International
Self-Directed Learning Symposia:
Annual
Publications from Symposia Presentations
Authors
and Chapter or Article Titles
[To
obtain book order information go to http://sdlglobal.com/product_info.html]
NOTE: Many thanks to Travis Plowman, The College of Saint Rose, for sharing
inclusive page numbering information for the annual Symposia publications.
These data are needed in creating accurate citational information according to
the American Psychological Association's manual (5th Edition, 2001). Travis
provided this material during a presentation at the 2005 International
Self-Directed Learning Symposium, February 2-5, Cocoa Beach, FL, entitled International
Self-Directed Learning Symposia Publications: Index. Travis also discovered
some errors that existed in my initial work and that help is appreciated, too.
Therefore, this information is incorporated
below for all Symposia through
Long, H. B., &
Associates. (1988). Self-directed
learning: Application & theory. Athens, GA: Adult Education Department,
University of Georgia.
1. Long, H. B. Self-directed learning reconsidered,
pp. 1-9. (Huey B. Long)
2. Brookfield, S. M. Conceptual, methodological and
practical ambiguities, pp. 11-37. (Stephen M. Brookfield)
3. Caffarella, R. S. & O'Donnell, J. M. Research
in self-directed learning: Past, present and future trends, pp. 39-61.
(Rosemary Caffarella and Judith M. O'Donnell)
4. Kasworm, C. E. Self-directed learning in institutional
contexts: An exploratory study of adult self-directed learners, pp. 65-97.
(Carol Kasworm)
5. Hiemstra, R. Self-directed learning:
Individualizing instruction, pp. 99-124. (Roger Hiemstra)
6. Guglielmino, L. M. & Guglielmino, P. J. Self-directed
learning in business and industry: An information age imperative, pp.
125-148. (Lucy Guglielmino and Paul Guglielmino)
7. Smith, R. M. Improving dissemination of knowledge
about self-directedness in education, pp. 149-167. (Robert M. Smith)
8. Danis, C & Tremblay, N. A. Autodidactic
learning experiences: Questioning established adult learning principles,
pp. 171-197. (Claudia Danis and Nicole A. Tremblay)
9. Spear, G.. Beyond the
organizing circumstances: A search for methodology for
the study of self-directed learning, pp. 199-221. (George Spear)
10.
Penland, P. Self-directed learning and natural language
processing, pp. 223-251. (Patrick Penland)
11.
Long, H. B. &
Agyekum, S. K. Self-directed learning: Assessment
and validation, pp. 253-266. (Huey B. Long and Stephen K. Agyekum)
Long, H. B., &
Associates. (1989). Self-directed
learning: Emerging theory & practice. Norman, OK: Oklahoma Research
Center for Continuing Professional and Higher Education, University of
Oklahoma.
1. Long, H. B. Self-directed learning: Emerging theory
and practice, pp. 1-11. (Huey B. Long)
2. Bonham. L. A. Self-directed orientation toward
learning: A learning style, pp. 13-42. (L. Adrianne Bonham)
3. Peters, J. M. Self-direction and problem solving:
Theory and method, pp. 43-52. (John M. Peters)
4. Garrison, D. R. Facilitating
self-directed learning: Not a contradiction in terms, pp. 53-62. (D. Randy
Garrison)
5. Guglielmino, L. M. Development of an adult basic
education form of the Self-Directed Learning Readiness Scale, pp. 63-75.
(Lucy M. Guglielmino)
6. McCoy, C. & Langenbach,
M. Self-directed learning among clinical laboratory
scientists: A closer look at the OCLI, pp. 76-85. (Carol McCoy and Michael Langenbach)
7. McCune, S. K. & Garcia, G., Jr. A meta-analytic
study of the relationship between adult self-direction in learning and
psychological well-being: A review of the research
from 1977 to 1987, pp. 87-97. (Sandra K. McCune and Gonzalo Garcia, Jr.)
8. DeJoy, J. K. & Mills, H. Bridging theory and
practice: Applications in the development of services for self-directed
learners, pp. 99-111. (Judith K. DeJoy and Helen
Mills)
9. Sexton, C. The contribution of W. H. Kilpartick's work (1918) to adult self-directed learning
theory, pp. 113-123. (Charlene Sexton)
10.
Long, H. B. Truth
unguessed and yet to be discovered: A professional's
self-directed learning, pp. 123-135. (Huey B. Long)
Long, H. B., &
Associates. (1990). Advances in
research and practice in self-directed learning. Norman, OK: Oklahoma
Research Center for Continuing Professional and Higher Education, University of
Oklahoma.
1. Long, H. B. Changing concepts of self-direction in
learning, pp. 1-7. (Huey B. Long)
2. Candy, P. C. The transition from learner-control to
autodidaxy: More than meets the eye, pp. 9-46. (Philip C. Candy)
3. Jarvis, P. Self-directed learning and the theory of
adult education, pp. 47-65. (Peter Jarvis)
4. Gerstner, L. S. On the theme and variations of
self-directed learning, pp. 67-92. (Lorraine S. Gerstner)
5. Eisenman, G. Self-directed learning -- A growth
process?, pp. 93-122. (Gordon Eisenman)
6. Peters, J. M. Analysis of practical thinking in
self-directed learning, pp. 123-144. (John M. Peters)
7. McCune, S., Guglielmino, L. M., & Garcia, G., Jr. Adult
self-direction in learning: A meta-analytic study of research using the Self
Directed Learning Readiness Scale, pp. 145-156. (Sandra McCune, Lucy M.
Guglielmino, and Gonzalo Garcia, Jr.)
8. West, R. F & Bentley, E. L., Jr. Structural
analysis of the Self-Directed Learning Readiness Scale: A confirmatory factor
analysis using LISREL modeling, pp. 157-180. (Russell F. West and Ernest L.
Bentley, Jr)
9. Adekanmbi, G. The concept of distance in self-directed learning,
pp. 181-201. (Gbolagade Adekanmbi)
10.
Dorsey, M.,
Manning, R., & Shindell, T. Action science as
a paradigm for a critical theory of self-directed learning, pp. 203-219.
(Mark Dorsey, Roger Manning, and Tom Shindell)
11.
Cavaliere, L. A. The Wright brothers as self-directed
learners. The role and relation of goal setting, feedback and motivation during
the process of their self-directed learning project, pp. 221-234. (Lorraine
A. Cavaliere)
12.
Lambert, J. &
Rountree-Wyly, J. Self-directed learners: Women climbing
the corporate ladder, pp. 235-248. (Joanne Lambert and Jeannie Rountree-Wyly)
13.
Sgroi, A. The
drive to learn: Self-directed learning in a formal institutional setting,
pp. 249-264. (Angela Sgroi)
14.
Nolan, R. E. Self-direction
in adult second language learning, pp. 265-278. (Robert E. Nolan)
15.
Long, H. B. &
Agykum, S. K. Toward a theory of self-directed
learning: An appraisal of Gibbons' principles and strategies, pp. 279-293.
(Huey B. Long and Stephen K. Agykum)
Long, H. B., &
Associates. (1991). Self-directed
learning: Consensus & conflict. Norman, OK: Oklahoma Research Center
for Continuing Professional and Higher Education, University of Oklahoma.
1. Long, H. B. Self-directed learning: Consensus and
conflict, pp. 1-9. (Huey B. Long)
2. Long, H. B. Challenges in the study and practice of
self-directed learning, pp. 11-28. (Huey B. Long)
3. Tremblay , N. A. & Theil, J. P. A
conceptual model of autodidactism, pp. 29-51. (N.
A. Tremblay and J. P. Theil)
4. Bonham, L. A. Functional and dysfunctional uses of
self-directedness in adult learning, pp. 53-70. (L. Adrianne Bonham)
5. West, R. F. & Bentley, E. L., Jr. Relationship
between scores on the Self-Directed Learning Readiness Scale, Oddi Continuing
Learning Inventory and participation in continuing professional education,
pp. 71-92. (Russell F.West and Ernest L. Bentley,
Jr.)
6. Adenuga, T. Demographic and personal factors in predicting
self-directedness in learning, pp. 93-106. (Tunde
Adenuga)
7. Long, H. B. College students' self-directed learning
readiness and educational achievement, pp. 107-122. (Huey B. Long)
8. Confessore, G. J. Human behavior as a construct for
assessing Guglielmino's Self-Directed Learning
Readiness Scale: Pragmatism revisited, pp. 123-146. (Gary J. Confessore)
9. McCune, S. L & Guglielmino, L. M. The validity
generalization of Guglielmino's Self-Directed
Learning Readiness Scale, pp. 147-154. (Sandra Luna McCune and Lucy
M. Guglielmino)
10.
Redding, T. R. Spark-gap
to space: A study of self-directed learning, pp. 155-175. (Terrence R.
Redding)
11.
Steele, S. M. Reflection
on a personal self-directed independent learning activity, pp. 177-198.
(Sara M. Steele)
12.
Grow, G. The
staged self-directed learning model, pp. 199-226. (Gerald Grow)
13.
Hill, L. H. Facilitating
the self-directed learning of professionals: An exploration, pp. 227-243. (Lilian H. Hill)
14.
Baskett, H. K. Processes involved with developing
autonomous learning competencies, pp. 245-272. ("Morris" H. K. Baskett)
15.
