ABSTRACT

Self-directed learning is a critical competence for living and working in our increasingly complex and unpredictable world. The concept of self-directed learning grew out of the adult learning field and scholars highlight the need to examine how self-directed learning competence can be fostered during childhood. However, there are very few empirical studies that seek to understand how self-directed learning is facilitated in the formal education of children in our digital age. In order to review empirical studies that contribute toward understanding this research question, a literature search was conducted. The potential for digital technology to support learners in this process was highlighted in the studies reviewed, but commonly learners lacked the competence to use digital technologies for educational purposes. Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that focus on understanding the facilitation of self-directed learning in childhood education are seldom. Further studies on self-directed learning in childhood education are vital – given that this is a fundamental competence for preparing our youth to deal with work and life in our rapidly changing world.

摘要

自主学习是在日益复杂和不可预测的世界中生活和工作的关键能力。自主学习的概念源于成人学习领域，学者们强调有必要研究如何在儿童时期培养自主学习能力。然而，很少有实证研究试图了解如何在数字时代的儿童正规教育中促进自主学习。为了回顾有助于理解这一研究问题的实证研究，进行了文献检索。所审查的研究强调了数字技术在这一过程中支持学习者的潜力，但学习者通常缺乏将数字技术用于教育目的的能力。学习者经常需要支持，特别是在自主学习的规划和审查方面，以及有关如何有效地将数字技术用于教育目的的指导。重要的是，很少有研究关注如何促进儿童教育中的自主学习。对儿童教育中自主学习的进一步研究至关重要——因为这是让我们的青少年在快速变化的世界中应对工作和生活的基本能力。