Roger Hiemstra and Ralph G. Brockett (Editors)
New Directions for Adult and Continuing Education
Number 64, Winter 1994
Jossey-Bass Publishers
Ralph B. Brockett, University of Tennessee, Knoxville, EDITOR-IN-CHIEF
Alan B. Knox, University of Wisconsin, Madison, CONSULTING EDITOR
JOSSEY-BASS INC. PUBLISHERS, San Francisco
© 1994 by Jossey-Bass Inc., Publishers. All rights reserved.
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LC 85-644750 ISSN 0195-2242 ISBN 0-7879-9981-4
NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION is part of the Jossey-Bass Higher and Adult Education Series and is published quarterly by Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, California 94104-1342 (publication number USPS 493-930). Second-class postage paid at San Francisco, California, and at additional mailing offices.
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Editorial Correspondence should be sent to the Editor-in-Chief, Ralph G. Brockett, Dept. of Educational Leadership, University of Tennessee, 239 Claxton Addition, Knoxville, Tennessee 37996-3400.
Cover photograph by Wernher Krutein/PHOTOVAULT ©1990.
As this book is now out of print, permission to reproduce this sourcebook on this web site for use by Elmira College graduate students was granted via a letter dated April 27, 2001, reference #: 4809 ee. This material is used by permission of Jossey-Bass, Inc., a subsidiary of John Wiley & Sons, Inc.
Contents
Editor's Notes (Roger Hiemstra, Ralph G. Brockett)
1. Resistance to Self-Direction in Adult Learning: Myths and Misunderstandings (Ralph G. Brockett)
Educators and learners often resist the introduction of self-directed learning because of misunderstandings about it or about its underlying philosophy of humanism.
2. Resources Related to Overcoming Resistance to Self-Direction in Learning (Huey B. Long)
Definitions of several important terms serve as a bridge to the remainder of the volume. An annotated list of key resources is provided.
3. Portfolio Assessment as a Strategy for Self-Direction in Learning (Jean Ellen Jones)
Portfolio development can be a valuable strategy for promoting self-direction in the formal classroom setting. Here, art education is used to illustrate such use.
4. Adopting Self-Directed Learning in Continuing Professional Education: Physicians and Architects (Gary J. Confessore, Sharon J. Confessore)
Continuing professional education offers an important context for promoting self-direction in learning. An understanding of professions and reflective practice can help minimize resistance.
5. Practical Experience with Self-Directed Learning in Business and Industry Human Resource Development (Lucy M. Guglielmino, Paul J. Guglielmino)
In several cases, principles of self-direction have been successfully used in business and industry settings. Sources of resistance in this context are addressed.
6. Applying Self-Directed Learning Principles in the Technical Training of a High-Risk Industry (Constance C. Blackwood)
Learner resistance is a reality in situations where training is mandated. A number of strategies designed to break down resistance to learning in such situations by introducing elements of self-direction are described.
7. Using Technology to Provide Self-Directed Learning Options for Power Utility Employees (Thomas D. Phelan)
How can technology help learners overcome resistance to self-direction? A five-step process is outlined and discussed within the context of employee career development in a power utility.
8. Resistance by Educators to Using a Self-Directed Learning Perception Scale (Jane Pilling-Cormick)
The author has developed a new instrument to measure perceptions of self-directedness among learners. Experiences in using the instrument with resistant instructors are described.
9. Enhancing Self-Direction in the Adult Learner: Instructional Techniques for Teachers and Trainers ( Susan B. Slusarski)
What can teachers and trainers do to help learners overcome resistance to self-direction? A variety of useful techniques are presented.
10. Helping Learners Take Responsibility for Self-Directed Activities (Roger Hiemstra)
Seventy-eight micro components of self-direction are described. By understanding these components, educators can help learners take increasing responsibility for self-direction in every phase of the teaching-learning process.
11. Resistance to Self-Direction in Learning Can Be Overcome (Roger Hiemstra, Ralph G. Brockett)
Key concepts and themes from previous chapters are highlighted to demonstrate that resistance to self-direction can indeed be overcome.
May, 2001
-- Return to Roger Hiemstra's opening page
-- Go to
Editor's Notes,
Chapter One,
Chapter Two,
Chapter Three,
Chapter Four,
Chapter Five,
Chapter Six,
Chapter Seven,
Chapter Eight,
Chapter Nine,
Chapter Ten,
Chapter Eleven,
or The Index.