Self-Directed Learning in the Workplace - APS300458

• Title: Self-Directed Learning in the Workplace
• Guaranteed by: Department of Psychology (21-KPS)
• Faculty: Faculty of Arts
• Actual: from 2023
• Semester: winter
• Points: 3
• E-Credits: 3
• Examination process: winter s.:
• Hours per week, examination: winter s.:0/2, C [HT]
• Capacity: unknown / unknown (5)
• Min. number of students: unlimited
• 4EU+: no
• Virtual mobility / capacity: no
• State of the course: taught
• Language: English
• Teaching methods: full-time
• Teaching methods: full-time
• Note: course can be enrolled in outside the study plan; enabled for web enrollment
• Guarantor: Veronika Hrabalová, M.Sc.
• Teacher(s): Veronika Hrabalová, M.Sc.

Annotation

Last update: PhDr. Eva Dragomirecká, Ph.D. (04.05.2023)

Self-directed learning refers to a learning process that learners themselves are responsible for, from identifying
their learning needs, through designing and implementing learning interventions to evaluating their effectiveness.
Thus, self-directed learning is mainly related to adult learners as the ability to learn self-directedly requires self-
acceptance, openness to experience, planfulness, internalised education, flexibility, and autonomy. Additionally,
self-directed learning involves intrinsic motivation to engage cognitively, emotionally, and behaviourally in learning
activities. Learners’ intrinsic motivation is mainly discussed from the perspective of the satisfaction of learners’
basic psychological needs (i.e., autonomy, competence, and relatedness). As learning occurs in social contexts
(i.e., workplace), it requires robust supportive conditions. Throughout the course, students will discuss seminal
papers and the issues related to the self-directed learning of adult learners.

Aim of the course

Last update: PhDr. Eva Dragomirecká, Ph.D. (04.05.2023)

Aim of subject:

Students will be introduced to the basic tenets of self-directed learning. The aim is to provide students with self-directed theoretical models, principles, research findings, and practical applications to workplace settings.

Gained knowledge:

Students can define self-directed learning and its models. They understand the role of motivation and social context in self-directed learning. They can distinguish different dimensions of learning engagement and their interdependence in self-directed learning.

Gained skills:

Students can apply their knowledge in designing an intervention based on research evidence and discuss its contribution to theory and practice. They can evaluate self-directed learning in organisations from the perspectives of learners’ intrinsic motivation, learning engagement, and social context.

Course completion requirements

Last update: PhDr. Eva Dragomirecká, Ph.D. (04.05.2023)

Requirements for assessment of study:

Attendance of min. 75%, one presentation (individual or in a group) of selected readings presented during a seminar, and case study.

Literature

Last update: PhDr. Eva Dragomirecká, Ph.D. (04.05.2023)

Literature:
Key Reading:
Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74(4), 580-590. https://doi.org/10.1037/0021-9010.74.4.580

Hiemstra, R. & Brockett, R. G. (2012). Reframing the Meaning of Self-Directed Learning: An Updated Model. Adult Education Research Conference. https://newprairiepress.org/aerc/2012/papers/ 22

Knowles, M. (1975). Self-Directed Learning: A Guide for Learners and Teachers. Follett Publishing Company.

Lee, J., Sanders, T., Antczak, D., Parker, R., Noetel, M., Parker, P., & Lonsdale, C. (2021). Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis. Review of Educational Research, 91(4), 518-576. https://doi.org/10.3102/0034654321997918

Sněhotová, J., Urban, K., & Votava, J. (2021). LECTURE 1: SELF-DIRECTION AND DEVELOPMENT OF STUDENTS' SELF-DIRECTED LEARNING SKILLS. In K. Němejc & M. E. Bakay (Eds.): CATCH 21st CENTURY SKILLS - Teaching Materials (1st ed., pp. 98-104). ResearchGate. https://www.researchgate.net/publication/349409243_Self-Direction

Ryan, R. M. & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

The list of the literature will be completed at the beginning of the semester. Two readings will be assigned for each seminar.

Syllabus

Last update: PhDr. Eva Dragomirecká, Ph.D. (04.05.2023)

Syllabus:
1. Self-directed learning: definition, history, importance, barriers

2. Models of self-directed learning I.: Constructivist-Oriented Model (Candy, 1991) and Staged Self-Directed Learning Model (Grow, 1991)

3. Models of self-directed learning II.: Personal Responsibility Orientation Model (Brockett & Hiemstra, 1991) & Person, Process, Context Model (Hiemstra & Brockett, 2012)

4. Models of self-directed learning III.: Synthesis

5. Self-directed learning in companies

6. Motivation to learn: Motivational quality continuum

7. Intrinsic motivation: Self-determination theory

8. Learning engagement: Cognitive, emotional, and behavioural learning engagement

9. Social context in self-directed learning

10. Course summary & case study