Rountree, J., Lambert, J., Rice, M., & Korhonen,
L. J. The future of self-directed learning as related to continuing
professional education, pp. 273-280. (Jeanie Rountree,
Joanne Lambert, Misty Rice, and Lloyd J. Korhonen)
16.
Kazeem, K. Adapting the concept of self-directed learning
to Islamic educational practice, pp. 281-296. (Kola Kazeem)
Long, H. B., &
Associates. (1992). Self-directed
learning: Application and research. Norman, OK: Oklahoma Research Center
for Continuing Professional and Higher Education, University of Oklahoma.
1. Long, H. B. Learning about self-directed learning,
pp. 1-8. (Huey B. Long)
2. Long, H. B. Philosophical, psychological and
practical justifications for studying self-direction in learning, pp. 9-24.
(Huey B. Long)
3. Confessore, G. J. & Confessore, S. J. In search
of consensus in the study of self-directed learning, pp. 25-46. (Gary J.
Confessore and Sharon J. Confessore)
4. Danis, C. A unifying framework for data-based
research into adult self-directed learning, pp. 47-72. (Claudia Danis)
5. Gerstner, L. S. What's in a name? The language of self-directed
learning, pp. 73-96. (Lorraine S. Gerstner)
6. Jarvis, P. Free-will, freedom and self-directed
learning, pp. 97-117. (Peter Jarvis)
7. Caffarella, R. S. Research in self-directed
learning: Some critical observations, pp. 119-130. (Rosemary S. Caffarella)
8. Jones, J. E. Validation study of the Self-Directed
Learning Readiness Scale with university and community art students, pp.
131-145. (Jean Ellen Jones)
9. Redding, T. R. & Aagaard,
L. A descriptive investigation of the construct of self-direction, pp.
147-161. (Terrence R. Redding and Lola Aagaard)
10.
Price, M. A., Kudrna, J., & Flegal, J. An
exploratory study of self-directed learning readiness and field
independence/dependence among students in architectural design studios, pp.
163-180. (Michael A. Price, James Kudrna, and Julie Flegal)
11.
Guglielmino, L.
M. Familiar relationships in readiness for self-directed learning, pp.
181-188. (Lucy M. Guglielmino)
12.
Long, H. B. &
Walsh, S. M. An analysis of a modified form of Guglielmino's
Self-Directed Learning Readiness Scale, pp. 189-207. (Huey B. Long and
Stephen M. Walsh)
13.
Straka, G. A.
& Will, J. Self-directed learning in the Federal Republic of Germany,
pp. 209-222. (Gerald A. Straka and Joerg Will)
14.
Kasworm, C. E. Adult learners in academic settings: Self-directed
learning within the formal learning context, pp. 223-244. (Carol E. Kasworm)
15.
Titsworth, R. R., Hess, J. D., & Hawkins, L. A
comparative study of selected student data to determine relative success of
students enrolled in telecourses versus those enrolled
in live classes at Rogers State College, pp. 245-264. (Tobie
R. Titsworth, James D. Hess, and Lois Hawkins)
16.
Loving, G. L. Educational
context, motivational orientation and cognitive flexibility in undergraduate
nursing education, pp. 265-286. (Gary L. Loving)
17.
Steele, S. M. Evaluation
and self-directed learning, pp. 287-307. (Sara M. Steele)
18.
Piskurich, G. M. Preparing
the learner for self-directed learning, pp. 309-321. (George M. Piskurich)
19.
Hiemstra, R. Individualizing
the instructional process: What we have learned from two decades of research on
self-direction in learning, pp. 323-344. (Roger Hiemstra)
20.
DeJoy, J. K. & Mills, H. H. Evaluation of a
self-directed learning program for adult learners, pp. 345-354. (Judith K. DeJoy and Helen H. Mills)
21.
Courtney, S.
& Rahe, S. Dimensions of self-directed
learning in personal change: The case of weight loss, pp. 355-380. (Sean
Courtney and Sandra Rahe)
22.
Moran, M. & Weatherby, F. Adult self-directed learning in a
professional program, pp. 381-392. (Maribeth
Moran and Francene Weatherby)
23.
Baker, C. M.
& Nishikawa, H. A. The continuum of self-directed learning within a
graduate professional course, pp. 393-400. (Constance M. Baker and Herbert
A. Nishikawa)
Long, H. B., &
Associates. (1993). Emerging
perspectives of self-directed learning. Norman, OK: Oklahoma Research
Center for Continuing Professional and Higher Education, University of
Oklahoma.
1. Long, H. B. Self-directed learning knowledge: Some
issues, pp. 1-8. (Huey B. Long)
2. Long, H. B., Redding, T. R., & Eisenman, G. Development
of self-directed learning readiness: A longitudinal study, pp. 9-25. (Huey
B. Long, Terrence R. Redding, and Gordon Eisenman)
3. Garrison, D. R. An analysis of the control
construct in self-directed learning, pp. 27-43. (D. R. Garrison)
4. Confessore, G. J., Long, H. B., & Redding, T. R. The
status of self-directed learning literature, 1966-1991, pp. 45-56. (Gary J.
Confessore, Huey B. Long, and Terrence R. Redding)
5. Baldonado, A. A. Non-paradigm self-directed learning,
pp. 57-73. (Ardelina A. Baldonado)
6. Bonham, L. A. The wandering education of a man:
Louis L'Amour's lifelong self-directed learning,
pp. 75-97. (L. Adrianne Bonham)
7. Olgren, C. H. Cognitive strategies and self-directedness:
Research into adults' learning processes, pp. 99-115. (Christine H. Olgren)
8. Confessore, S. J. & Confessore, G. J. The
limits of consensus in the study of self-directed learning, pp. 117-139.
(Sharon J. Confessore and Gary J. Confessore)
9. Nelms, K. R. Information technologies and self-directed
learning: Structures for evaluation and application, pp. 141-160. (Keith R.
Nelms)
10.
DeJoy, J. K. & Herrmann, R. Counseling adults for
academic and technological self-directed learning: Emotional dimensions,
pp. 161-174. (Judith K. DeJoy and Richard Herrmann)
11.
Coughlan, R. & Scriber, C. Enhancing self-direction: An
analysis and assessment of motivation and ability, pp. 175-186. (Reed Coughlan and Crystal Scriber)
12.
Donlon, T. F. Self-directed learning in the context of
the nontraditional degree, pp. 187-200. (Thomas F. Donlon)
13.
Tanner, J. E. Perspectives
of foreign language learning: Psychological implications for self-directed
learning theory, pp. 201-213. (J. E. Tanner)
14.
Hill, L. &
Taylor, W. H. Practicing what we preach:
Self-directed learning for adult educators, pp. 215-228. (Lilian Hill and William H. Taylor)
15.
Foucher, R. & Tremblay, N. Self-directed learning in
the workplace: A framework for analysis, pp. 229-245. (Roland Foucher and Nicole Tremblay)
16.
Kops, W. J. Self-planned
learning of managers in an organizational context, pp. 247-261. (William J.
Kops)
17.
Piskurich, G. M. Evaluating
self-directed learning in a business environment, pp. 263-281. (George M.
Piskurich)
Long, H. B., &
Associates. (1994).
New ideas about self-directed learning. Norman, OK: Oklahoma
Research Center for Continuing Professional and Higher Education, University of
Oklahoma.
1. Long, H. B. Challenging
some myths about self-directed learning research, pp. 1-14. (Huey B. Long)
2. Long, H. B. & Stubblefield, C. H. Childhood
experiences as origins of self-directed learning readiness, pp. 15-22.
(Huey B. Long and Claire Harkins Stubblefield)
3. Jones, J. E. Self-confidence and self-directed
learning: An overview from social-cognitive psychology, pp. 23-38. (Jean
Ellen Jones)
4. Long, H. B., Redding, T. R., & Eisenman, G. A
longitudinal study: Social behavior and SDLRS scores, pp. 39-57. (Huey B.
Long, Terrence R. Redding, and Gordon Eisenman)
5. Hiemstra, R. & Brockett, R. G. From behaviorism
to humanism: Incorporating self-direction in learning concepts into the
instructional design process, pp. 59-80. (Roger Hiemstra and Ralph G.
Brockett)
6. Eberling, E. R. Self-undirected learning, pp. 81-92.
(Eric R. Eberling)
7. Padberg, L. F. The organizing circumstance revised:
Environmentally structured learning projects among adults with low formal
education, pp. 93-110. (Lawrence F. Padberg)
8. Piskurich, G. M. The current state of SDL in
business and industry, pp. 111-119. (George M. Piskurich)
9. Bouchard, P. Self-directed professionals and
autodidactic choice, pp. 121-137. (Paul Bouchard)
10.
Carre, P. Self-directed learning in French professional
education, pp. 139-148. (Philippe Carre)
11.
Straka, G. A., Kleinmann. M., & Stokl, M. Self-organized
job related learning: An empirical study, pp. 149-160. (Gerald A. Straka,
Markus Kleinmann, and Markus Stokl)
12.
Guglielmino, P.
J. & Klatt, L. A. Self-directed learning
readiness as a characteristic of the entrepreneur, pp. 161-173. (Paul J.
