George M. Piskurich)
9.
Bouchard, P.
Self-directed professionals and autodidactic choice, pp. 121-137.
(Paul Bouchard)
10.
Carre, P. Self-directed learning in French professional
education, pp. 139-148. (Philippe Carre)
11.
Straka, G.
A., Kleinmann. M., &
Stokl, M. Self-organized job related learning:
An empirical study, pp. 149-160. (Gerald A. Straka, Markus
Kleinmann, and Markus
Stokl)
12.
Guglielmino,
P. J. & Klatt, L. A. Self-directed learning
readiness as a characteristic of the entrepreneur, pp. 161-173. (Paul
J. Guglielmino and Lawrence A. Klatt)
13.
Durr, R.,
Guglielmino, L. M., & Guglielmino, P. J. Self-directed learning readiness
and job performance at Motorola, pp. 175-185. (Richard Durr, Lucy M.
Guglielmino, and Paul J. Guglielmino)
14.
Weldon, K.
C. & Denny, M. E. Continuous workplace learning: An assessment of
learner perceptions, pp. 187-200. (Katherine C. Weldon and Mindy E. Denny)
15.
Confessore,
S. J. & Confessore, G. J. Learner profiles: A cross-sectional study
of selected factors associated with self-directed learning, pp. 201-227.
(Sharon J. Confessore and Gary J. Confessore)
16.
Steele, S.
M. Seeing information sources from the
learner's perspective, pp. 229-246. (Sara M. Steele)
Long, H. B., &
Associates. (1995). New
dimensions in self-directed learning. Norman, OK: Public Managers Center,
Educational Leadership and Policy Studies Department, College of Education,
University of Oklahoma.
1.
Long, H. B.,
Agyekum, S. K., & Stubblefield, C. Origins
of self-directed learning readiness, pp. 1-21. (Huey B. Long, Stephen
K. Agyekum, and Claire Stubblefield)
2.
Long, H. B.,
Redding, T. R., & Eisenman, G.. Longitudinal
study of self-directed learning: SDLRS scores at the 5th, 85th and 11th
grades, pp. 23-37. (Huey B. Long, Terrence R. Redding, and Gordon Eisenman)
3.
Kitson, D. L., Lekan, D. F.,
& Guglielmino, P. J. Self-directed learning readiness personality
correlates, pp. 39-48. (Donald L. Kitson, Dennis
F. Lekan, and Paul J. Guglielmino)
4.
Pilling-Cormick,
J. Existing measures in the self-directed learning literature, pp.
49-60. (Jane Pilling-Cormick)
5.
Jones, J. E.
Using private speech to promote self-directed learning systems, pp.
61-72. (Jean Ellen Jones)
6.
Kreszock, M. H. Snapshots: The autodidact & motivational
orientations, pp. 73-85. (Martha H. Kreszock)
7.
Hrimech, M. Some self-regulated learning strategies
utilized by advanced adult learners, pp. 87-97.
(Mohamad Hrimech)
8.
Confessore,
S. J. What student journals reveal about the learning process, pp.
99-112. (Sharon J. Confessore)
9.
Bonham, L.
A. A self-directed study of self-directed learning, pp. 113-126. (L.
Adrianne Bonham)
10.
Bedard, R. A new reality to be fostered by self-directed
learning: The adult spiritual experience, pp.
127-134. (Rene Bedard)
11.
Bryan, V. &
Schulz, S. F. Self-directed learning in distance education: The relationship
between self-directed learning readiness scores & success in completing
distance education programs through home-study training, pp. 135-157.
(Valerie Bryan and Susan F. Schulz)
12.
Bonham, L.
A. Self-directed learning versus constructivist learning: Candy
revisited,
pp. 159-163. (L. Adrianne Bonham)
13.
Redding, T.
R. Recording Maslow's needs hierarchy based on self-directed learning
considerations, pp. 165-179. (Terrence R. Redding)
14.
Barnes, J.
A. Is self-directed learning possible in professional education? pp.
181-196. (J. A Barnes)
15.
Bloyd, R., Hoban, G., & Wall, A. D. Self-efficacy
and the adult learner, pp. 197-215. (Rebekah
Bloyd, Gary Hoban, and A. David Wall)
16.
Long, H. B.
& Barnes, K. Self-directed learning in nursing education, pp.
217-242. (Huey B. Long and Karen Barnes)
17.
Straka, G.
A. & Nenniger, P. A conceptual framework
for self-directed learning readiness, pp. 243-255. (Gerald A Straka and
Peter Nenniger)
18.
Cheong, J.
W. & Long, H. B. Small-group-centered teaching & its effect on
students' readiness for self-directed learning: A case study of a Korean
University course, pp. 257-266. (Ji
Woong Cheong and Huey B. Long)
19.
Cheong, C.
K., Lee, C. K., & Long, H. B.. Self-directed
learning readiness & some related variables: A
study of self-educated people in Korea, pp. 267-276.
(Chija Kim Cheong, Chun
Keun Lee, and Huey B. Long)
20.
Boxi, Y. Program of the Chinese higher education
examination and its historical origin, pp. 277-280. (Yang
Boxi)
21.
Guglielmino,
P. J., Klatt, L. A., & Guglielmino, L. M. A
preliminary examination of cultural differences in worker readiness for
self-directed learning, pp. 281-291. (Paul J. Guglielmino, Lawrence A.
Klatt, and Lucy M. Guglielmino)
22.
Foucher, R. Factors affecting organizational policies
& practices regarding self-directed learning, pp. 293-314. (Roland
Foucher)
23.
Denny, M. &
Weldon, K. C. Developing a workplace learning process -- From theory to
practice, pp. 315-321. (Mindy Denny and Katherine C. Weldon)
24.
Burns, J. H.
Self-directed learning behaviors as identified by business training
professionals in sales training settings, pp. 323-334. (John H. Burns)
25.
Durr, R.
Integration of self-directed learning into the learning process at
Motorola, pp. 335-343. (Richard Durr)
26.
Foucher, R. & Gosselin, A.
Commitment to learner-autonomy at Quebec-Telephone: A case study of
internships & formal recognition of self-acquired knowledge, pp.
345-365. (Roland Foucher and Alain
Gosselin)
27.
Long, H. B.
& Morris, S. S. Self-directed learning in business & industry:
A review of the literature, 1983-1999, pp. 367-380. (Huey B. Long and
Scott S. Morris)
28.
Baldonado, A. & Clayton, H. Coaching/mentoring:
Implications for the self-directed learner, pp. 381-394.
(Ardelina Baldonado and
Holly Clayton)
29.
Gower, R. &
Cunningham, R. Teacher-directed staff development: A study of the personal
dimensions of change & innovation, pp. 395-411. (Robert Gower and
Richard Cunningham)
Long, H. B., &
Associates.
(1996). Current developments in self-directed
learning. Norman, OK: Public Managers Center, College of Education,
University of Oklahoma.
1.
Long, H. B.
Self-directed learning: Challenges and opportunities, pp. 1-10. (Huey
B. Long)
2.
Guglielmino,
L. M. An examination of self-directed learning readiness and selected
demographic variables of top female executives, pp. 11-22. (Lucy M.
Guglielmino)
3.
Foucher, R.
Enhancing self-directed learning in the
workplace: A model and a research agenda, pp. 23-35. (Roland
Foucher)
4.
