Judy Walters is an associate faculty member in the School of Leadership Studies at Royal Roads University, Victoria BC Canada (j.walters@shaw.ca).

Rationale

In a complex and fast-changing world, the need to learn how to learn (meta-gogy^[1]), to lead one’s own learning, and to become a self-directed lifelong learner are imperative (^[2]Bransford, Brown & Cocking, 2000; Brockett & Hiemstra, 2018; Brookfield, 1986, 1993; Field,et al., 2014; Garrison, 1997, 2003; Knowles, 1968, 1970; Kranzow & Bledsoe, 2017; Leong, 2020; Merriam, 2001; Meyer, 2008, Meyer et al, 2010; Morris, 2019a; Silén & Uhlin, 2008; Taylor & Burgess, 1995). Self-directed learning (SDL) has a millennia-long history in the ‘real world’ (Houle, 1961; Tough, 1967, 1971), yet it is rarely taught or encouraged in schools. Yet, learning how to take responsibility for one’s own learning and future is essential for success in both academia and life. Acquiring the mindset and meta-gogical skills such as: personal initiative and project management skills; curiosity and commitment; blend of analytical, critical, reflective and creative thinking; problem-solving and leadership skills are especially important for graduate learners aspiring to conduct their own research projects.

Within Royal Road University’s (RRU) Master of Arts in Leadership (MAL) program, the course Self-Directed Studies (SDS) enables learners develop the knowledge, skills, and attitudes (KSA) needed to conduct their own applied, action-oriented research projects and address complex, real-world challenges in new ways. This chapter explores how SDL works in theory and then discusses how it is employed in practice in SDS to foster active, self-directed, real-world learning and build learners’ research and leadership capabilities and confidence.

Overview: How SDL Works in Theory

Definitions and descriptions of SDL vary, but most affirm and expand Knowles’ (1968, 1970, 1973, 1975, 1980, 1996) andragogical explanation. Many adults are: intrinsically motivated; able to draw from their life experience; want their learning to be active and interactive, relevant, and applicable; and want their learning to enable them to solve problems and achieve specific goals. Therefore, they take the initiative, often outside the classroom, to: articulate their learning goals; diagnose their learning gaps and needs; find useful, relevant resources; craft their own learning strategies; implement and adjust them; and evaluate their success^[3]. Researchers found that freedom to pursue their own interests and goals, explore real world concerns, use diverse (non-traditional, non-academic) resources, think and learn in their own way at their own pace, collaborate with whomever they chose, make meaning as they wish, and contribute to their own and others future well-being are important SDL motivators (Boyer et al, 2014; Brockett, & Hiemstra,1985; Gibbons, 2003; Kranzow & Bledsoe, 2017; Loeng, 2020; Merriam 2001; Morris, 2019a).

Unlearning and re-agenting

Research (Candy, 1991; Grow, 1991; Lunyk-Child et al, 2001; Meyer et al, 2010; Owen, 2002) also showed that expecting students — who have spent 12 or more years in the education system being told what, when, where, why, how and with whom to learn — to enthusiastically embrace SDL and successfully initiate and complete SDL projects is unreasonable and possibly unethical (Field, Duffy & Huggins, 2014; Silén & Uhlin, 2008; Taylor, 1986; Taylor & Burgess, 1995). While so much freedom sounds, and ultimately is, liberating and exhilarating, having so many choices, decisions and responsibilities can initially be disorienting or even debilitating (Leong, 2020). Both SDL in theory and SDS in practice can cause learners to feel overwhelmed, adrift, anxious, incompetent, imposter-ish, disengaged, paralyzed, or even angry (Lunyk-Child et al 2001; Taylor, 1986; Taylor & Burgess, 1995). To regain their sense of agency and successfully initiate and complete SDL projects, learners need some structure, guidance, and support (Brockett & Hiemstra, 1985, 1991; Lunyk-Child et al, 2001; Silén & Uhlin, 2008).

