Preparing Students to be Self-directed Learners

by Spencer Roper, PharmD, PGY-1 Pharmacy Practice Resident, University of Mississippi Medical Center

Learner-centered teaching, problem-based learning, self-directed learning, active learning; these terms are all used to express a concept that has become more and more common, especially in higher education. Broadly described, learner-centered teaching transitions the primary basis of learning from passive listening of teacher-led lectures to active self-directed learning activities and multi-sided discussions. This transition in higher education has been prompted by research showing active learning strategies might be better when compared to traditional methods, especially when it comes to exam scores and long-term retention of information.¹ Despite these benefits, it can be challenging for students and many resist the transition from being "spoon-fed" information to being required to actively seek out answers.

While previous research seems to have addressed many of the barriers to the implementation of active learning strategies, there has been less focus on the mitigation of student reluctance to trust this method of instruction. Weimer discusses some common reasons for resistance that instructors may encounter including increased workload, fear of failure, sense of loss, and not being intellectually ready for certain activities requiring self-sufficiency.²  As students transition to this new form of instruction, no longer are they given polished PowerPoint notes that require no more than reading and memorizing what the instructor deems important. Rather, students have to determine what information is most important, must decide when to take a deeper dive into available literature, and must develop original ideas in response to case-based questions. This can produce anxiety because students who are unaccustomed to this way of learning are often unsure of their conclusions and wonder if the information sources they’ve used have led them down the wrong road, to the wrong insights, to the wrong answers.

With this knowledge of what causes students to be resistant to change, how do we as instructors address their anxiety? There honestly is no easy, single-solution answer. Instead, new and experienced instructors alike should use a multi-faceted approach when introducing self-directed learning to students. At first, it is important to promote student awareness about the (long-term) utility of independent thinking. A 2012 study evaluating problem-based learning implemented in a chemical engineering course suggested that contextualization helps to motivate students toward becoming self-sufficient learners.³ The writers explain that providing real-world problems that parallel the sort of work students would be doing in the future is critically important. By providing real-world problems, the instructor stimulates student motivation because learning the material falls in line with students’ goals – learning how to solve similar problems throughout their careers.

Once students understand the value of self-directed learning, instructors must find ways to keep students motivated/engaged during a time where they've had more independence than ever. One educator wanted to reduce student resistance to practice-based learning by identifying and implementing potential solutions.  He classified these solutions as either explanative or facilitative. ⁴ Explanation strategies served the purpose of helping students meaningfully participate in active-learning activities by showing how participation would help meet their personal goals as well as the goals of the course. Facilitation strategies can be used before and during instructional activities to reduce resistance by making tasks seem less daunting, by providing encouragement, and by ensuring students can make mistakes without consequences. Using these strategies was met with increased student involvement, less perceived distractions, and an increase in positive evaluations. Table 1 lists the specific strategies that any instructor can use when implementing active-learning methods.

Table 1: Strategies to reduce resistance⁴

Explanation Strategies	Facilitation Strategies
Explain the purpose of the activity	Walk around the room
Explain course expectations	Approach non-participating students
Explain activity expectations	Have an encouraging demeanor
	Invite questions from students
	Promote feedback from students
	Develop a routine
	Make participation grades
	Design activities that require active participation
	Break down tasks into incremental steps

While the table above lays out potential strategies one may use to keep students engaged, it's important to be adaptive in your approach. Each student reacts to challenges differently, and some students require more attention than others. That is why it is so important to be present physically and mentally during these active learning activities so that one can evaluate which students may be struggling and require more encouragement. Today classrooms are more likely to be the virtual variety, so may require rotating through break-out rooms and facilitating discussion among students.  If a student seems to be less engaged, it is appropriate to ask their opinion on the current problem or asking if they require help. Approaching these situations should always be done in an encouraging manner rather than a confrontational one so that the classroom is seen as a safe space for learning rather than a place to be punished for mistakes or lack of knowledge.

Keeping students engaged during class is important, however, it is also important to help students develop self-directed learning skills. Dr. Maryellen Weimer provides some great ideas for building student’s self-directed learning skills.⁵ For instance, letting students summarize the material allows each person to evaluate their own habits. By quizzing students with a few questions relevant to the day’s discussion and having them read verbatim from their notes, an instructor can promote the students’ critique of their note taking skills. It is also imperative to allow students to defend what they have taught themselves by permitting the acceptance of additional multiple-choice answers as correct if they can provide written evidence either from their notes or the text that supports the alternative answer(s).

As educators, it's important to realize that students' fear of a new learning style is warranted. Being uncomfortable with change is something that everyone experiences. While it is a common experience, combatting the reluctance to change requires the application of few different strategies. By being aware of how students may respond to active learning methods, instructors should implement a few strategies to ease the students’ transition from passive to active learning and then facilitate their growth into self-directed learners.

 

References:

1. Freeman S, Eddy SL, McDonough M, et al. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences 2014; 111(23): 8410–8415.
2. Weimer M. Learner-centered teaching: Five key changes to practice. John Wiley & Sons; 2002. 237 p.
3. Harun NF, Mohd-Yusof K, Jamaludin M, et al. Motivation in Problem-based Learning Implementation. Procedia - Social and Behavioral Sciences 2012; 56: 233-242.
4. Tharayil S, Borrego M, Prince M, et al. Strategies to mitigate student resistance to active learning. IJ STEM Ed 2018; 5:7.
5. Weimer M. Learner-Centered Teaching: 10 Ideas for Getting Started. Faculty Focus; 2019.