Wojciechowski, I. Self-directed learning: A tool for management
to eliminate the annual performance appraisal, pp. 37-49. (Ingrid
Wojciechowski)
5.
Phelan, T.
D. Interests of corporate trainers in application of self-directed learning
techniques in training, pp. 51-64. (Thomas D. Phelan)
6.
Straka, G.
A. Construct validation of the Oddi Continuing Learning Inventory,
pp. 65-80. (Gerald A. Straka)
7.
Pilling-Cormick,
J. A framework for using instruments in self-directed learning research,
pp. 81-91. (Jane Pilling-Cormick)
8.
Goss, J. R.,
III, Neeley, B. B.,
Bietler, M. A., &
Runge, E. G., Jr. Hermeneutical dialogue: A
critical component in self-directed learning, pp. 93-106. (John R. Goss,
III, Barrie Barton Neely, Michael A. Bietler, and
E. G. (Skip) Runge, Jr.)
9.
Wall. A. D.,
Sersland, C. J., & Hoban, G. The adult
learner's self-efficacy, readiness for self-directed
learning, and gender: Implication for math performance, pp. 107-125.
(A. David Wall, Claudia J. Sersland, and Gary Hoban)
10.
Guglielmino,
P. J., Guglielmino, L. M. & Zhao, S. A preliminary study of self-directed
learning readiness and academic performance in a nontraditional higher education
program, pp. 127-137. (Paul J. Guglielmino, Lucy M. Guglielmino, and
Shuming Zhao)
11.
Long, H. B.
& Morris, S. S. The relationship between self-directed learning readiness
and academic performance in a nontraditional higher education program,
pp. 139-156. (Huey B. Long and Scott S. Morris)
12.
Baveye, P. Approaches to the stimulation of autodidactic
competence in university settings: Learning contracts and tutorials,
pp. 157-175. (Philippe Baveye)
13.
Bulik, R. J.
Are self-directed learning skills the missing competency in the special
education curriculum?, pp. 177-192. (Robert
J. Bulik)
14.
Long, H. B.
& Smith, S. W. Self-directed learning readiness and student success,
pp. 192-202. (Huey B. Long and Stanley W. Smith)
15.
Bédard, R. Risks and dangers in the measurement of
the self-directed learner, pp. 203-211. (Rene
Bédard)
16.
Johnson, A.
H. & Hill, L. H. The cohort group model and support, pp. 213-227.
(Arthur H. Johnson and Lilian H. Hill)
17.
Jenks, V. O.,
Haney, W. J., & Clark, K. H. Ways in which the cohort model influences
self-directed learning, pp. 229-240. (Virginia O. Jenks, William J. Haney,
and Kathryn H. Clark)
18.
Long, H. B.
& Barnes, K. L. Courses designed to facilitate self-directed learning
in nursing education, pp. 241-251. (Huey B. Long and Karen L. Barnes)
Long, H. B., &
Associates. (1997). Expanding
horizons in self-directed learning. Norman, OK: Public Managers Center,
College of Education, University of Oklahoma.
1.
Long, H. B.
Self-directed learning: Smoke and mirrors?,
pp. 1-11. (Huey B. Long)
2.
Rose, A. D. From self-culture to self-direction:
An historical analysis of self-directed learning,
pp. 13-26. (Amy D. Rose)
3.
Pilling-Cormick,
J. The link between self-directed and transformative learning, pp.
27-38. (Jane Pilling-Cormick)
4.
Confessore,
G. J. & Barron, D. L. Learner orientations among baby boomers: Is
there more self-directed learning in the future of higher
education?, pp. 39-51. (Gary J.
Confessore and Dianne L. Barron)
5.
Allen, A.
Self-directed learning in professional education: Guided Self-assessment
as a tool to facilitate self-directed learning of medical students, pp.
53-69. (Alahna Allen)
6.
Kops, W. J.
Managers as self-directed learners: Comparing findings of studies in private
and public sector organizations, pp. 71-86. (William J. Kops)
7.
Confessore,
S. J. & Bonner, D. Learning in adversity:
Incidence of self-directed learning among downsized employees, pp. 87-100.
(Sharon J. Confessore and Dede Bonner)
8.
Foucher, R. & Brézot,
F. Self-directed learning in health care institutions - an analysis of
policies and practices, pp. 101-115. (Roland
Foucher and Francois
Brézot)
9.
Landriault, J. & Gosselin, A.
Perceptions and intentions of training managers regarding self-directed
learning, pp. 112-128. (Josee
Landriault and Alain
Gosselin)
10.
Foucher, R. Self-directed learning in the workplace:
Summary report on research and practice in Quebec, pp. 129-138. (Roland
Foucher)
11.
Gould, J. W.,
III. Practitioners' application of self-directed learning: Education of
the department of defense's program managers under the defense acquisition
workforce improvement act, pp. 139-151. (Jay W. Gould, III)
12.
Bulik, R. J.
"Squelching" self-directed learning: Marginalized learners and their
environments, pp. 153-167. (Robert J. Bulik)
13.
Confessore,
G. J. & Herrmann, R. W. Developing self-efficacy among baccalaureate
students: Pygmalion
revisited,
pp. 169-181. (Gary J. Confessore and Richard W. Herrmann)
14.
Luna, G. &
Cullen, D. Mentoring as self-directed
learning for Native Americans, pp. 183-193. (Gaye Luna and Deborah Cullen)
15.
Morris, S.
S. Item analysis of Guglielmino's Self-Directed
Learning Readiness Scale: Revisiting the issue of internal consistency,
pp. 195-207. (Scott S. Morris)
16.
Guglielmino,
L. M. Reliability and validity of the Self-Directed Learning Readiness
Scale and the Learning Preference Assessment, pp. 209-221. (Lucy Madsen
Guglielmino)
17.
Hoban, G. J.
& Sersland, C. J. Self-directed learning
in mathematics -- An impossibility at the middle
school?, pp. 223-241. (Gary J. Hoban and Claudia
J. Sersland)
18.
Long, H. B.
& Cloud, D. Relationship of SDLRS & family members, pp. 243-254.
(Huey B. Long and Donna Cloud)
19.
Portelli, P. Self-directed learning effects in voluntary
associations' organizational framework, pp. 255-267. (Patricia
Portelli)
20.
Beitler, M. A. Midlife adults in self-directed learning:
A heuristic study in progress, pp. 269-279. (Michael A
Beitler)
21.
Bédard, R. Self-directed learning in the next century:
What should the orientation be, pp. 281-291. (Rene
Bédard)
22.
Walker, N.
W. & Long, H. B. Uses of the Guglielmino Self-Directed Learning Readiness
Scale, pp. 293-300. (Nicole rae Winters Walker
and Huey B. Long)
Long, H. B., &
Associates. (1998). Developing
paradigms for self-directed learning. Norman, OK: Public Managers Center,
College of Education, University of Oklahoma.
1.
Long, H. B.
Theoretical and practical implications of selected paradigms of self-directed
learning, pp. 1-14. (Huey B. Long)
2.
Jarvis, P.
Self-directed learning: Self-help or self-service, pp. 15-25. (Peter
Jarvis)
3.
Hrimech, M. & Bouchard, P. Spontaneous learning
strategies in the natural setting, pp. 27-44. (Mohammed
Hrimech and Paul Bouchard)
4.
Bouchard, P.
Teaching tasks and learning tasks in a self-directed environment,
pp. 45-59. (Paul Bouchard)
5.
