Self-directed learning: Faculty and student perceptions

This article reports the results of a qualitative study that explored facul ty and student perceptions of self-directed learning (SDL) and investigated factors that facilitate or impede it. This study was conducted at McMaster University with faculty and students in a 4-year undergraduate nursing pro gram. Data were collected from 47 faculty and 17 students by means of focus groups that were audiotaped and transcribed. Content analysis was conducte d to identify common themes in faculty and student transcripts. The themes that emerged provide insight into the educational strategy of self-directed learning and can be summarized by the following major points: (1) commitme nt to SDL requires students and faculty to understand the value of empoweri ng learners to take increased responsibility for decisions related to learn ing; (2) students engaged in self-directed learning undergo a transformatio n that begins with negative feelings (i.e., confusion, frustration, and dis satisfaction) and ends with confidence and skills for lifelong learning; an d (3) faculty development is important to ensure high levels of competency in facilitating self-directed learning.