Guglielmino and Lawrence A. Klatt)
13.
Durr, R.,
Guglielmino, L. M., & Guglielmino, P. J. Self-directed learning
readiness and job performance at Motorola, pp. 175-185. (Richard Durr, Lucy
M. Guglielmino, and Paul J. Guglielmino)
14.
Weldon, K. C.
& Denny, M. E. Continuous workplace learning: An assessment of learner
perceptions, pp. 187-200. (Katherine C. Weldon and Mindy E. Denny)
15.
Confessore, S. J.
& Confessore, G. J. Learner profiles: A cross-sectional study of
selected factors associated with self-directed learning, pp. 201-227.
(Sharon J. Confessore and Gary J. Confessore)
16.
Steele, S. M. Seeing information sources from the learner's
perspective, pp. 229-246. (Sara M. Steele)
Long, H. B., &
Associates. (1995). New
dimensions in self-directed learning. Norman, OK: Public Managers Center,
Educational Leadership and Policy Studies Department, College of Education,
University of Oklahoma.
1. Long, H. B., Agyekum, S. K.,
& Stubblefield, C. Origins of self-directed learning readiness, pp.
1-21. (Huey B. Long, Stephen K. Agyekum, and Claire
Stubblefield)
2. Long, H. B., Redding, T. R., & Eisenman, G.. Longitudinal study of self-directed learning: SDLRS
scores at the 5th, 85th and 11th grades, pp. 23-37. (Huey B. Long, Terrence
R. Redding, and Gordon Eisenman)
3. Kitson, D. L., Lekan, D. F., &
Guglielmino, P. J. Self-directed learning readiness personality correlates,
pp. 39-48. (Donald L. Kitson, Dennis F. Lekan, and Paul J. Guglielmino)
4. Pilling-Cormick, J. Existing measures in the
self-directed learning literature, pp. 49-60. (Jane Pilling-Cormick)
5. Jones, J. E. Using private speech to promote
self-directed learning systems, pp. 61-72. (Jean Ellen Jones)
6. Kreszock, M. H. Snapshots: The autodidact &
motivational orientations, pp. 73-85. (Martha H. Kreszock)
7. Hrimech, M. Some self-regulated learning strategies
utilized by advanced adult learners, pp. 87-97. (Mohamad
Hrimech)
8. Confessore, S. J. What student journals reveal
about the learning process, pp. 99-112. (Sharon J. Confessore)
9. Bonham, L. A. A self-directed study of
self-directed learning, pp. 113-126. (L. Adrianne Bonham)
10.
Bedard, R. A new reality to be fostered by self-directed
learning: The adult spiritual experience, pp.
127-134. (Rene Bedard)
11.
Bryan, V. &
Schulz, S. F. Self-directed learning in distance education: The relationship
between self-directed learning readiness scores & success in completing
distance education programs through home-study training, pp. 135-157.
(Valerie Bryan and Susan F. Schulz)
12.
Bonham, L. A. Self-directed
learning versus constructivist learning: Candy revisited, pp. 159-163. (L. Adrianne
Bonham)
13.
Redding, T. R. Recording
Maslow's needs hierarchy based on self-directed learning considerations,
pp. 165-179. (Terrence R. Redding)
14.
Barnes, J. A. Is
self-directed learning possible in professional education? pp. 181-196. (J.
A Barnes)
15.
Bloyd, R., Hoban, G., & Wall, A. D. Self-efficacy
and the adult learner, pp. 197-215. (Rebekah Bloyd, Gary Hoban, and A. David Wall)
16.
Long, H. B. &
Barnes, K. Self-directed learning in nursing education, pp. 217-242.
(Huey B. Long and Karen Barnes)
17.
Straka, G. A.
& Nenniger, P. A conceptual framework for
self-directed learning readiness, pp. 243-255. (Gerald A Straka and Peter Nenniger)
18.
Cheong, J. W.
& Long, H. B. Small-group-centered teaching & its effect on
students' readiness for self-directed learning: A case study of a Korean
University course, pp. 257-266. (Ji Woong Cheong and Huey B. Long)
19.
Cheong, C. K.,
Lee, C. K., & Long, H. B.. Self-directed
learning readiness & some related variables: A
study of self-educated people in Korea, pp. 267-276. (Chija
Kim Cheong, Chun Keun Lee, and Huey B. Long)
20.
Boxi, Y. Program of the Chinese higher education
examination and its historical origin, pp. 277-280. (Yang Boxi)
21.
Guglielmino, P.
J., Klatt, L. A., & Guglielmino, L. M. A
preliminary examination of cultural differences in worker readiness for
self-directed learning, pp. 281-291. (Paul J. Guglielmino, Lawrence A. Klatt, and Lucy M. Guglielmino)
22.
Foucher, R. Factors affecting organizational policies
& practices regarding self-directed learning, pp. 293-314. (Roland Foucher)
23.
Denny, M. &
Weldon, K. C. Developing a workplace learning process -- From theory to
practice, pp. 315-321. (Mindy Denny and Katherine C. Weldon)
24.
Burns, J. H. Self-directed
learning behaviors as identified by business training professionals in sales
training settings, pp. 323-334. (John H. Burns)
25.
Durr, R. Integration
of self-directed learning into the learning process at Motorola, pp.
335-343. (Richard Durr)
26.
Foucher, R. & Gosselin, A. Commitment
to learner-autonomy at Quebec-Telephone: A case study of internships &
formal recognition of self-acquired knowledge, pp. 345-365. (Roland Foucher and Alain Gosselin)
27.
Long, H. B. &
Morris, S. S. Self-directed learning in business & industry: A review of
the literature, 1983-1999, pp. 367-380. (Huey B. Long and Scott S. Morris)
28.
Baldonado, A. & Clayton, H. Coaching/mentoring:
Implications for the self-directed learner, pp. 381-394. (Ardelina Baldonado and Holly
Clayton)
29.
Gower, R. &
Cunningham, R. Teacher-directed staff development: A study of the personal
dimensions of change & innovation, pp. 395-411. (Robert Gower and
Richard Cunningham)
Long, H. B., &
Associates. (1996).
Current developments in self-directed learning. Norman, OK:
Public Managers Center, College of Education, University of Oklahoma.
1. Long, H. B. Self-directed learning: Challenges and
opportunities, pp. 1-10. (Huey B. Long)
2. Guglielmino, L. M. An examination of self-directed
learning readiness and selected demographic variables of top female executives,
pp. 11-22. (Lucy M. Guglielmino)
3. Foucher, R. Enhancing
self-directed learning in the workplace: A model and a research agenda, pp.
23-35. (Roland Foucher)
4. Wojciechowski, I. Self-directed learning: A tool for management
to eliminate the annual performance appraisal, pp. 37-49. (Ingrid Wojciechowski)
5. Phelan, T. D. Interests of corporate trainers in
application of self-directed learning techniques in training, pp. 51-64.
(Thomas D. Phelan)
6. Straka, G. A. Construct validation of the Oddi
Continuing Learning Inventory, pp. 65-80. (Gerald A. Straka)
7. Pilling-Cormick, J. A framework for using
instruments in self-directed learning research, pp. 81-91. (Jane
Pilling-Cormick)
8. Goss, J. R., III, Neeley, B.
B., Bietler, M. A., & Runge,
E. G., Jr. Hermeneutical dialogue: A critical component in self-directed
learning, pp. 93-106. (John R. Goss, III, Barrie Barton Neely, Michael A. Bietler, and E. G. (Skip) Runge,
Jr.)
9. Wall. A. D., Sersland, C.
J., & Hoban, G. The adult learner's
self-efficacy, readiness for self-directed learning, and gender: Implication
for math performance, pp. 107-125. (A. David Wall, Claudia J. Sersland, and Gary Hoban)
10.
Guglielmino, P.
J., Guglielmino, L. M. & Zhao, S. A preliminary study of self-directed
learning readiness and academic performance in a nontraditional higher
education program, pp. 127-137. (Paul J. Guglielmino, Lucy M. Guglielmino,
and Shuming Zhao)
11.
Long, H. B. &
Morris, S. S. The relationship between self-directed learning readiness and
academic performance in a nontraditional higher education program, pp.
139-156. (Huey B. Long and Scott S. Morris)
12.
Baveye, P. Approaches to the stimulation of autodidactic
competence in university settings: Learning contracts and tutorials, pp.
157-175. (Philippe Baveye)
13.
Bulik, R. J. Are
self-directed learning skills the missing competency in the special education
curriculum?, pp. 177-192. (Robert J. Bulik)
14.
Long, H. B. &
Smith, S. W. Self-directed learning readiness and student success, pp.
192-202. (Huey B. Long and Stanley W. Smith)
15.
Bédard, R. Risks and dangers in the measurement of the
self-directed learner, pp. 203-211. (Rene Bédard)
16.
Johnson, A. H.
& Hill, L. H. The cohort group model and support, pp. 213-227.
(Arthur H. Johnson and Lilian H. Hill)
17.
Jenks, V. O.,
Haney, W. J., & Clark, K. H. Ways in which the cohort model influences
self-directed learning, pp. 229-240. (Virginia O. Jenks, William J. Haney,
and Kathryn H. Clark)
18.