Guglielmino,
P. J. & Guglielmino, L. M. Three studies of self-directed learning
readiness in the People's Republic of China, pp. 61-73. (Paul J. Guglielmino
and Lucy M. Guglielmino)
6.
Bulik, R. J.
Letting go of metaphors: A dialogue on educating
all learners, pp. 75-89. (Robert J. Bulik)
7.
Guglielmino,
L. M. & Nowocien, D. Self-directed learning
and teachers' professional development, pp. 91-106. (Lucy M. Guglielmino
and Darlene Nowocien)
8.
Hoban, G. J.
& Sersland, C. Self-directed learning, learned
or unlearned?, pp. 107-124. (Gary J. Hoban and
Claudia Sersland)
9.
Confessore,
G. J. & Touchstone, D. A. A longitudinal study of doctoral students
in a staged self-directed learning program: Enhancing potential for completion
of the dissertation, pp. 125-136. (Gary J. Confessore and Donna A.
Touchstone)
10.
Long, H. B,
Stubblefield, C., & Morris, S. S. Variables associated with self-directed
learning readiness among a selected sample of sixth grade school children,
pp. 137-149. (Huey B. Long, Claire Stubblefield, and Scott S. Morris)
11.
Long, H. B.,
Cheong, J. W., & Cheong, C. K. Self-directed learning readiness and
family, pp. 151-158. (Huey B. Long, Ji
Woong Cheong, and Chija
Kim Cheong)
12.
Pilling-Cormick,
J. The Self-Directed Learning Perception Scale: A
step toward a toolbox approach to instrumentation proposed for self-directed
learning, pp. 159-168. (Jane Pilling-Cormick)
13.
Foucher, R. Self-directed learning in the workplace:
Data on the gap between individual and organizational practices. pp.
169-177. (Roland Foucher)
14.
Beitler, M. A. Mid-career adults in self-directed graduate
programs, pp. 179-193. (Michael A. Beitler)
15.
Goss, J. R.,
III. Adult education, and experiential and self-directed learning: Practices
and philosophies of practice, pp. 195-207. (John R. Goss, III)
16.
Metzger. P.
L. How adult students directed "an almost perfect course" in how to manage
not-for-profit organizations, pp. 209-223. (Patricia Lacey Metzger)
17.
Zomorrodian, A. Self-directed learning: An emerging paradigm
in higher and professional education, theoretical foundation, pp. 225-238.
(Asghar Zomorrodian)
18.
Zomorrodian, A. Self-directed learning: An emerging paradigm
in higher and professional education: Practical examples, pp. 239-252.
(Asghar Zomorrodian)
Long, H. B., &
Associates. (1999).
Contemporary ideas and practices in self-directed learning. Norman,
OK: Public Managers Center, College of Education, University of Oklahoma.
1.
Long, H. B.
Some provocative comments concerning self-directed learning, pp. 1-16.
(Huey B. Long)
2.
Guglielmino,
L. M., Alligood, C., &
Nowocien, D.
Restructuring a professional orientation
program for teachers to promote continuous, self-directed learning, pp.
17-29. (Lucy M. Guglielmino, Cheryl Alligood, and
Darlene Nowocien)
3.
Barnes, K.
L. Curiosity and self-directed learning readiness among a sample of
baccalaureate nursing students, pp. 31-47. (Karen L. Barnes)
4.
Hoban, G. J.
& Sersland, C. Developing learning plans
for adult learners -- Can self-efficacy predict a readiness for self-directed
learning to determine effective modes of instruction?, pp. 49-61. (Gary
J. Hoban and Claudia Sersland)
5.
Beitler, M. A. Contract learning: Appropriate for mid-career
business students, pp. 63-70. (Michael A.
Beitler)
6.
Damme, S. R. A pilot approach to new educator orientation
emphasizing the principles of self-directed learning, pp. 71-76. (Susan
R. Damme)
7.
Metzger, P.
L. Leaders emerge from self-directed learning in the classroom, pp.
77-87. (Patricia Lacey Metzger)
8.
Pilling-Cormick,
J. The self-directed learning process model: A
comparative investigation, pp. 89-102. (Jane Pilling-Cormick)
9.
Pilling-Cormick,
J. & Bulik, R. J. A preliminary study exploring the use of the
Self-Directed Learning Perception Scale in a clinical setting, pp. 103-116.
(Jane Pilling-Cormick and Robert J. Bulik)
10.
Preczewski, S. C. Measuring self-directedness for continuing
learning: A cross-sectional survey approach using the ODDI Continuing Learning
Inventory (OCLI), pp. 117-126. (Stanley C.
Preczewski)
11.
Cheong, J.
W. & Long, H. B. Self-directed learning readiness and family and attitude
variables among a sample of Korean boys, pp. 127-137.
(Ji Woong Cheong and
Huey B. Long)
12.
Grant, P. L.
Readiness for self-direction in learning among adult and high school students
between 16 and 18 years of age, pp. 139-154. (Paulina L. Grant)
13.
Freitag, P. K. Cognitive interference in self-directed
learning, pp. 155-160. (Patricia K. Freitag)
14.
Plowman, T.
S. Starbase-Atlantas: Examinations of
movement toward self-directed learning in a non-traditional fifth grade science
program, pp. 161-180. (Travis S. Plowman)
15.
Zomorrodian, A. Learning organization: Towards nurturing
the learner's autonomy, pp. 181-195. (Asghar
Zomorrodian)
16.
Zomorrodian, A. Learning organization: Empowerment and
institutional support, pp. 197-209. (Asghar
Zomorrodian)
17.
Touchstone,
D. A. Emotionality, spirituality and the dissertation, pp. 211-224.
(Donna A. Touchstone)
18.
Redding, T.
R., Caudell, C., &
Lucius, S. Comparing self-directed learning
to an empowerment organizational motivation model: Self-directed learning
as a way to Zapp!
employees, pp. 225-238. (Terrence R. Redding,
Cathy Caudell, and Shawn
Lucius)
19.
Redding, T.
R., Eisenman, G., & Rugolo, J. Training
in technology for late adopters: Learning in retirement, computers for
seniors, pp. 239-251. (Terrence R. Redding, Gordon Eisenman, and John
Rugolo)
Long, H. B., &
Associates.
(2000). Practice & theory in self-directed
learning. Schaumburg, IL: Motorola University Press.
1.
Long, H. B.
What we think we know about self-directed learning, pp. 1-10. (Huey
B. Long)
2.
Long, H. B.
Understanding self-direction in learning, pp. 11-24. (Huey B. Long)
3.
Bonham, L.
A. Relation between self-directed learning and situated cognition as
illustrated in a southern folk culture, pp. 25-38. (L. Adrianne Bonham)
4.
Confessore,
G. J. & Park, E. The distribution of Houle's
learner orientation typology among baccalaureate students. A comparative
study of traditional and non-traditional students in Korea and the United
States, pp. 39-50. (Gary J. Confessore and
EunMi Park)
5.
You, K., Cheong,
J. W., & Cheong, C. K. Demographic and psychological determinants
of self-directed learning readiness in Korean adult learners, pp. 51-63.
(Kwi-Ok You, Ji
Woong Cheong, and Chija
Kim Cheong)
6.
Ponton, M.
K., Carr, P. B., & Confessore, G. J. Learning conation: A psychological
perspective, pp. 65-82. (Michael K. Ponton, Paul B. Carr, and Gary J.
Confessore)
7.
Hoban, G. J.
