자기주도학습(Self-Directed Learning, SDL)

교사가 아니라 자기가 정의한 학습 활동에 참여하는 학생의 준비 상태
The present study investigates whether and how cultural factors affect one of PBL’s main educational principles: self-directed learning (SDL).20 It has been argued that this principle relies strongly on ‘Western ideals of democracy, individualism and egalitarianism’.21 It is defined here as: ‘...the preparedness of a student to engage in learning activities defined by himself rather than by a teacher.

"준비성"은 동기 부여 측면과 숙련된 행동을 모두 포함하는 것으로 이해되어야 한다. 따라서, 성취된 자기 주도 학습자는 그의 선생님들에 의해 정해진 요구에 의해 지배되는 것이 아니라, 지식을 습득하기 위한 내재적인 요구를 경험한다. 또한 다음과 같은 적절한 정보 검색 기술을 습득해야 한다. 즉, 자신의 필요를 충족시킬 수 있는 정보 자원을 어디서 어떻게 찾을 수 있는지 아는 것이다.
“Preparedness” must be understood as having both a motivational aspect and involving skilled behaviour. Thus, an accomplished self-directed learner experiences an intrinsic need to acquire knowledge, not dominated by requirements set by his teachers. In addition, he has mastered the appropriate information seeking skills, that is: he knows where and how to find information resources that would fulfil his need.’22

 

출처: Frambach, J. M., Driessen, E. W., Chan, L. C., & van der Vleuten, C. P. (2012). Rethinking the globalisation of problem‐based learning: How culture challenges self‐directed learning. Medical education, 46(8), 738-747.

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