Long, H. B. &
Barnes, K. L. Courses designed to facilitate self-directed learning in
nursing education, pp. 241-251. (Huey B. Long and Karen L. Barnes)
Long, H. B., &
Associates. (1997). Expanding
horizons in self-directed learning. Norman, OK: Public Managers Center,
College of Education, University of Oklahoma.
1. Long, H. B. Self-directed learning: Smoke and
mirrors?, pp. 1-11. (Huey B. Long)
2. Rose, A. D. From self-culture to self-direction: An historical analysis of self-directed learning, pp.
13-26. (Amy D. Rose)
3. Pilling-Cormick, J. The link between self-directed
and transformative learning, pp. 27-38. (Jane Pilling-Cormick)
4. Confessore, G. J. & Barron, D. L. Learner
orientations among baby boomers: Is there more self-directed learning in the
future of higher education?, pp.
39-51. (Gary J. Confessore and Dianne L. Barron)
5. Allen, A. Self-directed learning in professional
education: Guided Self-assessment as a tool to facilitate self-directed
learning of medical students, pp. 53-69. (Alahna
Allen)
6. Kops, W. J. Managers as self-directed learners:
Comparing findings of studies in private and public sector organizations,
pp. 71-86. (William J. Kops)
7. Confessore, S. J. & Bonner, D. Learning
in adversity: Incidence of self-directed learning among downsized employees,
pp. 87-100. (Sharon J. Confessore and Dede Bonner)
8. Foucher, R. & Brézot, F.
Self-directed learning in health care institutions - an analysis of policies
and practices, pp. 101-115. (Roland Foucher and
Francois Brézot)
9. Landriault, J. & Gosselin, A. Perceptions
and intentions of training managers regarding self-directed learning, pp.
112-128. (Josee Landriault
and Alain Gosselin)
10.
Foucher, R. Self-directed learning in the workplace:
Summary report on research and practice in Quebec, pp. 129-138. (Roland Foucher)
11.
Gould, J. W.,
III. Practitioners' application of self-directed learning: Education of the
department of defense's program managers under the defense acquisition
workforce improvement act, pp. 139-151. (Jay W. Gould, III)
12.
Bulik, R. J. "Squelching"
self-directed learning: Marginalized learners and their environments, pp.
153-167. (Robert J. Bulik)
13.
Confessore, G. J.
& Herrmann, R. W. Developing self-efficacy among baccalaureate students:
Pygmalion revisited,
pp. 169-181. (Gary J. Confessore and Richard W. Herrmann)
14.
Luna, G. &
Cullen, D. Mentoring as self-directed
learning for Native Americans, pp. 183-193. (Gaye Luna and Deborah Cullen)
15.
Morris, S. S. Item
analysis of Guglielmino's Self-Directed Learning
Readiness Scale: Revisiting the issue of internal consistency, pp. 195-207.
(Scott S. Morris)
16.
Guglielmino, L.
M. Reliability and validity of the Self-Directed Learning Readiness Scale
and the Learning Preference Assessment, pp. 209-221. (Lucy Madsen
Guglielmino)
17.
Hoban, G. J.
& Sersland, C. J. Self-directed learning in
mathematics -- An impossibility at the middle school?,
pp. 223-241. (Gary J. Hoban and Claudia J. Sersland)
18.
Long, H. B. &
Cloud, D. Relationship of SDLRS & family members, pp. 243-254. (Huey
B. Long and Donna Cloud)
19.
Portelli, P. Self-directed learning effects in voluntary
associations' organizational framework, pp. 255-267. (Patricia Portelli)
20.
Beitler, M. A. Midlife adults in self-directed learning: A
heuristic study in progress, pp. 269-279. (Michael A Beitler)
21.
Bédard, R. Self-directed learning in the next century:
What should the orientation be, pp. 281-291. (Rene Bédard)
22.
Walker, N. W.
& Long, H. B. Uses of the Guglielmino Self-Directed Learning Readiness
Scale, pp. 293-300. (Nicole rae Winters Walker
and Huey B. Long)
Long, H. B., &
Associates. (1998). Developing
paradigms for self-directed learning. Norman, OK: Public Managers Center, College
of Education, University of Oklahoma.
1. Long, H. B. Theoretical and practical implications
of selected paradigms of self-directed learning, pp. 1-14. (Huey B. Long)
2. Jarvis, P. Self-directed learning: Self-help or
self-service, pp. 15-25. (Peter Jarvis)
3. Hrimech, M. & Bouchard, P. Spontaneous learning
strategies in the natural setting, pp. 27-44. (Mohammed Hrimech
and Paul Bouchard)
4. Bouchard, P. Teaching tasks and learning tasks in a
self-directed environment, pp. 45-59. (Paul Bouchard)
5. Guglielmino, P. J. & Guglielmino, L. M. Three
studies of self-directed learning readiness in the People's Republic of China,
pp. 61-73. (Paul J. Guglielmino and Lucy M. Guglielmino)
6. Bulik, R. J. Letting go of
metaphors: A dialogue on educating all learners, pp. 75-89. (Robert J.
Bulik)
7. Guglielmino, L. M. & Nowocien,
D. Self-directed learning and teachers' professional development, pp.
91-106. (Lucy M. Guglielmino and Darlene Nowocien)
8. Hoban, G. J. & Sersland,
C. Self-directed learning, learned or unlearned?,
pp. 107-124. (Gary J. Hoban and Claudia Sersland)
9. Confessore, G. J. & Touchstone, D. A. A
longitudinal study of doctoral students in a staged self-directed learning
program: Enhancing potential for completion of the dissertation, pp.
125-136. (Gary J. Confessore and Donna A. Touchstone)
10.
Long, H. B,
Stubblefield, C., & Morris, S. S. Variables associated with
self-directed learning readiness among a selected sample of sixth grade school
children, pp. 137-149. (Huey B. Long, Claire Stubblefield, and Scott S.
Morris)
11.
Long, H. B.,
Cheong, J. W., & Cheong, C. K. Self-directed learning readiness and
family, pp. 151-158. (Huey B. Long, Ji Woong Cheong, and Chija Kim
Cheong)
12.
Pilling-Cormick,
J. The Self-Directed Learning Perception Scale: A
step toward a toolbox approach to instrumentation proposed for self-directed
learning, pp. 159-168. (Jane Pilling-Cormick)
13.
Foucher, R. Self-directed learning in the workplace: Data
on the gap between individual and organizational practices. pp. 169-177.
(Roland Foucher)
14.
Beitler, M. A. Mid-career adults in self-directed graduate
programs, pp. 179-193. (Michael A. Beitler)
15.
Goss, J. R., III.
Adult education, and experiential and self-directed learning: Practices and
philosophies of practice, pp. 195-207. (John R. Goss, III)
16.
Metzger. P. L. How
adult students directed "an almost perfect course" in how to manage
not-for-profit organizations, pp. 209-223. (Patricia Lacey Metzger)
17.
Zomorrodian, A. Self-directed learning: An emerging paradigm
in higher and professional education, theoretical foundation, pp. 225-238.
(Asghar Zomorrodian)
18.
Zomorrodian, A. Self-directed learning: An emerging paradigm
in higher and professional education: Practical examples, pp. 239-252. (Asghar Zomorrodian)
Long, H. B., &
Associates. (1999). Contemporary
ideas and practices in self-directed learning. Norman, OK: Public Managers
Center, College of Education, University of Oklahoma.
1. Long, H. B. Some provocative comments concerning
self-directed learning, pp. 1-16. (Huey B. Long)
2. Guglielmino, L. M., Alligood,
C., & Nowocien, D. Restructuring
a professional orientation program for teachers to promote continuous,
self-directed learning, pp. 17-29. (Lucy M. Guglielmino, Cheryl Alligood, and Darlene Nowocien)
3. Barnes, K. L. Curiosity and self-directed learning
readiness among a sample of baccalaureate nursing students, pp. 31-47.
(Karen L. Barnes)
4. Hoban, G. J. & Sersland,
C. Developing learning plans for adult learners -- Can self-efficacy predict
a readiness for self-directed learning to determine effective modes of
instruction?, pp. 49-61. (Gary J. Hoban and Claudia Sersland)
5. Beitler, M. A. Contract learning: Appropriate for
mid-career business students, pp. 63-70. (Michael A. Beitler)
6. Damme, S. R. A pilot approach to new educator
orientation emphasizing the principles of self-directed learning, pp.
71-76. (Susan R. Damme)
7. Metzger, P. L. Leaders emerge from self-directed
learning in the classroom, pp. 77-87. (Patricia Lacey Metzger)
8. Pilling-Cormick, J. The self-directed learning
process model: A comparative investigation, pp.
89-102. (Jane Pilling-Cormick)
9. Pilling-Cormick, J. & Bulik, R. J. A
preliminary study exploring the use of the Self-Directed Learning Perception
Scale in a clinical setting, pp. 103-116. (Jane Pilling-Cormick and Robert
J. Bulik)
10.
Preczewski, S. C. Measuring self-directedness for continuing
learning: A cross-sectional survey approach using the ODDI Continuing Learning
Inventory (OCLI), pp. 117-126. (Stanley C. Preczewski)
11.
Cheong, J. W.