& Sersland, C. J. Why assessing self-efficacy
for self-directed learning should be used to assist adult students in becoming
self-directed learners, pp. 83-96. (Gary J. Hoban and Claudia J.
Sersland)
8.
Kreber, C., Cranton, P., &
Allen, K. If lifelong learning is important ... The relationships between
students' self-directed learning readiness, their psychological type, learning
style, and creative and logical thinking ability, pp. 97-113.
(Carolin Kreber, Patricia
Cranton, and Keina Allen)
9.
Plowman, T.
S. Prerequisites to self-directed learning: Motivation as a precursor
to initiative in young learners, pp. 115-129. (Travis S. Plowman)
10.
Kreber, C. Becoming an expert university teacher: A
self-directed process, pp. 131-142. (Carolin
Kreber)
11.
Beitler, M. A. Contract learning in organizational learning
and management development, pp. 143-150. (Michael A.
Beitler)
12.
Barnes, K.
L. & Morris, S. S. A correlation between instructor ratings and nursing
student self-directed learning readiness scores, pp. 151-163. (Karen
L. Barnes and Scott S. Morris)
13.
Nuckles, C. R. Personality and cognitive style
characteristics of adult self-directed learners, pp. 165-181. (Charles
R. Nuckles)
14.
Pilling-Cormick,
J. The SDLPS profile: Using the SDLPS, pp. 183-194. (Jane Pilling-Cormick)
15.
Pilling-Cormick,
J. & Kops, W. J. Self-directed learning in the workplace: An exploratory
study to identify organizations with a SDL approach to training, pp.
195-206. (Jane Pilling-Cormick and William J. Kops)
16.
Pilling-Cormick,
J. & Kops, W. Further investigation of organizations identified as
supporting a self-directed approach to training, pp. 207-218. (Jane
Pilling-Cormick and William Kops)
17.
Pilling-Cormick,
J. & Bulik, R. J. Further investigation into the use of the SDLPS
in a clinical setting, pp. 219-230. (Jane Pilling-Cormick and Robert
J. Bulik)
18.
Dodds-Urban, V. Teachers, self-directed learning and
teacher involvement in school reform, pp. 231-245. (Vickie
Dodds-Urban)
19.
Guglielmino,
L. M. & Knutson, K. Leader readiness for self-directed learning and
perceptions of organizational culture in schools engaged in improvement
initiatives, pp. 247-263. (Lucy M. Guglielmino and Kimberly Knutson)
20.
Bulik, R. J.
& Hanor, J. Self-directed learning in a digital age: Where next to
browse is informed by reflection, pp. 265-276. (Robert J. Bulik and Joan
Hanor.)
21.
Zomorrodian, A. A conceptual framework for developing a
holistic assessment instrument for self-directed readiness, motivation and
supportive environment (SDRMSE), pp. 277-291.
(Asghar Zomorrodian)
Long, H. B., &
Associates.
(2001). Self-directed learning and the information
age. Boynton Beach, FL: Motorola University. [Note: In 2000, the
publication noted above, Practice & theory in self-directed
learning, was published. It actually was authored in 1999. Beginning
this year in 2001 through 2003, outputs of the International SDL Symposium
were available the same year as the symposium.]
Available only as an interactive
CD-ROM (the CD-ROMs can be purchased at the annual symposium).
The following quote comes from the Travis
Plowman paper, p. 22, noted earlier in this document and explains why three
different page numbers were determined for the 2001 chapters: "Note: This
publication represents a transition in publishing symposium refereed papers
from book format to CD-ROM format. CD-ROM publications contained the book
in MS-Word (.doc) and Adobe Acrobat (.pdf) files.
The chapters in the Word version were numbered page 1 starting over at 1
at the beginning of each chapter. There were no consecutive page numbers
in the Word version. The Adobe version was not page numbered."
1.
Long, H. B.
A new era in teaching and learning, MS Word Chapter pp. 1-16; Adobe
Reader Thumbnail pp. 10-25; Interpolated Chapter pp. 1-16. (Huey B. Long)
2.
Bulik, R. J.
& Romero, C. M. The elusive concept of self-directed learning,
MS Word Chapter pp. 1-17; Adobe Reader Thumbnail pp. 26-42; Interpolated
Chapter pp. 17-33. (Robert J. Bulik and Cecilia M. Romero)
3.
Redding, T.
R. High self-directed learning: A national imperative in the information
age?,
MS Word Chapter pp. 1-18; Adobe Reader Thumbnail pp. 44-61; Interpolated
Chapter pp. 35-52. (Terrence R. Redding)
4.
Long, H. B.
A multi-variable theory of self-direction in learning, MS Word Chapter
pp. 1-18; Adobe Reader Thumbnail pp. 62-79; Interpolated Chapter pp. 53-70.
(Huey B. Long)
5.
McFarlane,
T. A. & Dunlap, J. C. The relationship between self-directed and lifelong
learning, MS Word Chapter pp. 1-15; Adobe Reader Thumbnail pp. 80-91;
Interpolated Chapter pp. 71-82. (Terry A. McFarlane and Joanna C. Dunlap)
6.
Coughlan, R. & Scriber, C. Bibliographic instruction
& experiential learning: Two processes for facilitating self-directed
learning in higher education, MS Word Chapter pp. 1-10; Adobe Reader
Thumbnail pp. 94-103; Interpolated Chapter pp. 85-94. (Reed
Coughlan and Crystal Scriber)
7.
Hoban, G.,
Sersland, C., &
Raine, B. Can adult learners raise their
self-efficacy for self-directed learning? A reflective challenge to some
of our assumptions, MS Word Chapter pp. 1-21; Adobe Reader Thumbnail
pp. 104-123; Interpolated Chapter pp. 95-114. (Gary Hoban, Claudia
Sersland, and Beverly
Raine)
8.
Choy, S. &
Delahaye, B. Do youth with high scores in the
learning preference assessment instrument have a deep approach to learning
and an andragogical orientation to study?,
MS Word Chapter pp. 1-30; Adobe Reader Thumbnail pp. 125-154; Interpolated
Chapter pp. 116-145. (Sarojni Choy and Brian
Delahaye)
9.
Guglielmino,
L. M., Guglielmino, P. J., & Choy, S. Readiness for self-directed
learning, job characteristics, and workplace performance: An Australian
sample, MS Word Chapter pp. 1-12; Adobe Reader Thumbnail pp. 155-166;
Interpolated Chapter pp. 146-157. (Lucy M. Guglielmino, Paul J. Guglielmino,
and Sarojni Choy)
10.
Beitler, M. A. Self-directed learning readiness at General
Motors Japan, MS Word Chapter pp. 1-14; Adobe Reader Thumbnail pp. 167-178;
Interpolated Chapter pp. 158-169. (Michael A.
Beitler)
11.
Redding, T.
R. & Rotzien, J. A comparative analysis
of pre-licensing insurance online learning with traditional classroom
learning, MS Word Chapter pp. 1-17; Adobe Reader Thumbnail pp. 179-195;
Interpolated Chapter pp. 170-186. (Terrence R. Redding and Jack
Rotzien)
12.
Pilling-Cormick,
J. & Plowman, T. S. The SDLPS profile: A tool for exploring the learning
environment of young learners, MS Word Chapter pp. 1-11; Adobe Reader
Thumbnail pp. 197-207; Interpolated Chapter pp. 188-198. (Jane Pilling-Cormick
and Travis S. Plowman)
13.
