자기주도학습과 오픈소스 소프트웨어 참가자: 특징과 관계(IJSDL, 2012)

자기주도학습과 오픈소스 소프트웨어 참가자: 특징과 관계(IJSDL, 2012)

SELF-DIRECTED LEARNING AND OPEN SOURCE SOFTWARE FORUM PARTICIPANTS: CHARACTERISTICS AND RELATIONSHIPS

Lila Holt and Vandana Singh

최근 SDL은 개인의 철학적 관점에 따라 세 가지 목적을 갖는 것으로 분류되엇다.

More recently, self-directed learning (SDL) has been categorized as having one of three goals depending on a person’s philosophical view: 

• (a) personal responsibility, 
• (b) transformational learning, and 
• (c) social impact (Merriam, 2001). 

• '개인의 책임'이라는 목적은 학습자가 자기 자신의 학습에 책임을 지고 통제권을 갖는 것이다. 
• '전확학습'의 목적은 자기성찰과 자신에 대해서 아는 것이 자기주도학습의 핵심적 부분인 '자율성'에 중요하다고 본다. 
• '사회적 영향력'에 있어서 학습자는 사회적 변화를 위한 동력을 공론화 시키기 위해서 인터넷을 사용할 수 있다.

The goal of personal responsibility is for learners to take control by being personally accountable for their own learning (Brockett & Hiemstra, 1991; Garrison, 1997). The goal of transformational learning posits reflection and self-knowledge as necessary for the autonomy that is an integral part of self-direction in learning (Mezirow, 1985). Other goals of self- directed learning are social impact and emancipatory learning. For example, learners can use the Internet to mobilize, publicize a cause, and create social change (Meikle, 2002; Shirky, 2008).

Personal Responsibility

One widely recognized model of self-direction in learning—the Personal Responsibility Orientation (PRO) model—depicts SDL as encompassing both personal or learner characteristics (LC) as well as a learning process called the teaching/learning (TL) transaction (Brockett & Hiemstra, 1991). In the PRO model, it is the learner’s assumption of personal responsibility that stimulates the learning process. In an effort to validate ways of empirically examining selfdirection in learning, a recent scale was developed based on the PRO model of selfdirection in learning (Brockett & Hiemstra, 1991) titled the Personal Responsibility Orientation–Self-Directed Learning Scale (PRO-SDLS) (Stockdale, 2003; Stockdale & Brockett, 2010). The PRO model of self-direction, as captured in the PRO-SDLS, includes the following four factors:

1. Control: 

According to Brockett & Hiemstra (1991), “[I]t is the ability and/or willingness of individuals to take control of their own learning that determines their potential for self-direction” (p. 26). Control is a factor of the TL transaction of self-direction.

2. Initiative: 

Based on the PRO model of self-directed learning, the learner is proactive by taking steps toward decisions and/or actions. Previous definitions have used the term initiative in a similar manner (Knowles, 1975). Again, initiative is a factor of the TL transaction.

3. Motivation: 

Included in the learner characteristics of the PRO model, motivation is the desire to take action steps. This desire can be internal or external. Adult education scholars propose a theoretical relationship between self-directed learning and intrinsic motivation (Bitterman, 1989; Delahaye & Smith, 1995).

4. Self-efficacy: 

Like motivation, self-efficacy has been derived from Social Learning Theory and refers to the belief in one’s own capabilities required to produce a given outcome (Bandura, 1977, 1986, 1997). The self-efficacy factor is based on writings regarding the learner’s self-confidence (Brockett & Hiemstra, 1991). Again, self-efficacy is part of the learner characteristics of SDL.

Further characteristics of SDL have been defined through the construction of a widely used scale to measure readiness for self-direction. The Self-Directed Learning Readiness Scale (SDLRS) (Guglielmino, 1978) has been translated into at least 20 languages and has a wide acceptance among many scholars in the field of adult education (Caffarella & Caffarella, 1986). To date, the SDLRS has been used by over 300,000 individuals and 500 organizations (Guglielmino, 2010). Developed through a three-round Delphi study of 14 SDL experts, the 58-item scale includes eight factors identified through factor analysis (Guglielmino, 1978).