& Long, H. B. Self-directed learning readiness and family and attitude
variables among a sample of Korean boys, pp. 127-137. (Ji
Woong Cheong and Huey B. Long)
12.
Grant, P. L. Readiness
for self-direction in learning among adult and high school students between 16
and 18 years of age, pp. 139-154. (Paulina L. Grant)
13.
Freitag, P. K. Cognitive interference in self-directed
learning, pp. 155-160. (Patricia K. Freitag)
14.
Plowman, T. S. Starbase-Atlantas: Examinations of movement
toward self-directed learning in a non-traditional fifth grade science program,
pp. 161-180. (Travis S. Plowman)
15.
Zomorrodian, A. Learning organization: Towards nurturing the
learner's autonomy, pp. 181-195. (Asghar Zomorrodian)
16.
Zomorrodian, A. Learning organization: Empowerment and
institutional support, pp. 197-209. (Asghar Zomorrodian)
17.
Touchstone, D. A.
Emotionality, spirituality and the dissertation, pp. 211-224. (Donna A.
Touchstone)
18.
Redding, T. R., Caudell, C., & Lucius, S. Comparing
self-directed learning to an empowerment organizational motivation model: Self-directed
learning as a way to Zapp! employees, pp. 225-238. (Terrence R. Redding, Cathy Caudell, and Shawn Lucius)
19.
Redding, T. R.,
Eisenman, G., & Rugolo, J. Training in
technology for late adopters: Learning in retirement, computers for seniors,
pp. 239-251. (Terrence R. Redding, Gordon Eisenman, and John Rugolo)
Long, H. B., &
Associates. (2000).
Practice & theory in self-directed learning. Schaumburg, IL:
Motorola University Press.
1. Long, H. B. What we think we know about
self-directed learning, pp. 1-10. (Huey B. Long)
2. Long, H. B. Understanding self-direction in
learning, pp. 11-24. (Huey B. Long)
3. Bonham, L. A. Relation between self-directed
learning and situated cognition as illustrated in a southern folk culture,
pp. 25-38. (L. Adrianne Bonham)
4. Confessore, G. J. & Park, E. The distribution
of Houle's learner orientation typology among
baccalaureate students. A comparative study of traditional and non-traditional
students in Korea and the United States, pp. 39-50. (Gary J. Confessore and
EunMi Park)
5. You, K., Cheong, J. W., & Cheong, C. K. Demographic
and psychological determinants of self-directed learning readiness in Korean
adult learners, pp. 51-63. (Kwi-Ok You, Ji Woong Cheong, and Chija Kim Cheong)
6. Ponton, M. K., Carr, P. B., & Confessore, G. J. Learning
conation: A psychological perspective, pp. 65-82. (Michael K. Ponton, Paul
B. Carr, and Gary J. Confessore)
7. Hoban, G. J. & Sersland,
C. J. Why assessing self-efficacy for self-directed learning should be used
to assist adult students in becoming self-directed learners, pp. 83-96.
(Gary J. Hoban and Claudia J. Sersland)
8. Kreber, C., Cranton, P., &
Allen, K. If lifelong learning is important ... The relationships between
students' self-directed learning readiness, their psychological type, learning
style, and creative and logical thinking ability, pp. 97-113. (Carolin Kreber, Patricia Cranton, and Keina Allen)
9. Plowman, T. S. Prerequisites to self-directed
learning: Motivation as a precursor to initiative in young learners, pp.
115-129. (Travis S. Plowman)
10.
Kreber, C. Becoming an expert university teacher: A
self-directed process, pp. 131-142. (Carolin Kreber)
11.
Beitler, M. A. Contract learning in organizational
learning and management development, pp. 143-150. (Michael A. Beitler)
12.
Barnes, K. L.
& Morris, S. S. A correlation between instructor ratings and nursing
student self-directed learning readiness scores, pp. 151-163. (Karen L.
Barnes and Scott S. Morris)
13.
Nuckles, C. R. Personality and cognitive style
characteristics of adult self-directed learners, pp. 165-181. (Charles R. Nuckles)
14.
Pilling-Cormick,
J. The SDLPS profile: Using the SDLPS, pp. 183-194. (Jane
Pilling-Cormick)
15.
Pilling-Cormick,
J. & Kops, W. J. Self-directed learning in the workplace: An exploratory
study to identify organizations with a SDL approach to training, pp.
195-206. (Jane Pilling-Cormick and William J. Kops)
16.
Pilling-Cormick,
J. & Kops, W. Further investigation of organizations identified as
supporting a self-directed approach to training, pp. 207-218. (Jane Pilling-Cormick
and William Kops)
17.
Pilling-Cormick,
J. & Bulik, R. J. Further investigation into the use of the SDLPS in a
clinical setting, pp. 219-230. (Jane Pilling-Cormick and Robert J. Bulik)
18.
Dodds-Urban, V. Teachers, self-directed learning and
teacher involvement in school reform, pp. 231-245. (Vickie Dodds-Urban)
19.
Guglielmino, L.
M. & Knutson, K. Leader readiness for self-directed learning and
perceptions of organizational culture in schools engaged in improvement
initiatives, pp. 247-263. (Lucy M. Guglielmino and Kimberly Knutson)
20.
Bulik, R. J.
& Hanor, J. Self-directed learning in a digital age: Where next to
browse is informed by reflection, pp. 265-276. (Robert J. Bulik and Joan
Hanor.)
21.
Zomorrodian, A. A conceptual framework for developing a
holistic assessment instrument for self-directed readiness, motivation and
supportive environment (SDRMSE), pp. 277-291. (Asghar
Zomorrodian)
Long, H. B., &
Associates. (2001).
Self-directed learning and the information age. Boynton Beach,
FL: Motorola University. [Note: In 2000, the publication noted above, Practice
& theory in self-directed learning, was published. It actually was
authored in 1999. Beginning this year in 2001 through 2003, outputs of the
International SDL Symposium were available the same
year as the symposium.]
Available only as an
interactive CD-ROM. See http://sdlglobal.com/. for
ordering information.
The following quote comes from the Travis
Plowman paper, p. 22, noted earlier in this document and explains why three
different page numbers were determined for the 2001 chapters: "Note: This
publication represents a transition in publishing symposium refereed papers
from book format to CD-ROM format. CD-ROM publications contained the book in
MS-Word (.doc) and Adobe Acrobat (.pdf) files. The
chapters in the Word version were numbered page 1 starting over at 1 at the
beginning of each chapter. There were no consecutive page numbers in the Word
version. The Adobe version was not page numbered."
1. Long, H. B. A new era in teaching and learning,
MS Word Chapter pp. 1-16; Adobe Reader Thumbnail pp. 10-25; Interpolated
Chapter pp. 1-16. (Huey B. Long)
2. Bulik, R. J. & Romero, C. M. The elusive
concept of self-directed learning, MS Word Chapter pp. 1-17; Adobe Reader
Thumbnail pp. 26-42; Interpolated Chapter pp. 17-33. (Robert J. Bulik and
Cecilia M. Romero)
3. Redding, T. R. High self-directed learning: A
national imperative in the information age?, MS Word Chapter pp. 1-18; Adobe
Reader Thumbnail pp. 44-61; Interpolated Chapter pp. 35-52. (Terrence R.
Redding)
4. Long, H. B. A multi-variable theory of
self-direction in learning, MS Word Chapter pp. 1-18; Adobe Reader
Thumbnail pp. 62-79; Interpolated Chapter pp. 53-70. (Huey B. Long)
5. McFarlane, T. A. & Dunlap, J. C. The
relationship between self-directed and lifelong learning, MS Word Chapter
pp. 1-15; Adobe Reader Thumbnail pp. 80-91; Interpolated Chapter pp. 71-82.
(Terry A. McFarlane and Joanna C. Dunlap)
6. Coughlan, R. & Scriber, C. Bibliographic instruction
& experiential learning: Two processes for facilitating self-directed
learning in higher education, MS Word Chapter pp. 1-10; Adobe Reader
Thumbnail pp. 94-103; Interpolated Chapter pp. 85-94. (Reed Coughlan
and Crystal Scriber)
7. Hoban, G., Sersland, C.,
& Raine, B. Can adult learners raise their
self-efficacy for self-directed learning? A reflective challenge to some of our
assumptions, MS Word Chapter pp. 1-21; Adobe Reader Thumbnail pp. 104-123;
Interpolated Chapter pp. 95-114. (Gary Hoban, Claudia Sersland,
and Beverly Raine)
8. Choy, S. & Delahaye, B. Do
youth with high scores in the learning preference assessment instrument have a
deep approach to learning and an andragogical
orientation to study?, MS Word Chapter pp. 1-30; Adobe Reader Thumbnail pp.
125-154; Interpolated Chapter pp. 116-145. (Sarojni
Choy and Brian Delahaye)
9. Guglielmino, L. M., Guglielmino, P. J., & Choy, S.
Readiness for self-directed learning, job characteristics, and workplace
performance: An Australian sample, MS Word Chapter pp. 1-12; Adobe Reader
Thumbnail pp. 155-166; Interpolated Chapter pp. 146-157. (Lucy M. Guglielmino,
Paul J. Guglielmino, and Sarojni Choy)
10.
