Self-Directedness in Adult Vocational Education Students: Its Role in Learning and Implications for Instruction

This report is intended to enlighten the educator of adults about some of the essential elements of self-directedness, and more clearly define its relevance to adult learning and instruction. It endeavors to stimulate thought and dialogue regarding how the adult educator can utilize the potential of self-directedness in the classroom. By developing qualities built around adult oriented methodologies, teachers can help to enhance adult students' cognitive and affective processes. An expected student response should be the perpetuation of intellectual curiosity and development exhibited by further demonstrations of self-directedness regarding learning. Further, this report points out a potential ethical problem which could arise and identifies six issues that instructors and institutions should address if the needs of adult students are to be met. Lastly, it suggests how "Structured Flexibility" can create a mutually conducive learning environment that provides for student growth as well as instructor proficiency and professionalism.