Pilling-Cormick,
J., Nuckles, C., &
Kimora. Profile component analysis of the
Self-Directed Learning Perception Scale (SDLPS), MS Word Chapter pp.
1-12; Adobe Reader Thumbnail pp. 209-220; Interpolated Chapter pp. 200-211.
(Jane Pilling-Cormick, Chuck Nuckles, and
Kimora)
14.
Nuckles, C., Kimora, &
Pilling-Cormick, J. A validity study of the Self-Directed Learning Perception
Scale (SDLPS), MS Word Chapter pp. 1-11; Adobe Reader Thumbnail pp. 222-232;
Interpolated Chapter pp. 213-223. (Chuck Nuckles,
Kimora, and Jane Pilling-Cormick)
15.
Henly, A. & Jarosak,
S.. Leadership development for
who?, MS Word Chapter pp. 1-8; Adobe Reader
Thumbnail pp. 234-242; Interpolated Chapter pp. 225-233. (Ann
Henly and Susan Jarosak)
16.
Plowman, T.
S. & Racosky, R. dreams + action =
Reality®: A philosophy for self-directed learning, MS Word Chapter
pp. 1-14; Adobe Reader Thumbnail pp. 243-256; Interpolated Chapter pp. 234-247.
(Travis S. Plowman and Rico Racosky)
Long, H. B., &
Associates.
(2002). Twenty-First Century advances in self-directed
learning. Boynton Beach, FL: Motorola University.
Available only as an interactive
CD-ROM (the CD-ROMs can be purchased at the annual symposium).
1.
Long, H. B.
Some basic elements in self-directed e-learning, pp. 1-11. (Huey B.
Long)
2.
Derrick, M.
G. Persistence and the adult autonomous learner, pp. 13-30. (M. Gail
Derrick)
3.
Piskurich,
G. M. Developing a system to prepare employees for self-directed
interventions, pp. 31-53. (George M. Piskurich)
4.
Chuprina, L.
& Durr, R. The relationship between self-directed learning readiness
and cultural adaptability of expatriate assignees at Motorola, pp. 55-69.
(Larissa Chuprina and Richard Durr)
5.
Beitler, M. A. & Frady, D.
A. E-learning and e-support for expatriate managers, pp. 71-84. (Michael
A. Beitler and D. Allen
Frady)
6.
Romero, C.
& Bulik, R. J. Student ethnicity and readiness for self-directed
learning, pp. 85-100. (Cecilia Romero and Robert J. Bulik)
7.
McCauley, V.
& McCellend, G. Development of information
technology based self-directed learning in physics at the University of Limerick:
Research findings and implications for educational development, pp. 101-126.
(Veronica McCauley and George McCellend)
8.
Mathai, R.
V. The use of the Internet to foster self-directed learning in community
and technical college math and natural science classes, pp. 127-153.
(Rani V. Mathai)
9.
McFarlage, T. A., Stephens, E., & Baker, E.
Self-directed learning in the welfare-to-work essential skills program,
pp. 155-188. (Terry A. McFarlage, Ellen Stephens,
and Elaine Baker)
10.
Pilling-Cormick,
J, Kimora, & Nuckles,
C. Exploring and assessing the adult learning environment using the
SDLPS, pp. 189-202. (Jane Pilling-Cormick,
Kimora, and Chuck
Nuckles)
11.
Hoban, G.,
Bulik, R. J., Hanor, J., Hoban, S., & Sersland,
C. Self-efficacy and self-directed learning: How do they relate to each
other in different learning communities?, pp.
203-221. (Gary Hoban, Robert J. Bulik, Joan Hanor, Sheila Hoban, and Claudia
Sersland)
12.
Ponton, M.
K. & Carr, P. B. The development of instrumentation that measures
an adult's intention to exhibit initiative and resourcefulness in autonomous
learning, pp. 223-241. (Michael K. Ponton and Paul B. Carr)
13.
Hanor, J. K.
& Hayden, K. L. How do new technologies support self-directed learning
in professional development for educators?, pp. 243-256. (Joan K. Hanor
and Katherine L. Hayden)
14.
Guglielmino,
P. J. & Guglielmino, L. M. Learner characteristics affecting success
in electronic distance learning, pp. 257-273. (Paul J. Guglielmino and
Lucy M. Guglielmino)
15.
Long, H. B.
Self-directed learning as revealed in selected frontier novels by Louis
L'Amour, pp. 275-288. (Huey B. Long)
16.
Park, E. &
Confessore, G. J. Development of new instrumentation: Validation of the
learner autonomy profile beta version, pp. 289-306.
(EunMi Park and Gary J. Confessore)
Long, H. B., &
Associates.
(2003). Current developments in e-learning &
self-directed learning. Boynton Beach, FL: Motorola University.
Available only as an interactive
CD-ROM (the CD-ROMs can be purchased at the annual symposium).
1.
Long, H. B.
Attributes of successful self-directed learners, pp. 1-19. (Huey B.
Long)
2.
Guglielmino,
L. M. & Guglielmino, P. J. Self-directed learning and the learning
organization, pp. 20-29. (Lucy M. Guglielmino and Paul J. Guglielmino)
3.
Stockdale,
S. L., Fogerson, D. L., Robinson, M. G., & Walker, K. The self-directed
learning literature: A more inclusive look,
pp. 30-43. (Susan L. Stockdale, Dewey L. Fogerson, Mary G. Robinson, and
Kristi Walker)
4.
Carr, P. B.,
Ponton, M. K., & Ingram, C. Creating collegial environments: Enhancing
learner autonomy in the e-learning platform, pp. 44-50. (Paul B. Carr,
Michael K. Ponton, and Connie Ingram)
5.
Derrick, M.
G. Understanding learner autonomy and autonomous learning as it relates
to self-directed learning, pp. 51-55. (M. Gail Derrick)
6.
Kopp, D. M.
Linking differences in self-directed learning competency to dyadic conflict:
An instrumental case study of the leadership dyad of John Lennon and Paul
McCartney, pp. 56-74. (David Marshall Kopp)
7.
Bulik, R. J.
Correlating performance outcomes and self-directed learning, pp. 76-90.
(Robert J. Bulik)
8.
Hayden, K.
L. & Hanor, J. H. An analysis of choices made by administrators in
the development of their professional growth action plans using a framework
of self-directed learning, pp. 91-104. (Katherine L. Hayden and Joan
H. Hanor)
9.
Burke, E. L.,
Hurley, J., & Wulff, S. Guided
self-directed learning (GSDL): Working model II and case study implementation
in an international corporate training environment, pp. 105-116. (Elizabeth
L. Burke, Judith Hurley, and Sherry Wulff)
10.
Ekstrom, K. M., Landau, N. B., & Plowman, T. S.
Implications of classroom technology on self-directed learning,
pp. 123-140. (Kelley M. Ekstrom, Naomi B. Landau,
and Travis S. Plowman)
11.
Long, H. B.
& Agyekum, S. K. Adult student perceptions
of instructor/learner tasks, pp. 141-161. (Huey B. Long and Stephen K.
Agyekum)
12.
Hanor, J. H.,
Hayden, K. L, & Wulff, S. An investigation
of self directed learning in reference to situation learning environments
within a technology framework, pp. 162-184. (Joan H. Hanor, Katherine
L. Hayden, and Sherry Wulff)
13.