Beitler, M. A. Self-directed learning readiness at General
Motors Japan, MS Word Chapter pp. 1-14; Adobe Reader Thumbnail pp. 167-178;
Interpolated Chapter pp. 158-169. (Michael A. Beitler)
11.
Redding, T. R.
& Rotzien, J. A comparative analysis of
pre-licensing insurance online learning with traditional classroom learning,
MS Word Chapter pp. 1-17; Adobe Reader Thumbnail pp. 179-195; Interpolated
Chapter pp. 170-186. (Terrence R. Redding and Jack Rotzien)
12.
Pilling-Cormick,
J. & Plowman, T. S. The SDLPS profile: A tool for exploring the learning
environment of young learners, MS Word Chapter pp. 1-11; Adobe Reader
Thumbnail pp. 197-207; Interpolated Chapter pp. 188-198. (Jane Pilling-Cormick
and Travis S. Plowman)
13.
Pilling-Cormick,
J., Nuckles, C., & Kimora.
Profile component analysis of the Self-Directed Learning Perception Scale
(SDLPS), MS Word Chapter pp. 1-12; Adobe Reader Thumbnail pp. 209-220;
Interpolated Chapter pp. 200-211. (Jane Pilling-Cormick, Chuck Nuckles, and Kimora)
14.
Nuckles, C., Kimora, &
Pilling-Cormick, J. A validity study of the Self-Directed Learning
Perception Scale (SDLPS), MS Word Chapter pp. 1-11; Adobe Reader Thumbnail
pp. 222-232; Interpolated Chapter pp. 213-223. (Chuck Nuckles,
Kimora, and Jane Pilling-Cormick)
15.
Henly, A. & Jarosak, S.. Leadership development for who?,
MS Word Chapter pp. 1-8; Adobe Reader Thumbnail pp. 234-242; Interpolated
Chapter pp. 225-233. (Ann Henly and Susan Jarosak)
16.
Plowman, T. S.
& Racosky, R. dreams + action =
Reality®: A philosophy for self-directed learning, MS Word Chapter
pp. 1-14; Adobe Reader Thumbnail pp. 243-256; Interpolated Chapter pp. 234-247.
(Travis S. Plowman and Rico Racosky)
Long, H. B., &
Associates. (2002).
Twenty-First Century advances in self-directed learning. Boynton
Beach, FL: Motorola University.
Available only as an
interactive CD-ROM. See http://sdlglobal.com/. for
ordering information.
1. Long, H. B. Some basic elements in self-directed
e-learning, pp. 1-11. (Huey B. Long)
2. Derrick, M. G. Persistence and the adult autonomous
learner, pp. 13-30. (M. Gail Derrick)
3. Piskurich, G. M. Developing a system to prepare
employees for self-directed interventions, pp. 31-53. (George M. Piskurich)
4. Chuprina, L. & Durr, R. The relationship
between self-directed learning readiness and cultural adaptability of
expatriate assignees at Motorola, pp. 55-69. (Larissa Chuprina and Richard
Durr)
5. Beitler, M. A. & Frady, D. A. E-learning
and e-support for expatriate managers, pp. 71-84. (Michael A. Beitler and D. Allen Frady)
6. Romero, C. & Bulik, R. J. Student ethnicity and
readiness for self-directed learning, pp. 85-100. (Cecilia Romero and Robert
J. Bulik)
7. McCauley, V. & McCellend,
G. Development of information technology based self-directed learning in
physics at the University of Limerick: Research findings and implications for
educational development, pp. 101-126. (Veronica McCauley and George McCellend)
8. Mathai, R. V. The use of the Internet to foster
self-directed learning in community and technical college math and natural
science classes, pp. 127-153. (Rani V. Mathai)
9. McFarlage, T. A., Stephens, E., & Baker, E. Self-directed
learning in the welfare-to-work essential skills program, pp. 155-188.
(Terry A. McFarlage, Ellen Stephens, and Elaine
Baker)
10.
Pilling-Cormick,
J, Kimora, & Nuckles,
C. Exploring and assessing the adult learning environment using the SDLPS,
pp. 189-202. (Jane Pilling-Cormick, Kimora, and Chuck
Nuckles)
11.
Hoban, G., Bulik,
R. J., Hanor, J., Hoban, S., & Sersland, C. Self-efficacy
and self-directed learning: How do they relate to each other in different
learning communities?, pp. 203-221. (Gary Hoban,
Robert J. Bulik, Joan Hanor, Sheila Hoban, and Claudia Sersland)
12.
Ponton, M. K.
& Carr, P. B. The development of instrumentation that measures an
adult's intention to exhibit initiative and resourcefulness in autonomous
learning, pp. 223-241. (Michael K. Ponton and Paul B. Carr)
13.
Hanor, J. K.
& Hayden, K. L. How do new technologies support self-directed learning
in professional development for educators?, pp. 243-256. (Joan K. Hanor and
Katherine L. Hayden)
14.
Guglielmino, P.
J. & Guglielmino, L. M. Learner characteristics affecting success in
electronic distance learning, pp. 257-273. (Paul J. Guglielmino and Lucy M.
Guglielmino)
15.
Long, H. B. Self-directed
learning as revealed in selected frontier novels by Louis L'Amour,
pp. 275-288. (Huey B. Long)
16.
Park, E. &
Confessore, G. J. Development of new instrumentation: Validation of the
learner autonomy profile beta version, pp. 289-306. (EunMi
Park and Gary J. Confessore)
Long, H. B., &
Associates. (2003).
Current developments in e-learning & self-directed learning.
Boynton Beach, FL: Motorola University.
Available only as an
interactive CD-ROM. See http://sdlglobal.com/. for
ordering information.
1. Long, H. B. Attributes of successful self-directed
learners, pp. 1-19. (Huey B. Long)
2. Guglielmino, L. M. & Guglielmino, P. J. Self-directed
learning and the learning organization, pp. 20-29. (Lucy M. Guglielmino and
Paul J. Guglielmino)
3. Stockdale, S. L., Fogerson, D. L., Robinson, M. G.,
& Walker, K. The self-directed learning literature: A
more inclusive look, pp. 30-43. (Susan L. Stockdale, Dewey L. Fogerson,
Mary G. Robinson, and Kristi Walker)
4. Carr, P. B., Ponton, M. K., & Ingram, C. Creating
collegial environments: Enhancing learner autonomy in the e-learning platform,
pp. 44-50. (Paul B. Carr, Michael K. Ponton, and Connie Ingram)
5. Derrick, M. G. Understanding learner autonomy and
autonomous learning as it relates to self-directed learning, pp. 51-55. (M.
Gail Derrick)
6. Kopp, D. M. Linking differences in self-directed
learning competency to dyadic conflict: An instrumental case study of the
leadership dyad of John Lennon and Paul McCartney, pp. 56-74. (David
Marshall Kopp)
7. Bulik, R. J. Correlating performance outcomes and
self-directed learning, pp. 76-90. (Robert J. Bulik)
8. Hayden, K. L. & Hanor, J. H. An analysis of
choices made by administrators in the development of their professional growth
action plans using a framework of self-directed learning, pp. 91-104.
(Katherine L. Hayden and Joan H. Hanor)
9. Burke, E. L., Hurley, J., & Wulff,
S. Guided self-directed learning (GSDL): Working model II and case
study implementation in an international corporate training environment,
pp. 105-116. (Elizabeth L. Burke, Judith Hurley, and Sherry Wulff)
10.
Ekstrom, K. M., Landau, N. B., & Plowman, T. S. Implications
of classroom technology on self-directed learning, pp. 123-140. (Kelley M. Ekstrom, Naomi B. Landau, and Travis S. Plowman)
11.
Long, H. B. &
Agyekum, S. K. Adult student perceptions of
instructor/learner tasks, pp. 141-161. (Huey B. Long and Stephen K. Agyekum)
12.
Hanor, J. H.,
Hayden, K. L, & Wulff, S. An investigation of
self directed learning in reference to situation learning environments within a
technology framework, pp. 162-184. (Joan H. Hanor, Katherine L. Hayden, and
Sherry Wulff)
13.
Reio, T. G., Jr.
& Leitsch, P. K. A preliminary
exploration of the relationship between self-directed learning and critical
thinking, pp. 185-196. (Thomas G. Reio, Jr. and Patricia K. Leitsch)
14.
Park, E. &
Meyer, D. Relationships of selected demographic factors and extremely high
and low scores on the subscales of the learner autonomy profile: Reducing the
affect of regression toward the mean, pp. 197-207. (EunMi
Park and Donna Meyer)
15.
Johnson, A. H. Predicting
readiness for self-directed personality type, pp. 208-234. (Arthur H.
Johnson)
16.
Ruelland, D. eLearning
+, a support system for the workplace, pp. 235-242. (Diane Ruelland)
17.
Rodriguez, A. A
validation of the paper-and-pencil self-directed learning readiness scale (SDLRS), and an online version of the scale, pp. 243-253.
(Angel Rodriguez)
18.
Nah, Y. The
zigzagging process of self-directed learning of Korean teen drop-outs, pp.
254-279. (Yoonkyeong Nah)
19.
Beitler, M. A. Measuring the self-directed learning
readiness of managers & management students, pp. 280-289. (Michael A. Beitler)
20.
Boyer, N. R.
