Describes how the author addresses his independent study students. Suggests that teachers who write study guides and "teach" independent-study courses in literature should try to invent effective instructional aids that will mitigate the disadvantages of not having the everyday-classroom experience and provide maximum opportunity for freedom of…

A paper by Gow and Kember suggesting that higher education does not promote independent learning and that students' use of deeper cognitive processes diminishes during higher education is criticized for not considering the method, frequency, and perceived importance of evaluation and grading practices more thoroughly. Authors of the original paper…

These 13 project ideas, designed to be reproduced, cut, and distributed to elementary/middle school students, can serve as launching points for in-depth independent study in social studies. Topics include dramatization, maps, letter writing, cartoons, creative writing, charts, editorials, opinion, comparisons, sketching, oral presentation,…

Leisure is best when contributing to the excitement of independent learning and the advancement of individual growth and development. To help youngsters use free time effectively, public recreation providers should join with public education to provide out-of-school access to high technology. Such experiences should not be limited to the affluent.…

Discusses how to develop and implement an open learning program when there are materials available but no trainers to use them. (JOW)

The article offers suggestions for helping gifted elementary students learn to use independent thinking skills to challenge their own thinking as well as to solve mathematical problems. (DB)

Suggestions for motivating gifted underachieving secondary students include independent study projects for credit, science fair projects, curriculum compacting, the use of adult mentors, and other approaches which emphasize building on student interests. (DB)

Cognitive style constructs challenge learning theories or practices that presume a high degree of cognitive style similarity among adult learners. The cognitive style of field dependence/independence explains differences in adults' capacities for self-direction and indicates possible contradictions inherent in andragogical assumptions. (JOW)

Self-instruction, more likely applied to adult learners, depended on the extent to which learners more or less consciously make decisions about aspects of the learning situation and control them. Issues of control are discussed and examples of relevant learning situations are offered, including group work and computer-assisted learning. (16…

The Internet has enormous potential as a tool for self-directed learning. However it may be subject to control of those with vested interests, learning materials are scarce, bandwidth is still limited, inequities of access persist, and much remains to be learned about online teaching and learning. (SK)

Provides suggestions and examples for self-training on use of the Web. Focuses on three questions about guidance, motivation and Web training: (1) "Is this class right for me?"; (2) "Now that I'm here, what do I do?"; (3) "What motivates me now and keeps me coming back later?" (AEF)

Presents advice on how to promote student self-learning. Finds that it can be achieved by using specially prepared didactic material, specific recommendations for intellectual work, and general techniques of self-education in independent student work. (Author/CCM)

Comparison of 35 nurses in a traditional continuing-education workshop with 28 using a self-instructional videotape-learning package showed that both groups improved scores. Initial costs for the self-instruction package were higher, but it could prove more economical in the long run, saving participants time and money. (SK)

Describes how the use of problem-based learning as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate development of nursing students' abilities to become self-directed in learning. Discusses the theoretical links between problem-based learning and self-directed learning. (EV)

Explores one of the least studied areas of self-directed language learning: The attitudes of the language teachers who work as counselors for self-directed language learners. Within an attitudinal construct, analyzes four different factors (students, past, colleagues, and self) that account for the attitudes that the teacher has towards…