Nature of the Learner
The society provides people with diverse exposures to life so that various individuals respond differently to a range of situations often due to their experiences. During growth and maturation, it is a psychological need for a person to become less dependent on others and more dependent on themselves. By being independent, individuals become more responsible for their actions and choices. As the years advance, the experiences one goes through in life help them develop and progress. People are more interested in learning about subjects that have relevance to their needs both as individuals and as members, who belong to a society. Through experiences, a person gains more lessons, which leave a greater impact on the individual more than the lessons learnt in a passive manner such as through a classroom setting.
Learners are more interested in acquiring knowledge on how to solve personal problems and those in the society where they live in. A person is ready and eager to learn if the lessons they acquire are applicable in solving their life problems. Learners want to apply the lessons they gain in living successful lives. When they perceive a need, learners are willing to advance their knowledge and skills to solve the need. By taking the magnitude of their knowledge to a higher level, individuals optimize their capabilities and enjoy life to its fullness. Notably, people are willing to change as their social roles change and they will align their learning needs close to these changes. The need to change arises from an inner motivation in a learner, who wants to change rather than from an external push.
Self-Directed Learning Theory
In self-directed learning theory, learners take primary responsibility in the learning process. Individuals, with or without any help from others, diagnose their own needs using the self-identified resources, set goals, and expected outcomes. Self-directed learning encompasses individuals’ attributes, which include their intrinsic motivation and responsibility in the learning process. According to Merriam and Brockett (2011), taking responsibility require individuals to identify their resources and utilize them using their prior knowledge of the need. A learner should also identify their learning process and decide how much they need to consult others, who may have a better understanding on the topic. A learner should determine the learning context in the self-directed learning to establish whether one needs support from outside or they can proceed through the learning process alone and eventually attain their expectations.
Appropriateness of the Theory
Self-directed learning theory is appropriate for diabetic teaching because of the large amount of information available in the contemporary world. With advanced technology, doctors and professionals in the medical world are able to draft information and post them online for the world to see. Therefore, learners are in a position to compare the diverse information concerning diabetes provided by the multiple available resources. By comparing the acquired information, individuals are in a position to see the consistency of the information and advance their knowledge on the issue of diabetes.
Technology becomes instrumental in the event where an individual cannot attend classes due to limitations such as location or time. Online classes reduce these limitations as individuals can access classes easily and conveniently using gadgets like smart phones and personal computers. Learners can reach renowned doctors and authors they regard, who they could otherwise have not in the absence of technology. Dabbagh and Kitsantas (2012) suggest that with the availability of several social media platforms, people, who are infected with diabetes or those, who are affected in a way can come together and create support groups used to exchange ideas. With much of the world’s population educated and in a position to access the internet, an increase in the level of information availed online is helpful.
Historically, diabetes was prevalent among the elderly members of the society. However, in the current age, diabetes has become a lifestyle disease affecting several members in the society including children. Remarkably, pronounced prevalence is common among individuals above 20 years (Fenstermacher & Soltis, 2004). Individuals above 20 years are productive in the economy of the country, work for long hours, and engage in various activities. Conversely, most of them are in a position to gain the required knowledge from online sources and can take up the courses without supervision (Billings & Halstead, 2013). The presence of online information also allows them to access the specific information they want without going to class and spending time learning a whole curriculum, when they need a small fraction of the curriculum (Phillips & Soltis, 2004). Being a lifestyle disease, diabetes has affected almost everyone in the society, thus the need to educate all individuals.
For example, a mother of a 26-year-old woman is sick and bedridden. As a result, the daughter has the task of providing for both herself and the mother. The young woman works for 45 hours a week leaving her with little time to care for the mother or rest. Therefore, she learns how to take care of her mother using the internet and asks the mother’s doctor questions using online platforms. Using the platforms, she finds people going through what she is undergoing and receives support.
View of the Learning Process
‘Self-defined learning theory’ is a good theory of learning for individuals whose desires are to advance and develop yet do not get time to attend classes. Since individuals are required to make the choice of studying from the experiences they undergo in life, they are likely to be motivated to learn and achieve their expectations. In many regular schools, though class attendance is required, trainers do not impose learning on individuals. As such, many students end up being passive participants in class and the expected results are disappointing. In self-defined learning, individuals acquire knowledge on the specific aspects of their interests. Therefore, learning takes short time and individuals grasp what they learn with much ease. Whenever a learner needs help from others, they can obtain the help without having to find the helper physically.
Locus of Learning
The locus of learning describes the learner’s perception on, who controls the learning process. In self-defined learning process, learners set their own goals and expectations. The set goals and expectations propel a learner to make the necessary steps in attaining them. Inner motivation among learners is necessary in keeping the learning process in the right direction. In self-defined learning, the process is learner-centered making the student more involved in the learning process and decision-making. Since the mode does not have competition, learners use their time to gain important lessons on diabetes without ingestion of the knowledge for the purposes of being on top, but rather gain knowledge for oneself. With online self-defined learning, individuals can access information they need from necessary resources regardless of the distance. The availability of diverse information to compare helps in gaining consistent and a wide range of information.
Purpose in Education and Educator’s Role
Applying self-defined learning theory to teach individuals on diabetes helps many individuals access the information pertaining to diabetes. The information includes teaching the individuals on the necessary precautions to avoid infection, prolong life in case of an infection, the available medication, and care for a diabetic person. With the advancement of technology, the information is available to those, who wish to access it. In addition, the short learning process caters for those, who are busy and equally need the information. The process is also flexible to allow the individuals with many responsibilities receive the information. As such, the role of the educator is to guide, offer help, and encourage the learners.
Manifestations in Adult Education
The slow-paced rate of learning characterizes adult learning. This is because adults have a number of responsibilities to undertake. Having gone through many life experiences, adults become less open-minded, and thus, the learning process is slow. In contrast, most adults know what they want in future and have the self-drive in pursuit of the respective goal. Many adults seek to expand their knowledge from the experiences and desire to change their situations and solve their problems and mistakes. Adult learners use practical ways and methods in learning as they solve their problems (Merriam & Brockett, 2011).The result of adult learners is high expectations driven by an intrinsic motivation.
References
Billings, D., & Halstead, J. (2013). Teaching in Nursing: A Guide for Faculty. London: Elsevier Health Sciences.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, Social Media, and Self-Regulated Learning: A Natural Formula for Connecting Formal and Informal Learning. The Internet and Higher Education, 15(1), 3-8.
Fenstermacher, G., & Soltis, J. (2004). Approaches to Teaching. New York: Teachers College Press.
Merriam, S., & Brockett, R. (2011). The Profession and Practice of Adult Education: An Introduction. New York: John Wiley & Sons.
Phillips, D., & Soltis, J. (2004). Perspectives on Learning. New York: Teachers College Press.