& Maher, P. A. Lessons learned: Social, self-directed learning in an
online environment, pp. 290-300. (Naomi R. Boyer and Patricia A. Maher)
21.
Kerlan, F. The construction of a methodological guide
through the self-directed learning, pp. 301-315. (Francoise Kerlan)
In 2004, the
on-line journal, International Journal of Self-Directed Learning, was
initiated. It is available through www.sdlglobal.com. This journal is a
refereed periodical. Those who present at the annual International
Self-Directed Learning Symposium may submit manuscripts to the journal, as well
as other scholars interested in self-directed learning.
International
Journal of Self-Directed Learning, 1(1, Spring), 2004.
1. Guglielmino, L. M., Long, H. B., & Hiemstra, R. Historical perspectives series:
Self-direction in learning in the United States, pp. 1-17. (Lucy M.
Guglielmino, Huey B. Long, and Roger Hiemstra)
2. Reio, T. G. Prior knowledge, self-directed learning
readiness, and curiosity: Antecedents to classroom learning performance,
pp. 18-25. (Thomas G. Reio)
3. Boyer, N. R. & Maher, P. A. Constructing
scaffolds for social online learning: Using self-directed frameworks with
virtual groups, pp. 26-38. (Naomi R. Boyer and Patricia A. Maher)
4. Confessore, G. J. & Park, E. Factor validation
of the Learning Autonomy Profile (Version 3.0) and extraction of the
short form, pp. 39-58. (Gary J. Confessore and EunMi
Park)
5. Ponton, M. K., Carr, P. B., & Derrick, M. G. A
path analysis of the conative factors associated with
autonomous learning, pp. 59-69. (Michael K. Ponton, Paul B. Carr, and M.
Gail Derrick)
6. Bulick, R. J. & Frye, A. W. A workshop for faculty:
Teaching beliefs and implications for self-directed learning, pp. 70-75.
(Robert J. Bulik and Ann W. Frye)
International
Journal of Self-Directed Learning, 1(2, Fall),
2004.
1. Hiemstra, R. Self-directed
learning lexicon, pp. 1-6. (Roger Hiemstra)
2. Hoban, S. & Hoban, G. Self-esteem,
self-efficacy, and self-directed learning: Separate, but interrelated, pp.
7-25. (Sheila Hoban and Gary Hoban)
3. McCauley, V. & McClelland, G. Further studies
in self-directed learning in physics at the University of Limerick, Ireland,
pp. 26-37. (Veronica McCauley and George McClelland)
4. Thompson, T. & Wulff, S.
Implementing guided self-directed learning strategies (GSDL) in intermediate
and advanced chemistry courses, pp. 38-52. (Tracy Thompson and Sherry Wulff)
5. Hanor, J. H. & Hayden, K. L. Advancing growth
in educational technology using reflective practice and self-directed learning,
pp. 53-62. (Joan H. Hanor and Katherine L. Hayden)
6. Long, H. B. & Agyekum,
S. K. University students' perceptions of instructor and learner tasks:
Phase two, pp. 63-81. (Huey B. Long and Stephen K. Agyekum)
7. Kops, B. J. & Pilling-Cormick, J. The changing
role of trainers in organizations using a self-directed training approach, pp.
82-94. (Bill J. Kops and Jane Pilling-Cormick)
8. Park, E. Language bias in the LAP: Use of the
English language version with East Asian populations, pp. 95-108. (EunMi Park)
International Journal of
Self-Directed Learning, 2(1, Spring),
2005.
1. Boyer, N., & Kelly, M. Breaking the institutional mold: Blended instruction, self-direction,
and multi-level adult education, pp. 1-17. (Naomi Boyer and Maxine Kelly)
2. Mok, M. M. C., & Lung, C. L. Developing self-directed learning in teachers, pp. 18-39.
(Magdalena Mo Ching Mok and Ching Leung Lung)
3. Reio, T. G., & Davis, W. Age and gender differences in self-directed learning readiness: A
developmental perspective, 40-49. (Thomas G. Reio and Ward Davis)
4. Ponton, M. K., Derrick, M. G., Hall, J. M., Rhea, N.,
& Carr, P. The relationship between
self-efficacy and autonomous learning: The development of new instrumentation,
pp. 50-61. (Michael K. Ponton, M. Gail Derrick, J. Michael Hall, Nancy Rhea,
and Paul Carr)
5. Derrick, M. G., Ponton, M. K., & Carr, P. B. A preliminary analysis of learner autonomy
in online and face-to-face settings, pp. 62-70. (M. Gail Derrick, Michael
K. Ponton, and Paul B. Carr)
6. Guglielmino, L. M., Asper,
D., Findley, B., Lunceford, C., McVey, R. S., Payne,
S., Penney, G., & Phares, L. Common barriers, interrupters and restarters
in the learning projects of highly self-directed adult learners, pp. 71-93.
(Lucy Madsen Guglielmino, Darwin Asper, Brian
Findley, Charles Lunceford, Robert Steve McVey,
Steven Payne, Gerri Penney, and Leatrice Phares)
International Journal of
Self-Directed Learning, 2(2, Fall), 2005.
1. Donaghy, R. C. Studying
self-directed learning: The personal stories of four scholars, pp. 1-11.
(Robert C. Donaghy)
2. Peters, J. M., & Gray, A. A solitary act one cannot do alone: The
self-directed, collaborative learner, pp. 12-23. (John M. Peters and Annie
Gray)
3. Long, H. B., Cheong, J. W., & Cheong, C. K. Korean professors’ perceptions of
important teaching and learning tasks, pp. 24-38. (Huey B. Long, Ji Woong Cheong, and Chija Kim Cheong)
4. Mok, M. M. C., Leung, S. O., & Shan, P. W. A comparative study of the self-directed
learning of primary students in Hong Kong and Macau, pp. 39-54. (Magdalena
Mo Ching Mok, Shing On Leung, and Peter Wen-jing Shan)
5. Park, E., Candler, C., & Durso,
S. C. Medical students’
perceptions of selected instructional methods, pp. 55-65. (EunMi Park, Chris Candler, and Samuel C. Durso)
6. Boyer, N., & Maher, P. From spoon-fed to student-led: Fostering an atmosphere for web-based
transformative learning, pp. 66-80. (Naomi Boyer and Patricia Maher)
7. Ponton, M., Derrick, M. G., Confessore, G., &
Rhea, N. The role of self-efficacy in
autonomous learning, pp. 81-90. (Michael Ponton, M. Gail Derrick, Gary
Confessore, and Nancy Rhea)
8. Confessore, G., Park, E., & Idobro,
I. Initial component analysis and
reliability assessment of the Spanish language learner autonomy profile,
pp. 91-101. (Gary Confessore, EunMi Park, and Ismael Idobro)
International Journal of
Self-Directed Learning, 3(1, Spring),
2006.
1. Oliviera, A. L., & Simões,
A. Impact of sociodemographic
and psychological variables on the self-directedness of higher education
students, pp. 1-12. (Albertina Lima Oliviera and António Simões)
2. Chuprina, L., & Durr, R. Self-directed learning readiness and cultural adaptability in
expatriate managers, pp. 13-23. (Larissa
Chuprina and Richard Durr)
3. Gabrielle, D. M., Guglielmino, L. M., &
Guglielmino, P. J. Developing
self-directed learning readiness of future leaders in a military college
through instructional innovation, pp. 24-35. (D. M. Gabrielle, Lucy M. Guglielmino, and Paul J. Guglielmino)
4. Park, E., Christmas, C., Schmaltz, H., & Durso, S. C. The
perceived change of diverse clinician-educators through an intensive course on
teaching geriatrics, pp. 36-51. (EunMi Park,
Colleen Christmas, Heidi Schmaltz, and Samuel C. Durso)
5. Rager, K. B. The
organizing circumstance revisited: Opportunities and challenges posed by the
influence of the Internet, pp. 52-60. (Kathleen B. Rager)
International Journal
of Self-Directed Learning, 3(2, Fall), 2006.
1. Scott, K. W. Self-directed
learners’ concept of self as learner: Congruous autonomy, pp. 1-13. (Karen Wilson Scott)
2. Johnson, D. P. The
knowledge acquisition processes trainers use to achieve content expertise,
pp. 14-26. (Daniel P. Johnson)
3. Brockett, R. G. Self-directed
learning and the paradox of choice, pp. 27-33. (Ralph G. Brockett)
4. Canipe, J. B., & Fogerson, D. L. The literature of self-directed learning:
Dissertations, pp. 34-44. (James B. Canipe and Dewey L. Fogerson)
5.
Hiemstra, R. Is the Internet changing self-directed
learning? Rural users provide some answers, pp. 45-60. (Roger Hiemstra)
International
Journal of Self-Directed Learning, 4(1, Spring), 2007.
1. Bulik, R. J., Burdine, R. L., & Shokar, G. S. Self and other directed learning in
web-based cases, pp. 1-15. (Robert
J. Bulik, Ramona L. Burdine, and Gurjeet S. Shokar)
2. Boyer, N. R. A sea of change: Faculty self-direction in
technology integration, pp. 16-26.
