The benefits of SDL
The benefits of SDL are best described in terms of the type of
learners it develops. The literature on SDL asserts that self-directed learners
demonstrate a greater awareness of their responsibility in making learning
meaningful and monitoring themselves (Garrison, 1997). They are curious and
willing to try new things (Lyman, 1997), view problems as challenges, desire
change, and enjoy learning (Taylor, 1995). Taylor also found them to be
motivated and persistent, independent, self-disciplined, self-confident and
goal-oriented.
Self-directed learning allows learners to be more effective
learners and social beings. Guthrie, et al. (1996) noted that the self-directed
learners in a Concept-Oriented Reading Instruction (CORI) program demon-strated
the ability to search for information in multiple texts, employ different
strategies to achieve goals, and to represent ideas in different forms (drawing
and writing). Morrow, et al. (1993) observe that with proper planning and
implementation, self-directed learning can encourage students to develop their
own rules and leadership patterns. There are different models of self directed
learning, however Garrison’s model is more effective and fit with my learning
style. This model seems to me more nature I think that because I am more andergogical than pedagogical learning style. Garrison's
model of SDL includes the perspectives of SDL as a personal attribute as well
as a learning process. According to Garrison (1997), SDL is accomplished by
three dimensions interacting with each other: self-management, self-monitoring,
and motivation. In educational settings, self-management involves learners‟ use
of learning resources within the learning context. The focus of Garrison‟s
(1997) model is on resource use, learning strategies use, and motivation to
learn. Garrison explained that self-management involved learners taking control
of the learning context to reach their learning objectives. He further
explained that learner control did not mean independence, but rather collaboration
with other people within the context. From this perspective, we can see
Garrison‟s model did have a certain focus on the learning process perspective
of SDL. Garrison (1997) also recognized the context factor in his model in that
he specified self- management of resources in a given context. Yet, the role of
context was somewhat superficial in Garrison‟s (1997) model and the dynamic
interaction between learning context and SDL was not explicit. The motivational aspect of Garrison’s Model is what
interests a learner to become a part of the learning process. I think the most important piece of this model for me was
the motivational piece. Adults especially need to know why they are
learning something and want to learn it. By having a bunch of adults
collaborate on a common topic of interest, much can be learned. Moreover, Personal
attributes refer to learners' motivations for and capability of taking
responsibility for their learning (Garrison, 1997). Personal attributes also
include resource use and robust cognitive strategies. The personal attributes
are characteristics learners bring to a specific learning context (e.g.,
intrinsic motivation and resourcefulness), together with their prior knowledge
of the content area and prior experience with the learning context. 
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