Those factors include:

1. Love of learning

2. Self-concept as an independent learner

3. Tolerance of risk in learning

4. Creativity

5. A view that learning is lifelong

6. Initiative

7. Self-understanding

8. Acceptance of responsibility for one’s own learning

While no quantitative assessments are used in this study, the characteristics that have been identified in the construction of scales to measure self-direction in learning and/or readiness supply a needed lens through which to examine the selfdirection in learning of forum participants.

Transformational Learning

A second identified goal of SDL is transformational learning, which encompasses the changing of one’s assumptions and values through the learning process (Mezirow, 1981). According to Mezirow (1981), “Enhancing the learner’s ability for self-direction in learning as a foundation for a distinctive philosophy of adult education has breadth and power. It represents the mode of learning characteristic of adulthood” (p. 21). Mezirow (1981) goes on to offer guidelines to enhance self-direction in learning. Included in those guidelines that may lead to transformative learning are the following:

가이드라인(by Mezirow)

• Encourage a progressive reduction of the learner’s dependence on the educator.

• Enable the learner to use learning resources – especially how to engage in learning relationships.

• Assist the learner in defining needs and assuming responsibility for those needs.

• Organize learning around current levels of understanding.

• Foster the use of learner decision-making and evaluating learning via criteria.

• Foster a self-reflexive corrective approach.

• Facilitate problem posing and solving.

• Reinforce learner self-concept.

As an extension to transformative learning, Mezirow (1981) further suggests that such transformation may result in emancipatory or social action and thus create the power for adults to further change and learn. Other guidelines that promote self-directed leaning as well as transformational learning were suggested by Taylor (2008) through a review of the literature (p. 27):

가이드라인(by Taylor)

• Promote student autonomy/agency.

• Create a safe, open environment for learners.

• Encourage critical reflection.

• Acknowledge affective aspects of learning (the role of feelings and emotions).

• Value learning for action.

• Facilitate learning that involves the examination of issues, values, and concerns.

• Value and include students’ experience.

• Accentuate importance of feedback and assessment.

• Develop awareness of social contextual influences in learning.

• Encourage and support collaborative and group learning.

Brockett and Hiemstra 의 세 가지 전략

In addition to the above guidelines and relationships, Brockett and Hiemstra (1991) note three strategies for helping a learner enhance self-direction in learning: 

• to promote critical reflection and 
• (to promote) rational thinking, and 
• to facilitate or use helping skills to enhance learner self-direction. 

While the authors also suggest specific tools and methodologies to implement these three strategies, the implementation in this study will be examined through the use of OSS forums because they have had such successful outcomes.

Social Action

Tough - 자기주도적학습이란 "개개인의 관심을 억압하는 것의 반대편에 설 것을 강조하는 문화적 전통"으로 해석될 수 있다.

In examining “adult self-teachers,” Tough (1979) found that adults engage in continued learning by undertaking an average of eight learning projects a year. Within the scope of these projects, there may be political acts for power and control. Self-directedness in learning “can be interpreted as part of a cultural tradition that emphasizes standing against the individual’s repressive interests” (Brookfield, 1993, p. 227). 

Brockett and Hiemstra - 자기주도성의 정치적 차원은 여전히 계속 성인교육자들에게 간과당하고 있다.

Additionally, Brockett and Hiemstra (1991) surround personal responsibility with social context. They argue that “The political dimension of self-direction continues to be largely overlooked by adult educators” (p. 220). Thus, self-directed learning may become conducive to creating social and political change.

In summary, self-direction in learning has had the three areas of personal responsibility, transformational learning, and social action identified as goals. Not only are there various factors that have been identified that may underlie selfdirection in learning, but self-directed learning itself can be learned. Various facilitation methods have been identified to enhance learner self-directed learning.

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SELF-DIRECTED LEARNING AND OPEN SOURCE SOFTWARE FORUM PARTICIPANTS: CHARACTERISTICS AND RELATIONSHIPS

Lila Holt and Vandana Singh

Today more than ever, the workplace and education ecosystems strive to keep pace with the vast amount of information and knowledge available in a global community. Within these environments, self-directed learning has been identified as a needed skill in the 21st century to underpin constant change. In an effort to further expand pedagogies for both the workplace and higher education, tools such as online forums are now used within educational environments. This paper examines characteristics and relationships of self-directed learning within forum participation. Due to the successful outcomes of the use of forums within open source software (OSS), the OSS forums became the theater for this examination. Analysis of data derived from open-ended questionnaires and follow-up interviews provides further insights into self-directed learning and forum participation.