L'evoluzione epistemologica del Self Direction in learning tra esperienze empiriche e formulazioni teoriche

Abstract

Self Directed Learning (SDL) has undergone a series of changes in theory, in the methods, in the tools and resources over the past two decades. The aim of this research work is twofold: 1) to trace the theoretical assumptions on which the construct is structured and the relationship and influences with behaviorist thought and humanist psychology; 2) the massive use in lifelong learning, adult learning and academic training. The SDL in the digital age has suffered redefinitions and rethinking by proposing innovative models and strategies. The methodology of the research underlying the work follows the comparison between various theoretical and empirical experiences that have produced the structuring of the model according to already defined phases and characteristics.