Three key contributing factors

Success and satisfaction with SDL depend on three intertwined factors: the institutional and pedagogical context and culture; personal psychological and emotional traits; and supportive but ‘stretch-y’ collegial relationships (Boyer et al, 2014; Brockett & Hiemstra, 2018; Graham & Misanchuk, 2004; Garrison 1997, 2003; Hammond & Collins, 2013; Leong, 2020; MacKeracher, 2004; Morris, 2019a; Owen, 2002; Song & Hill, 2007).

Figure 1

The 3S’s of successful SDL

Institutions, course designers, and instructors need to create an “enabling environment” (Meyer et al, 2010) in which it is safe to take risks, experiment, get messy, fail forward, and learn. They need to provide a framework, some scaffolding, and a ‘sandbox’ or ‘learning lab’ in which learners can initiate, refine, and complete their SDL projects. Instructors need to guide learners through the transition from passive teacher-centred dependency to active learner-centered independence (auto-didaxy) and, hopefully, interdependent communitarian lifelong learning (Candy, 1991; Grow, 1991; MacKeracher, 2004; Morris, 2019b; Taylor, 1986). They need to move learners away from the comfort and predictability of traditional pre-scripted courses and reassure them their own often messier self-directed inquiries will yield deeper, richer, more engaging, relevant, applicable, valuable learning.

Learners need to possess the desire and drive to take charge of and manage their own learning (Boyer et al, 2013; Field, Duffy & Huggins, 2014; Gibbons, 1990, 2003; Leong, 2020; Song & Hill, 2007). Persistence and a love of learning are important, in addition to project, time and self-management, ambition, vision, and passion (Garrison, 1997; Merriam, et al., 2012). So are meta-cognitive skills like being able to critically reflect on and evaluate one’s own knowledge; beliefs; values; and ways of thinking, learning and living (Field, et al., 2014; Meyer et al, 2010; Owen, 2002; Silén & Uhlin, 2008). Being open to new paradigms, perspectives, and possibilities, being willing to change one’s views and habits, wanting to realize one’s full potential, shape the future, and improve one’s own and others’ quality of life are valuable attributes (Field, Duffy & Huggins, 2014; Freire, 1970; Garrison, 1997; Morris, 2019a; Owen 2002).

Despite its name, SDL is best pursued, not in isolation, but ‘in community’ (Brookfield,1986; Johnson & Johnson, 1999, 2002, 2008; Johnson, Johnson, Holubec & Holubec, 1994; Johnson, et al., 2000; Leong 2020). Learners need others to serve as and suggest resources, to analyze challenging situations and ask hard questions, to brainstorm, kick around and test out ideas, to explain, defend and refine their ideas, to reflect, make meaning and consolidate, internalize, apply and effectively share their learnings (Akyol & Garrison, 2010; Garrison, 1997; Graham & Misanchuk, 2004; Kranzow & Bledsoe, 2017; MacKeracher, 2004; Morris, 2019b; Silén & Uhlin, 2008). Learners benefit not only from facilitators and colleagues who support them, but from co-learners on their own SDL journeys (Vella, 2002). Watching others manage the uncertainties, ambiguities and frustrations of SDL normalizes them, produces ‘steal-able’ ideas, and enriches everyone’s learning. Because knowledge and meaning are socially and collaboratively constructed (Garrison, 1997, 2003; Merriam et al, 2012), working in a community of practice (Lave & Wenger, 2002), community of inquiry (Garrison, Anderson & Archer, 2010), or community of co-learners (Bransford, Brown & Cocking, 2000) fosters deeper learning. Co-learning encourages robust conversations^[4] in which learners present their perspectives and questions, and stretch each other’s thinking; learners can consider other perspectives and possibilities, and expand their thinking, KSAs and worldviews (Akyol & Garrison, 2010; Graham & Misanchuk, 2004). Collaborative learning yields synergistic multi-layered transformative learning (Cranton, 2006; Merriam, 2001; Mezirow, 1985, 1990, 1997, 2000, 2009; O’Sullivan, 1999; Taylor 1986, Taylor & Cranton, 2012, 2013).

