Purpose

Fostering the skills necessary for self-directed learning (SDL) competence could be considered the most essential goal of formal education, especially due to uncertainty and changing conditions – exampled by the COVID-19 pandemic. Importantly, SDL competence can afford a person the ability to adapt to changing social contextual conditions, thus facilitating personal growth and development – even in the face of volatile and rapidly changing social contextual conditions. The aim of this study is to explore, theoretically, the contextual quality of educational experience necessary for learners to secure adaptive meaning-making: in order to meet the demands of our changing world.

Design/methodology/approach

To date, research has failed to comprehensively identify exactly what type of educational experience is necessary for such an adaptive meaning-making process during SDL. The present theoretical paper attempts to redress this concern.

Findings

Highly contextualized educational experience is necessary to enable contextual-specific, adaptable, meaning-making. Two constituents of contextualized educational experience are proposed: contextual-specific information available during the educational experience; and contextual-specific meaning schemes resultant from the educational process.

Originality/value

This novel work presents an important argument that education should encourage learners to construct knowledge that is adaptable and transferable to their context, rather than automatized knowledge that is not adaptable or transferable. This is a key concern for persons who face rapidly changing social contextual conditions and therefore should be given consideration in both the design of education and in further research on SDL. Like a vaccine in an arm provides a certain protection against COVID-19, fostering our populations’ SDL competence is fundamental for affording persons with an ability to meet the demands of our rapidly changing world.

中文翻译：

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通过自主学习应对 COVID-19 前后条件的教育挑战：考虑必要的教育体验的上下文质量

目的

培养自主学习 (SDL) 能力所需的技能可以被认为是正规教育最重要的目标，尤其是由于不确定性和不断变化的条件——以 COVID-19 大流行为例。重要的是，SDL 能力可以让一个人有能力适应不断变化的社会环境条件，从而促进个人成长和发展——即使面对瞬息万变的社会环境条件也是如此。本研究的目的是从理论上探索学习者获得适应性意义制定所需的教育体验的情境质量：以满足我们不断变化的世界的需求。

设计/方法/方法

迄今为止，研究未能全面确定在 SDL 期间进行这种适应性意义制定过程需要哪种类型的教育经验。本理论论文试图纠正这种担忧。

发现

高度情境化的教育经验对于实现特定于情境的、适应性强的意义创造是必要的。提出了情境化教育体验的两个组成部分：教育体验期间可获得的情境特定信息；以及由教育过程产生的特定于上下文的意义方案。

原创性/价值

这项新颖的工作提出了一个重要论点，即教育应该鼓励学习者构建能够适应和转移到他们的环境中的知识，而不是不能适应或转移的自动化知识。对于面临快速变化的社会环境条件的人来说，这是一个关键问题，因此在教育设计和 SDL 的进一步研究中都应予以考虑。就像手臂上的疫苗可以提供针对 COVID-19 的某种保护一样，培养我们人群的 SDL 能力对于让人们有能力满足我们瞬息万变的世界的需求至关重要。