SELF-DIRECTED LEARNING IN LATER LIFE: LITERATURE REVIEW

Abstract

Most of later life learning is in the areas of non-formal or informal learning (Merriam and Bierema, 2014), and the prevalence of self-directed learning in later life is associated with the needs, interests and self-sufficiency of older adults (Lamdin, 1997). Older adults face the challenge of assuming the responsibility for their personal growth and learning, which is determined by the demands of later life. However, theoretical analysis of self-directed learning presents some challenges due to the variety of contexts, interpretations and models this concept has been used in for over five decades. In the present study self-directed learning is defined as intentional, conscious learning (Schugurensky, 2000) with the learner taking on the initiative and responsibility for the implementation and assessment of their learning (Merriam & Caffarella, 1991). It is viewed as an autodidactic learning process (Candy, 1991), in which the learner assumes an active role and has the competences to manage their learning (Brockett & Hiemstra, 1991; Caffarella & Merriam, 1999). Based on a review of research literature of the recent decades on the issues of self-directed later life learning, this study aims at exploring how the later life context determines the peculiarities of self-directed learning. This also includes finding answers to the following questions: What influence does the later life environment have on the self-directed learning of older adults? How do older learners construct and implement their learning? What is the impact of later life learning on the lives of older adults?

The literature review allowed to identify the main characteristics of self-directed learning in later life including the factors determining older adults’ learning, the qualities of the learning process, and the importance of the learning outcomes for the older learners. The factors affecting self-directed later life learning include the access to learning resources, and the learning experience accumulated during one’s lifetime. The congruous context, availability of intellectual resources, access to resources in one’s social environment are identified as contributing factors, whereas lack of resources is associated with obstacles to learning. Previous learning experience and development of self-efficacy stimulate learning, which is also facilitated by integration of previous experience. The characteristics of the self-directed learning process include later life needs related motivation, maintaining control over one’s learning, balance in planning and adjustment, and the determining influence of the aging person’s environment on the process of learning.  The learning motivation is linked to the adjustment to ageing-related changes, access to relevant information, the need to control one’s health, the influence of other people and is expressed through expressive or instrumental motivation. The maintenance of control over one’s learning is represented by autonomous learning, coping strategies, self-efficacy and a strong system of values and beliefs. Balancing planning and adjustments in the course of learning is expressed by using certain strategies to adjust the pre-planned learning activity when encountering obstacles. The ageing person’s environment determines the learning process, which is reflected in the reactive, collaborative and contextual nature of learning. The meaning of the learning outcomes to older learners is represented by positive impact on the older person’s life and empowering competence development. The impact on the quality of life is associated with adaptation to ageing-related changes, prevention of decline, and increased independence. The empowering competence development is represented by developing self-directedness in learning, the coping competence, and personal growth.