SDL’s benefits

SDL has been shown to yield many benefits: broader, deeper learning, improved focus, meta-cognition, academic performance, professional opportunities and success, confidence, competence, motivation, problem solving skills, creativity, adaptability, resilience, a greater sense of agency, empowerment, self-efficacy, and, ultimately, enhanced life satisfaction (Boyer et al, 2013; Field, Duffy & Huggins, 2014; Gibbons, 1990; Graham & Misanchuk, 2004; Kranzow & Bledsoe, 2017; Leong, 2020, Merriam, 2001; Meyer, 2008, Meyer et al, 2010; Silén & Uhlin, 2008; Song & Hill, 2007). It allows and encourages individualization, inclusivity and iterativity. It cultivates the mindset and KSAs required to thrive in learning organizations and life (Belasco, 2012; Belasco & Stayer, 2008; Boyer et al, 2014; Garvin, et al., 2008; Kranzow & Bledsoe, 2017; Marsick & Watkins, 1996; Senge, 2006; Watkins & Marsick, 1993). It fosters conscientization, empowerment, emancipation, democracy, social justice, and inspires more SDL so it becomes a way of life (Freire, 1970; Leong, 2020, Merriam, 2001; Morris, 2019a)^[5]. SDL gives learners the confidence and competence needed to conduct their own research inquiries and lead change^[6].

Reflections: How SDS Works in Practice

SDS is a 12-week long online course in which learners conceptualize, design, initiate, fine-tune, complete, analyze, present the results, meaning and implications of, and evaluate the value of their own self-directed Course of Study (CoS). It gives learners an opportunity to gain first-hand experience with the benefits and challenges of SDL and what is involved in becoming a researcher and a better leader. SDS’s design applies SDL principles and practices. The institution and instructor provide a framework and support, then the SDS asks learners to design and conduct their own CoS on the topic of their choice.

Compared to most other courses, one key difference with SDS is that learners are supported not by a ‘teacher’ but by a faculty member who plays the role of a facilitator, coach, mentor, resource suggester, sometimes provocateur and constant champion. To facilitate SDL, teachers need to let go of their traditional role and shift their self-concept. Instead of being a sage on the stage, instructors need to step aside and free, empower and support learners to lead their own learning. Learners are explicitly required to support each other and contribute to each others’ learning journey. As they learn how to direct their own individual and collective learning, the facilitator slides to the sidelines^[7].

SDS unfolds in three phases. The first four-week phase is dedicated to empowering and orienting learners to SDL and coaching them through the development of their CoS. During the middle six-week phase, learners work independently to conduct their CoS and produce their deliverables. The final two-week phase is dedicated to closing the circle, sharing, reflecting on, consolidating, internalizing, and celebrating everyone’s learning.

Figure 2

The entire class is sorted into small groups called pods. In week one, after a video-conference call to welcome and orient learners to the course, pod-mates are instructed to meet virtually and co-create a team charter. Learners are asked to discuss how they want to work together, identify what they have to offer and want to get out of the course, define their team values, vision, and goals, identity potential problems, develop prevention and mitigation strategies, and decide how they want to conduct their mid-point check-in and course-end conversation and celebration, all by week’s end. Developing the team charter serves two purposes. Firstly, it is a quick, effective way to get team members to bond and build trust, develop open authentic collegial relationships, and often a we-finish-together pod pact. Secondly, and even more importantly, it gives learners safe first-hand experience in leading their own learning. It shows them they are capable of SDL. Readings and a selection of curated videos are provided to the students to explain what SDL is, how it works and how it will benefit them both in the MAL program and beyond, in the real world^[8].

During weeks two through four, learners focus on developing their CoSs. Faculty provide structure, guidance, and support by giving learners a CoS template (Appendix A) and having one-on-one conversations with each learner to clarify their goals and aspirations and refine their priorities and project plans.

The learners’ first task is to decide what interests them and is worth studying. Learners are encouraged to pick a topic, challenge, opportunity, issue, question, or situation that: (a) they are truly passionate about; (b) will enrich their learning and enhance their KSAs; (c) is important to their organization or community and also has the potential to contribute to; (d) their capstone project, and; (e) career ambitions.