Reio, T. G.,
Jr. & Leitsch, P. K. A preliminary
exploration of the relationship between self-directed learning and critical
thinking, pp. 185-196. (Thomas G. Reio, Jr. and Patricia K.
Leitsch)
14.
Park, E. &
Meyer, D. Relationships of selected demographic factors and extremely
high and low scores on the subscales of the learner autonomy profile: Reducing
the affect of regression toward the mean, pp. 197-207.
(EunMi Park and Donna Meyer)
15.
Johnson, A.
H. Predicting readiness for self-directed personality type, pp. 208-234.
(Arthur H. Johnson)
16.
Ruelland, D.
eLearning +, a support system for the workplace, pp. 235-242. (Diane
Ruelland)
17.
Rodriguez,
A. A validation of the paper-and-pencil self-directed learning readiness
scale (SDLRS), and an online version of the scale,
pp. 243-253. (Angel Rodriguez)
18.
Nah, Y. The
zigzagging process of self-directed learning of Korean teen drop-outs,
pp. 254-279. (Yoonkyeong Nah)
19.
Beitler, M. A. Measuring the self-directed learning
readiness of managers & management students, pp. 280-289. (Michael
A. Beitler)
20.
Boyer, N. R.
& Maher, P. A. Lessons learned: Social, self-directed learning in
an online environment, pp. 290-300. (Naomi R. Boyer and Patricia A. Maher)
21.
Kerlan, F. The construction of a methodological guide
through the self-directed learning, pp. 301-315. (Francoise
Kerlan)
In 2004, the on-line
journal, International Journal of Self-Directed Learning, was initiated.
It is available through
www.sdlglobal.com.
This journal is a refereed periodical. Those who present at the annual
International Self-Directed Learning Symposium may submit manuscripts to
the journal, as well as other scholars interested in self-directed
learning.
International
Journal of Self-Directed Learning, 1(1,
Spring),
2004.
1.
Guglielmino,
L. M., Long, H. B., & Hiemstra, R.
Historical perspectives series:
Self-direction in learning in the United States, pp. 1-17. (Lucy M.
Guglielmino, Huey B. Long, and Roger Hiemstra)
2.
Reio, T. G.
Prior knowledge, self-directed learning readiness, and curiosity: Antecedents
to classroom learning performance, pp. 18-25. (Thomas G. Reio)
3.
Boyer, N. R.
& Maher, P. A. Constructing scaffolds for social online learning:
Using self-directed frameworks with virtual groups, pp. 26-38. (Naomi
R. Boyer and Patricia A. Maher)
4.
Confessore,
G. J. & Park, E. Factor validation of the Learning Autonomy
Profile (Version 3.0) and extraction of the short form, pp. 39-58.
(Gary J. Confessore and EunMi Park)
5.
Ponton, M.
K., Carr, P. B., & Derrick, M. G. A path analysis of the
conative factors associated with autonomous
learning, pp. 59-69. (Michael K. Ponton, Paul B. Carr, and M. Gail Derrick)
6.
Bulick, R. J. & Frye, A. W. A workshop for faculty:
Teaching beliefs and implications for self-directed learning, pp. 70-75.
(Robert J. Bulik and Ann W. Frye)
International
Journal of Self-Directed Learning, 1(2, Fall),
2004.
1.
Hiemstra, R.
Self-directed learning lexicon,
pp. 1-6. (Roger Hiemstra)
2.
Hoban, S. &
Hoban, G. Self-esteem, self-efficacy, and self-directed learning: Separate,
but interrelated, pp. 7-25. (Sheila Hoban and Gary Hoban)
3.
McCauley, V.
& McClelland, G. Further studies in self-directed learning in physics
at the University of Limerick, Ireland, pp. 26-37. (Veronica McCauley
and George McClelland)
4.
Thompson, T.
& Wulff, S. Implementing guided self-directed
learning strategies (GSDL) in intermediate and advanced chemistry courses,
pp. 38-52. (Tracy Thompson and Sherry Wulff)
5.
Hanor, J. H.
& Hayden, K. L. Advancing growth in educational technology using
reflective practice and self-directed learning, pp. 53-62. (Joan H. Hanor
and Katherine L. Hayden)
6.
Long, H. B.
& Agyekum, S. K. University students'
perceptions of instructor and learner tasks: Phase two, pp. 63-81. (Huey
B. Long and Stephen K. Agyekum)
7.
Kops, B. J.
& Pilling-Cormick, J. The changing role of trainers in organizations
using a self-directed training approach, pp. 82-94. (Bill J. Kops and
Jane Pilling-Cormick)
8.
Park, E.
Language bias in the LAP: Use of the English language version with East
Asian populations, pp. 95-108. (EunMi Park)
International
Journal of Self-Directed Learning, 2(1,
Spring),
2005.
1.
Boyer, N.,
& Kelly, M. Breaking the institutional mold: Blended instruction, self-direction,
and multi-level adult education, pp. 1-17. (Naomi Boyer and Maxine
Kelly)
2.
Mok, M. M.
C., & Lung, C. L. Developing self-directed learning in teachers, pp. 18-39. (Magdalena
Mo Ching Mok and Ching Leung Lung)
3.
Reio, T. G.,
& Davis, W. Age and gender differences in self-directed learning readiness: A
developmental perspective, 40-49. (Thomas G. Reio and Ward
Davis)
4.
Ponton, M.
K., Derrick, M. G., Hall, J. M., Rhea, N., & Carr, P.
The relationship between self-efficacy
and autonomous learning: The development of new instrumentation, pp.
50-61. (Michael K. Ponton, M. Gail Derrick, J. Michael Hall, Nancy Rhea,
and Paul Carr)
5.
Derrick, M.
G., Ponton, M. K., & Carr, P. B. A
preliminary analysis of learner autonomy in online and face-to-face
settings, pp. 62-70. (M. Gail Derrick, Michael K. Ponton, and Paul B.
Carr)
6.
Guglielmino,
L. M., Asper, D., Findley, B.,
Lunceford, C., McVey, R. S., Payne, S., Penney,
G., & Phares, L.
Common barriers, interrupters and
restarters in the learning projects of highly
self-directed adult learners, pp. 71-93. (Lucy Madsen Guglielmino, Darwin
Asper, Brian Findley, Charles
Lunceford, Robert Steve McVey, Steven Payne, Gerri
Penney, and Leatrice
Phares)
International
Journal of Self-Directed Learning, 2(2, Fall),
2005.
1.
Donaghy, R. C.
Studying self-directed learning: The
personal stories of four scholars, pp. 1-11. (Robert C.
Donaghy)
2.
Peters, J.
M., & Gray, A. A solitary act one cannot do alone: The
self-directed, collaborative learner, pp. 12-23. (John M. Peters and
Annie Gray)
3.
Long, H. B.,
Cheong, J. W., & Cheong, C. K.
Korean professors’ perceptions
of important teaching and learning tasks, pp. 24-38. (Huey B. Long,
Ji Woong Cheong, and
Chija Kim Cheong)
4.
Mok, M. M.
C., Leung, S. O., & Shan, P. W. A
comparative study of the self-directed learning of primary students in Hong
Kong and Macau, pp. 39-54. (Magdalena Mo Ching Mok,
Shing On Leung, and Peter
Wen-jing Shan)
5.
Park, E., Candler,
C., & Durso, S. C.
Medical students’ perceptions
of selected instructional methods, pp. 55-65.
(EunMi Park, Chris Candler, and Samuel C.
