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dc.contributor.authorMa, Xiaoyanen_US
dc.date.accessioned2018-10-28T06:00:43Z
dc.date.available2018-10-28T06:00:43Z
dc.date.issued2017-05-05
dc.identifier.othervt_gsexam:10931en_US
dc.identifier.urihttp://hdl.handle.net/10919/85573
dc.description.abstractAs a prerequisite for all adult learners in life-long learning, self-directed learning has been constantly discussed since the early 1960s. However, in what manner research operationalizes the concepts and what similarities occur across the empirical studies and theoretical studies are still ambiguous. The purpose of this study is to employ an integrative literature review to investigate and disentangle various interpretations of self-directed learning by identifying how the topic is defined and what competencies and strategies are needed for a highly self-directed learner. This is a six-phase study, including: 1) problem formulation; 2) data collection; 3) problem re-formulation; 4) data evaluation; 5) data collection; and 6) presentation of the findings. This study provided a comprehensive perspective of self-directed learning in a dynamically expanding process to include multifaceted interpretations of the topic and advanced research in self-directed learning in an updated, enriched learning environment. Specifically, the researcher updated the evidence for self-directed learning to date, identified all of the potential dimensions of self-directed learning that distinguish a highly-directed self-directed learner and the related instructional strategies, and made suggestions for the future direction of research on the topic.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis item is protected by copyright and/or related rights. Some uses of this item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectintegrative literature reviewen_US
dc.subjectself-directed learningen_US
dc.subjecthigher educationen_US
dc.titleAn Integrative Literature Review of Self-Directed Learning in Higher Educationen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairBurton, John Knoxen_US
dc.contributor.committeememberLockee, Barbara B.en_US
dc.contributor.committeememberParedes, Elsie Elenaen_US
dc.contributor.committeememberPotter, Kenneth R.en_US


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