Learners first decide what they want to study and why doing so is personally meaningful, professionally strategic, organizationally opportune, societally beneficial, and academically contributory. Next, they determine what is truly do-able in the time they have and how they want to tackle their topic.

Topics learners have explored include:

• improving collaboration and communication;
• organizational culture and change;
• union-management relations;
• executive onboarding;virtual and cross-functional team development;
• love-led leadership;
• improving staff engagement;
• developing learning organizations;
• corporate social responsibility;expanding community programs;
• fundraising and volunteer training;
• managing family business dynamics;
• preventing burnout and suicide;
• solving homelessness;
• personal and community resiliency;
• new technology adoption;
• indigenous perspectives.;

Learners identify a starting list of resources that look like they will shed light on the topic and situation they are investigating. Advice on how to find relevant resources is provided to the entire class via an online forum facilitated by a university librarian. Learners are free to add or drop resources. In addition to academic books and articles, resources can include videos, blogs, grey literature, and informal conversations with colleagues or experts^[9].

Learners decide what artifacts or deliverables they would like to create to evidence and share their learning. While traditional academic papers and literature reviews are accepted, learners are encouraged to be creative and produce outputs that not only summarize and showcase what they have learned, but are useful, enrich others’ learning and spark conversations and positive change. Examples are: a presentation; workshop or course; strategic plan; awareness campaign; organizational change or community development initiative; policy or program proposal; evaluation framework; or a video, website, blog, infographic, or arts-based artifact^[10].

Learners are asked to be intentional about and detail the KSAs and competencies^[11] they plan to develop through their CoS. They develop a critical path and commit their CoS plans to a week-by-week schedule. Learners critique each others’ plans. They each submit a CoS Agreement (learning contract) to their instructor for official approval.

During weeks 5 through 10, learners work independently to conduct their CoS. They are required to post a weekly update of their progress and summary of their thoughts, reflections, and learnings. Learners connect with and support each other as per their team agreement, often using the tech tools they have chosen. In these conversations pod-mates work interdependently, cheering each other on, sharing resources and ideas, overcoming challenges, making sense and meaning, considering how their learning can be applied to foster systemic change, and managing the rest of life (work and family challenges and changes).

Pod-mates are responsible for organizing and hosting the mid-point check-in in week 7. Few CoS projects unfold precisely as planned. Most are messy. Some expand, some shrink, some go sideways and end up encompassing new topics learners discover are more germane to their interests and aspirations. Holding true to the spirit of self-direction, learners are free to adapt and adjust their CoS plans. All they need to do is notify their SDS facilitator.

In Week 11, learners share their deliverables with the entire class. Cross-pod conversations, questions and kudos help learners further refine the deliverables they share with their organization or community and submit to instructors at the end of SDS. Learners are given the freedom to decide whether, in week 12, they want to write a final reflective paper or, if all pod-mates agree, hold a collective dialogue, which they design and host as part of the course’s closing conversation and celebration.

Like SDL, SDS offers many layers of meta-gogical, life-changing learning. It expands learners’ KSAs, competence and confidence. They learn how to find, evaluate, theme, synthesize, and apply relevant information. They develop question-crafting, inquiry design, project management, decision making, and problem-solving skills. They develop their analytical, critical, reflective, integrative, and creative thinking skills. They learn about themselves and others, leadership and teamwork, the importance of being open to other perspectives and possibilities, and the advantages of co-learning. Through their CoS, they learn about emergence and iterativity, flexibility and adaptation, figuring things out on the fly and living in constant “beta.” They learn how to dance with complexity, uncertainty, and unpredictability. They gain KSAs needed to: anticipate, manage, and drive change in a VUCA^[12] world; confront wicked, gnarly problems; and work strategically and collaboratively to shift systems and stakeholders forward towards positive change and better futures. Through SDS, learners not only become researchers able to conduct their own inquiries, they become better leaders: able to ask sharper questions; listen more openly and deeply; gather more authentic input; build more engaged, empowered teams; and tackle complex real world concerns.

In sum, SDL and SDS enable learners to learn about (the benefits of) active learning and real-world inquiry.