Durso)
6.
Boyer, N.,
& Maher, P. From spoon-fed to student-led: Fostering an atmosphere for web-based
transformative learning, pp. 66-80. (Naomi Boyer and Patricia
Maher)
7.
Ponton, M.,
Derrick, M. G., Confessore, G., & Rhea, N.
The role of self-efficacy in autonomous
learning, pp. 81-90. (Michael Ponton, M. Gail Derrick, Gary Confessore,
and Nancy Rhea)
8.
Confessore,
G., Park, E., & Idobro, I.
Initial component analysis and reliability
assessment of the Spanish language learner autonomy profile, pp. 91-101.
(Gary Confessore, EunMi Park, and
Ismael
Idobro)
International
Journal of Self-Directed Learning, 3(1,
Spring),
2006.
1.
Oliviera, A. L., &
Simões, A.
Impact of
sociodemographic and psychological variables on
the self-directedness of higher education students, pp.
1-12.
(Albertina Lima
Oliviera and
António
Simões)
2.
Chuprina, L.,
& Durr, R. Self-directed learning readiness and cultural adaptability in expatriate
managers, pp. 13-23. (Larissa
Chuprina and Richard Durr)
3.
Gabrielle,
D. M., Guglielmino, L. M., & Guglielmino, P. J.
Developing self-directed learning
readiness of future leaders in a military college through instructional
innovation, pp. 24-35. (D. M. Gabrielle, Lucy M. Guglielmino, and Paul J.
Guglielmino)
4.
Park, E.,
Christmas, C., Schmaltz, H., & Durso, S. C.
The perceived change of diverse
clinician-educators through an intensive course on teaching geriatrics,
pp. 36-51.
(EunMi Park,
Colleen Christmas, Heidi Schmaltz, and Samuel C.
Durso)
5.
Rager, K. B.
The organizing circumstance revisited:
Opportunities and challenges posed by the influence of the Internet,
pp. 52-60. (Kathleen B. Rager)
International
Journal of Self-Directed Learning, 3(2, Fall),
2006.
1.
Scott, K. W.
Self-directed learners’ concept
of self as learner: Congruous autonomy, pp.
1-13. (Karen Wilson
Scott)
2.
Johnson, D.
P. The knowledge acquisition processes
trainers use to achieve content expertise, pp. 14-26. (Daniel P.
Johnson)
3.
Brockett, R.
G. Self-directed learning and the
paradox of choice, pp. 27-33. (Ralph G.
Brockett)
4.
Canipe, J.
B., & Fogerson, D. L. The literature
of self-directed learning: Dissertations, pp. 34-44. (James B. Canipe
and Dewey L.
Fogerson)
5.
Hiemstra, R.
Is the Internet changing self-directed
learning? Rural users provide some answers, pp. 45-60. (Roger
Hiemstra)
International
Journal of Self-Directed Learning, 4(1,
Spring),
2007.
1.
Bulik, R. J.,
Burdine, R. L., & Shokar, G. S. Self
and other directed learning in web-based cases, pp. 1-15.
(Robert J. Bulik, Ramona L. Burdine,
and Gurjeet S. Shokar)
2.
Boyer,
N. R. A sea of change: Faculty
self-direction in technology integration, pp.
16-26. (Naomi R.
Boyer)
3.
Mala-Maung,
Abas, Z. W., & Abdullah, A. Factors
influencing development of self-directed learning in a higher education
environment, pp. 27-38.
(Mala-Maung, Zoraini Wati Abas,
and Azman Abdullah)
4.
Kirkman,
S., Coughlin, K., & Kromrey, J.
Correlates
of satisfaction and success in self-directed learning: relationships with
school experience, course format, and internet
use, pp. 39-53.
(Suzanne Kirkman, Kevin Coughlin,
and Jeff Kromrey)
5.
Ricard, V.
B. Self-directed learning revisited:
A process perspective, pp. 53-64. (Virginia B.
Ricard)
6.
Index to International Journal of Self-Directed
Learning,
Volumes 1-3, pp.
65-70.
International
Journal of Self-Directed Learning, 4(2, Fall),
2007.
1.
Long, H. B.
Themes and theses in self-directed
learning, pp. 1-18. (Huey B. Long)
2.
Guglielmino,
L. M., & Hillard, L. C.
Self-directed learning of exemplary
principals, pp. 19-37. (Lucy
Madsen Guglielmino and Lurana C.
Hillard).
3.
Park, E., &
Confessore, G. J. An interactive model of instructional development, pp. 38-57.
(EunMi Park and Gary J.
Confessore)
4.
Zsiga,
P. L., & Webster, M.
Why
should secondary educators be interested in self-directed
learning?, pp. 58-68.
(Peter L. Zsiga and Mary
Webster)
5.
Carmichael,
P. The independent learning centre
in the secondary school context: How deep is the learning?, pp. 69-80.
(Patricia Carmichael)
International
Journal of Self-Directed Learning, 5(1,
Spring),
2008.
1.
Guglielmino,
L. M. Why self-directed learning?, pp. 1-14.
(Lucy Madsen Guglielmino)
2.
Liddell, T.
N. Self-directed learning of women
executives of philanthropic organizations, pp. 15-29.
(Theresa Noonan
Liddell)
3.
Hollingsworth,
G. M., & Scott, K. W. Understanding
a fragile life: The informal learning of a multiple kidney transplant
recipient, pp. 30-44. (Guy M.
Hollingsworth and Karen Wilson Scott)
4.
Bulik,
R. J. Practice Brief –
Faculty
reflection on teaching: Walking the
walk, pp. 45-55.
(Robert J.
Bulik)
5.
Ponton,
M., & Schuette, C. Research Brief –
The
learner autonomy profile: A discussion of scale combination to measure
autonomous learning, pp. 55-60.
(Michael Ponton and Christine
Schuette)
International
Journal of Self-Directed Learning, 5(2,
Fall),
2008.
1.
Biasin, C. Self-directed learning in Italy: Problems
and possibilities, pp. 1-10.
(Chiara Biasin)
2.
Muller, K. Self-directed learning and emotional
intelligence: Interrelationships among the two constructions, change and
problem solving, pp. 11-22. (Kenneth E.
Muller)
3.
Taylor, J. E.
Fostering self-directed learning and
transformative learning: Searching for connections, pp. 23-34. (Jonathan
E. Taylor)
4.
Zsiga,
P. L.
Self-directed
learning in directors of a U.S. nonprofit organization, pp. 35-49. (Peter
L. Zsiga)
5.
Ghani,
N. A. A.
The
influence of psychological empowerment and antecedents on innovative
behavior, pp. 50-65.
(Nik Azida Abd. Ghani and Tengu
Ahmad Badrul Shah Raja Hussin)
International
Journal of Self-Directed Learning, 6(1,
Spring),
2009.
1.
Boucouvalas, M. Revisiting the concept of self
in self-directed learning: Toward a more robust construct for research and
practice in a global context, pp. 1-10.
(Marcie Boucouvalas)
2.
Guglielmino, L, Gray, E., Arvary, K., Asen, J.,
Goldstein, D., Kamin, F., Nicoll, M., Patrick, N., Schellabarger, &
Snowberger, D. Self-directed learners change our world: Self-directed
learning as a force for innovation, discovery, and social change, pp.
