2019 Annual Conference

Graduate Student Education

Roundtable (45 minutes)

This phenomenological study examines how learners are mediated towards self-direction. The researchers seek to answer two research questions: what is the experience of becoming self-directed and in what ways can adult learners be mediated towards self-direction. Findings and practical application of the findings are suggested. Finally, limitations and implications discussed.

The presentation is for any member of higher education, adult learning, and adminstrations. Graduate students, faculty, and Human Resource Development will find the presentation useful programs. Social and qualitative researchers, along with anyone interested in learning theories, experience, and advisors. Mentors will especially find the presentation helpful.

“On reflection, however, it is evident that no act of learning can be self-directed if we understand self-direction as meaning the absence of external sources of assistance” (Brookfield, 1985, p7). Learners will be able to see SDL from all angles. The context, process, and personal aspects of SDL are showcased by looking at success. Defining success, we will give learners the ability to see what mediated learning and sociocultural learning can be in learning in adulthood. The ability to see how to become self-directed, what to do to foster self-direction, and why using mediation intentionally constructs facilitation and mentoring praxis.

How self-directed learning (SDL) is mediated in adults showcases much needed research on the issue of what SDL looks like, developing the context, process, and personal aspects of being a self-directed learner. Additionally, we will diagnose the use of Mediated Learning theory and sociocultural theory as tools for scholars in adult education. The presentation will cover how we conducted a phenomenology study that focused on the experiences and the meaning these experiences created for graduates of a doctoral degree in adult learning. Using purposeful sampling by delimiting the study to graduates who completed a dissertation on SDL with Ralph Brockett, Ph.D. as their chair, we get to see how SDL is facilitated, where to scaffold and mentor students, what it means to be self-directed, and why using sociocultural theory and mediated learning theory is effective in determining successful learning principles and agency in mentoring and facilitating learners. The session will break down how an expert in Self-Directed Learning, Dr. Brockett facilitates and mentors’ learners to become self-directed. This process mediates, not mandates, graduate students towards more efficacious and responsible learning. The suggested findings from the study will be discussed showcasing significant implications for the field of adult and higher education.

The session will be organized by PowerPoint, but the substantial presentation will be through discussion, and interaction with the audience. The session will highlight mediation to the zone of proximal development for adult learners fostering what,why, and how SDL is; thereby, increasing self-efficacy and traits of Positive Psychology. We will breakdown how we conducted the research, the findings, additional inquiry into the connection of SDL to many adult learning theories. By using sociocultural theory by Vygotsky (1978) and mediated learning principles from Feuerstein (1980) we will show how great mentors foster great students. Closing the session with tips for praxis.