UNLOCKING A STUDENT’S POTENTIAL THROUGH SELF-GUIDED LEARNING

UNLOCKING A STUDENT’S POTENTIAL THROUGH SELF-GUIDED LEARNING

With the influx of technology, accessing information has become easier and faster. Nowadays, it has become a typical sight to see students taking full responsibility as regards what they learn and how they learn.  This approach is known as self-guided learning.  This means that individuals take responsibility for their own learning and are deeply committed to it.  Students are taught about learning how to learn; how to set goals; how to create a plan of action to achieve those goals; how to establish feedback loops and check progress and how to look for the people, resources and experiences that are vital to meet a learning goal.  This approach aims to help people achieve independence and personal responsibility – values that are needed in the real world.

 

Self-guided learning encourages the development of confidence, resourcefulness, diligence and contentment. Once we have become of age, we are in control for making the choices that help create our own paths. When the stakes are high, this greatly increases a person’s ability to make thorough, smart, and sound choices. The more practice learners have with making their own decisions when they are young, the more likely they are to develop into mature, practical, strong, dynamic and considerate adults.

Moreover, self-guided learning nurtures teamwork, inside and outside the family. Parents and their children are able to form, engage, discuss, develop and discover what they agree will best serve their aims, beliefs and personal needs. Students become more confident of themselves and are deeply sensitive to the needs of others. Collaboration and empowerment are more prevalent than superiority among others.

Since self-guided learning promotes personal responsibility, success not only in academics but also in real life is guaranteed.  Students will learn to perform better in ways they never thought possible when they learn how to take responsibility of their own actions. In many circumstances, future learners will need to become focused, responsible and goal-oriented throughout their lives just to cope with the abundance of information available to them. Thus, their reading and writing skills will be enhanced because authentic and purposeful literacy development occurs in this type of inquiry-based setting.

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Gwendilyn Abrico is well experienced in teaching English and Mass Communication subjects and used to teach "English as a Foreign Language" in a university in South Korea.She now teaches "English as a Second Language" at Insworld Institute.