11-30. (Lucy Guglielmino, Elizabeth Gray, Kim-Le Arvary, Joseph Asen, Donna
Goldstein, Fran Kamin, Monica Nicoll, Nancy Patrick, Krista Shellabarger,
and Deborah
Snowberger)
3.
Rowe, B.
Influences on teacher professional
growth: Self-directed learning and teacher efficacy, pp. 31-45. (Barry
Rowe)
4.
Ponton,
M., Schuette, C., & Confessore, G.
An
agentic perspective of self-directed learning as applied to children,
pp. 54-58. (Michael Ponton, Christine Schuette, and Gary
Confessore)
5.
Zsiga,
P. L, Liddell, T., & Muller, K.
Self-directed
learning and leading among managers and executives of non-profit
foundations, pp. 59-67. (Peter
L. Zsiga, Theresa Liddell, and Kenneth Muller)
A Content
Analysis
This section represents an effort to analyze
the variety and number of chapters in the various books and now those articles
appearing in the new online International Journal of Self-Directed
Learning. To accomplish this, a quick and simple content analysis was
carried out. Nine categories emerged based on comparisons of the various
publications. This involved skimming through each chapter and article to
obtain a sense of the one or more focal points intended by the various authors.
Then each focal point resulted in a tally being added to the appropriate
category. It was possible in the scheme used for the comparisons that a chapter
or article could have received more than one tally. For example, a chapter
or article might have focused on furthering our understanding of the SDLRS,
while at the same time making significant contributions to knowledge or theory
building. In that case, two different tallies would have been recorded. Thus,
the overall tally scores are greater than the actual number of chapters and
articles. The miscellaneous category increases in number since 2002 because
of the greater emphasis on technology and e-learning in those years. Because
the decisions about which category to use in making one or more tallies for
a chapter or article were made by only one person and after only skimming
through each piece once, it is highly likely that another person doing a
content analysis of all book chapters and journal articles would develop
a somewhat different framework of understanding.
Table 1 shows the derived categories and number
of corresponding chapters or articles through the
Fall, 2006, journal issue that focused some or all
of their subject matter within each.
Table
1. The number of annual
International Self-Directed Learning Symposia Book Chapters
By Category
Type
Year |
SDL Knowledge or Theory Building |
A Review of the SDL or Related Literature |
The Relationship Between Variables in Comparison with SDL Involvement |
SDLRS, SDLPS, OCLI, LAP, etc. Instruments Used to Measure Some SDL Aspect |
Learners and Self-Directed/Autonomous Learning |
Instruction and SDL |
Settings for SDL Learning |
Historical and Philosophical issues related to SDL |
Miscellaneous/ Technology |
1988 |
3 |
2 |
1 |
0 |
0 |
1 |
2 |
0 |
2 |
1989 |
0 |
1 |
4 |
2 |
1 |
1 |
0 |
1 |
0 |
1990 |
3 |
1 |
3 |
3 |
2 |
0 |
1 |
2 |
2 |
1991 |
2 |
0 |
5 |
5 |
3 |
2 |
0 |
0 |
4 |
1992 |
5 |
4 |
4 |
4 |
5 |
1 |
1 |
1 |
3 |
1993 |
2 |
3 |
6 |
1 |
2 |
0 |
2 |
1 |
4 |
1994 |
0 |
1 |
7 |
4 |
2 |
2 |
2 |
1 |
2 |
1995 |
3 |
0 |
8 |
8 |
0 |
4 |
6 |
2 |
5 |
1996 |
0 |
3 |
6 |
8 |
1 |
5 |
3 |
0 |
2 |
1997 |
2 |
0 |
4 |
3 |
4 |
3 |
6 |
1 |
2 |
1998 |
1 |
0 |
2 |
4 |
4 |
4 |
1 |
1 |
2 |
1999 |
3 |
1 |
5 |
5 |
1 |
4 |
1 |
0 |
2 |
2000 |
6 |
1 |
7 |
6 |
0 |
3 |
1 |
0 |
0 |
2001 |
3 |
0 |
3 |
5 |
1 |
3 |
1 |
1 |
2 |
2002 |
1 |
0 |
4 |
6 |
1 |
1 |
3 |
1 |
6 |
2003 |
2 |
1 |
4 |
4 |
7 |
4 |
2 |
0 |
10 |
2004 |
5 |
0 |
4 |
3 |
7 |
4 |
4 |
0 |
4 |
2005 |
3 |
1 |
2 |
5 |
9 |
4 |
0 |
1 |
3 |
2006 |
5 |
1 |
1 |
2 |
3 |
3 |
1 |
1 |
4 |
Year |
SDL Knowledge or Theory Building |
A Review of the SDL or Related Literature |
The Relationship Between Variables in Comparison with SDL Involvement |
SDLRS, SDLPS, OCLI, LAP, etc. Instruments Used to Measure Some SDL Aspect |
Learners and Self-Directed/Autonomous Learning |
Instruction and SDL |
Settings for SDL Learning |
Historical and Philosophical issues related to SDL |
Miscellaneous/ Technology |
Some trends are beginning to emerge from this
content analysis effort. There appears to be a growing or steady interest
in understanding the relationship between variables in relation to SDL. In
addition, there is a growing or steady interest in using and developing
measurement tools as a way of gathering information, often for purposes of
comparing some variables. There also appears to be increasing attention to
understanding both learners and the instructional processes associated with
SDL. Finally, there is an increasing examination of the ways people learn
via technology in relation to SDL. In conclusion, the wide variety of interests
and growing number of interested scholars suggests there still is much more
to be added to the knowledge base.
Since the initial symposium in 1986, there
have been more than 240 different authors from many countries affiliated
in some way with one or more book chapters and journal articles. Countless
others have served on panels, presented papers, or in some other way helped
continue the success of the annual meetings. Figure 1 lists those who contributed
four or more times as chapter or article authors or co-authors.
Name |
No. of Contributions |
Long, Huey B. |
47 |
|
|
Guglielmino, Lucy M. |
20 |
|
|
Pilling-Cormick, Jane |
15 |
|
|
Confessore, Gary J. |
14 |
|
|
Guglielmino, Paul J. |
12 |
Redding, Terrence R. |
12 |
|
|
Bulik, Robert J. |
11 |
|
|
Hoban, Gary |
09 |
|
|
Bietler, Michael A. |
08 |
Park, EunMi |
08 |
|
|
Foucher, Roland |
07 |
Ponton, Michael K. |
07 |
Sersland, Claudia J. |
07 |
|
|
Bonham, L. Adrianne |
06 |
Carr, Paul B. |
06 |
Hanor, Joan K. |
06 |
Hiemstra, Roger |
06 |
|
|
Agyekum, Stephen K. |
05 |
Cheong, Ji Woong |
05 |
Confessore, Sharon J. |
05 |
Derrick, M. Gail |
05 |
Eisenman, Gordon |
05 |
Kops, William J. |
05 |
Morris, Scott S. |
05 |
Plowman, Travis |
05 |
Zomorrodian, Asghar |
05 |
|
|
Barnes, Karen L. |
04 |
Boyer, Naomi R. |
04 |
Cheong, Chija Kim |
04 |
Durr, Richard |
04 |
Hayden, Katherine L. |
04 |
Nuckles, Charles, R. |
04 |
Piskurich, George M. |
04 |
Straka, Gerald A. |
04 |
Figure
1. The Most Frequent
International Self-Directed Learning Symposia Chapter and International Journal
of Self-Directed Learning Article
Authors
September, 2011