Re-Thinking the Value of Learning Theories to Develop Self-Directedness in Open-Distance Students

Abstract

Learning is a complex process that has generated numerous interpretations and theories as to how exactly it can be effectively facilitated to ensure that meaningful learning is achieved. This article will examine the value of different learning theories to develop self-directedness in Open distance learning students. While the basic assumptions and principles of social constructivism are not disputed, it is argued that we must be mindful not to replace one learning theory with yet another and promote a ‘one size fits all’ notion of what good teaching and learning is supposed to be. The concern is raised whether there is a single “best” learning theory and whether one theory is more efficient than the others when it comes to adult learners in ODL.

DOI: 10.5901/jesr.2014.v4n6p11