Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning

TLDR

Self‑directed learning (SDL) is implemented in problem‑based learning (PBL) environments, yet SDL and self‑regulated learning (SRL) differ on key aspects, with SDL potentially encompassing SRL while the reverse is not true. This study investigated the role of SDL in PBL and examined how SDL relates to SRL. The authors reviewed empirical studies on SDL and SRL in PBL and described SDL as granting students a broader role in selecting and evaluating learning materials. The study found that SDL and SRL share similarities, are developmental processes centered on the self, and that PBL can foster SDL; clear conceptualization and guidance for teachers and students are needed to cultivate self‑directed learners.

Abstract

This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.