Self-directed learning

It has been argued in this chapter that the term self-direction actually embraces dimensions of process and product, and that it refers to four distinct (but related) phenomena: "self-direction" as a personal attribute (personal autonomy); "self-direction" as the willingness and capacity to conduct one's own education (self-management); "self-direction" as a mode of organizing instruction in formal settings (learner-control); and "self-direction" as the individual, noninstitutional pursuit of learning opportunities in the "natural societal setting" (autodidaxy).

Source: Candy, P.C., What is Self-Directed Learning, in Self-Direction For Lifelong Learning. 1991, Jossey-Bass: San Francisco. p. 5 - 23.

In its broadest meaning "self-directed learning" describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.

Source: Knowles, M. (1975) Self-Directed Learning. A guide for learners and teachers, Englewood Cliffs: Prentice Hall/Cambridge. 135 pages