(Naomi R. Boyer)
3. Mala-Maung, Abas, Z. W., & Abdullah, A. Factors influencing development of
self-directed learning in a higher education environment, pp. 27-38. (Mala-Maung, Zoraini Wati Abas, and Azman
Abdullah)
4. Kirkman, S., Coughlin, K.,
& Kromrey, J. Correlates of satisfaction and success in
self-directed learning: relationships with school experience, course format,
and internet use, pp. 39-53. (Suzanne Kirkman, Kevin Coughlin, and Jeff
Kromrey)
5. Ricard, V. B. Self-directed
learning revisited: A process perspective, pp. 53-64. (Virginia B. Ricard)
6. Index to International
Journal of Self-Directed Learning, Volumes
1-3, pp. 65-70.
International Journal of
Self-Directed Learning, 4(2, Fall), 2007.
1. Long, H. B. Themes
and theses in self-directed learning, pp. 1-18. (Huey B. Long)
2. Guglielmino, L. M., & Hillard,
L. C. Self-directed learning of
exemplary principals, pp. 19-37. (Lucy
Madsen Guglielmino and Lurana C. Hillard).
3. Park, E., & Confessore, G. J. An interactive model of instructional development, pp. 38-57. (EunMi Park and Gary J. Confessore)
4. Zsiga, P. L., &
Webster, M. Why should secondary educators be interested in
self-directed learning?, pp. 58-68. (Peter L. Zsiga and Mary Webster)
5. Carmichael, P. The
independent learning centre in the secondary school context: How deep is the
learning?, pp. 69-80. (Patricia Carmichael)
International Journal
of Self-Directed Learning, 5(1, Spring), 2008.
1. Guglielmino, L. M. Why self-directed learning?, pp. 1-14. (Lucy Madsen Guglielmino)
2. Liddell, T. N. Self-directed
learning of women executives of philanthropic organizations, pp. 15-29. (Theresa Noonan Liddell)
3. Hollingsworth, G. M., & Scott, K. W. Understanding a fragile life: The informal
learning of a multiple kidney transplant recipient, pp. 30-44. (Guy M. Hollingsworth and Karen Wilson Scott)
4. Bulik, R. J. Practice
Brief – Faculty reflection on teaching: Walking the walk, pp. 45-55. (Robert
J. Bulik)
5. Ponton, M., & Schuette, C. Research Brief – The learner
autonomy profile: A discussion of scale combination to measure autonomous learning, pp. 55-60. (Michael
Ponton and Christine Schuette)
A
Content Analysis
This section represents an effort to analyze
the variety and number of chapters in the various books and now those articles
appearing in the new online International Journal of Self-Directed Learning.
To accomplish this, a quick and simple content analysis was carried out. Nine
categories emerged based on comparisons of the various publications. This
involved skimming through each chapter and article to obtain a sense of the one
or more focal points intended by the various authors. Then each focal point
resulted in a tally being added to the appropriate category. It was possible in
the scheme used for the comparisons that a chapter or article could have
received more than one tally. For example, a chapter or article might have
focused on furthering our understanding of the SDLRS, while at the same time
making significant contributions to knowledge or theory building. In that case,
two different tallies would have been recorded. Thus, the overall tally scores
are greater than the actual number of chapters and articles. The miscellaneous
category increases in number since 2002 because of the greater emphasis on
technology and e-learning in those years. Because the decisions about which
category to use in making one or more tallies for a chapter or article were
made by only one person and after only skimming through each piece once, it is
highly likely that another person doing a content analysis of all book chapters
and journal articles would develop a somewhat different framework of
understanding.
Table 1 shows the derived categories and
number of corresponding chapters or articles through the Fall,
2006, journal issue that focused some or all of their subject matter within
each.
Table 1. The number of annual International Self-Directed
Learning Symposia Book Chapters By Category Type
|
Year |
SDL Knowledge or Theory Building |
A Review of the SDL or Related Literature |
The Relationship Between Variables in Comparison with SDL Involvement |
SDLRS, SDLPS, OCLI, LAP, etc. Instruments Used to Measure Some SDL Aspect |
Learners and Self-Directed/Autonomous Learning |
Instruction and SDL |
Settings for SDL Learning |
Historical and Philosophical issues related to SDL |
Miscellaneous/ Technology |
|
1988 |
3 |
2 |
1 |
0 |
0 |
1 |
2 |
0 |
2 |
|
1989 |
0 |
1 |
4 |
2 |
1 |
1 |
0 |
1 |
0 |
|
1990 |
3 |
1 |
3 |
3 |
2 |
0 |
1 |
2 |
2 |
|
1991 |
2 |
0 |
5 |
5 |
3 |
2 |
0 |
0 |
4 |
|
1992 |
5 |
4 |
4 |
4 |
5 |
1 |
1 |
1 |
3 |
|
1993 |
2 |
3 |
6 |
1 |
2 |
0 |
2 |
1 |
4 |
|
1994 |
0 |
1 |
7 |
4 |
2 |
2 |
2 |
1 |
2 |
|
1995 |
3 |
0 |
8 |
8 |
0 |
4 |
6 |
2 |
5 |
|
1996 |
0 |
3 |
6 |
8 |
1 |
5 |
3 |
0 |
2 |
|
1997 |
2 |
0 |
4 |
3 |
4 |
3 |
6 |
1 |
2 |
|
1998 |
1 |
0 |
2 |
4 |
4 |
4 |
1 |
1 |
2 |
|
1999 |
3 |
1 |
5 |
5 |
1 |
4 |
1 |
0 |
2 |
|
2000 |
6 |
1 |
7 |
6 |
0 |
3 |
1 |
0 |
0 |
|
2001 |
3 |
0 |
3 |
5 |
1 |
3 |
1 |
1 |
2 |
|
2002 |
1 |
0 |
4 |
6 |
1 |
1 |
3 |
1 |
6 |
|
2003 |
2 |
1 |
4 |
4 |
7 |
4 |
2 |
0 |
10 |
|
2004 |
5 |
0 |
4 |
3 |
7 |
4 |
4 |
0 |
4 |
|
2005 |
3 |
1 |
2 |
5 |
9 |
4 |
0 |
1 |
3 |
|
2006 |
5 |
1 |
1 |
2 |
3 |
3 |
1 |
1 |
4 |
|
Year |
SDL Knowledge or Theory Building |
A Review of the SDL or Related Literature |
The Relationship Between Variables in Comparison with SDL Involvement |
SDLRS, SDLPS, OCLI, LAP, etc. Instruments Used to Measure Some SDL Aspect |
Learners and Self-Directed/Autonomous Learning |
Instruction and SDL |
Settings for SDL Learning |
Historical and Philosophical issues related to SDL |
Miscellaneous/ Technology |
Some trends are beginning to emerge from this
content analysis effort. There appears to be a growing or steady interest in
understanding the relationship between variables in relation to SDL. In
addition, there is a growing or steady interest in using and developing
measurement tools as a way of gathering information, often for purposes of
comparing some variables. There also appears to be increasing attention to
understanding both learners and the instructional processes associated with
SDL. Finally, there is an increasing examination of the ways people learn via
technology in relation to SDL. In conclusion, the wide variety of interests and
growing number of interested scholars suggests there still is much more to be
added to the knowledge base.
Since the initial symposium in 1986, there have
been more than 240 different authors from many countries affiliated in some way
with one or more book chapters and journal articles. Countless others have
served on panels, presented papers, or in some other way helped continue the
success of the annual meetings. Figure 1 lists those who contributed four or
more times as chapter or article authors or co-authors.
|
Name |
No. of Contributions |
|
Long, Huey B. |
47 |
|
|
|
|
Guglielmino, Lucy M. |
20 |
|
|
|
|
Pilling-Cormick, Jane |
15 |
|
|
|
|
Confessore, Gary J. |
14 |
|
|
|
|
Guglielmino, Paul J. |
12 |
|
Redding, Terrence R. |
12 |
|
|
|
|
Bulik, Robert J. |
11 |
|
|
|
|
Hoban, Gary |
09 |
|
|
|
|
Bietler, Michael A. |
08 |
|
Park, EunMi |
08 |
|
|
|
|
Foucher, Roland |
07 |
|
Ponton, Michael K. |
07 |
|
Sersland, Claudia J. |
07 |
|
|
|
|
Bonham, L. Adrianne |
06 |
|
Carr, Paul B. |
06 |
|
Hanor, Joan K. |
06 |
|
Hiemstra, Roger |
06 |
|
|
|
|
Agyekum, Stephen K. |
05 |
|
Cheong, Ji Woong |
05 |
|
Confessore, Sharon J. |
05 |
|
Derrick, M. Gail |
05 |
|
Eisenman, Gordon |
05 |
|
Kops, William J. |
05 |
|
Morris, Scott S. |
05 |
|
Plowman, Travis |
05 |
|
Zomorrodian, Asghar |
05 |
|
|
|
|
Barnes, Karen L. |
04 |
|
Boyer, Naomi R. |
04 |
|
Cheong, Chija Kim |
04 |
|
Durr, Richard |
04 |
|
Hayden, Katherine L. |
04 |
|
Nuckles, Charles, R. |
04 |
|
Piskurich, George M. |
04 |
|
Straka, Gerald A. |
04 |
Figure 1. The Most Frequent International Self-Directed
Learning Symposia Chapter and International Journal of Self-Directed Learning
Article Authors
March, 2008