ABSTRACT
This chapter presents various examples and ideas related to the facilitation of self-directed learning. Self-directed learning is seen as a goal, an underlying assumption of andragogy, and a prevailing philosophy for adult education by many in North America. Self-directed learning by individuals frequently is inhibited by the absence of a guiding model or plan. Stubblefield has suggested a model with four phases: initiating, planning, management and evaluation. The chapter describes each phase and provides some questions that should be asked during the planning process. It provides some thoughts regarding the types of resources that can be used for self-directed learning activities. These resources frequently need to be made accessible during an entire learning experience because of varied learner needs, pacing requirements, and plans. When looking in book stores, media catalogs, and general magazines, there are many resources which self-directed learners can use, including a multitude of do-it-yourself books, video tapes, and audio tapes.
