The tradition of independent study is traced from classical antiquity to the 20th century. Particular attention is given to the example of such persons as Descartes, Rousseau, Goethe, and Franklin, and to the role of encyclopedias, libraries, and correspondence study in furthering self-education. Nine references are included. (LY)

Adult self-directed learning is considered a process of self-instruction. This concept is inadequate because it fails to account for persistence in learning and excludes adults unable to plan self-instruction. These inadequacies can be addressed by studying self-directed learning as it relates to the learner's personality. (Author/CH)

Lists 10 pitfalls to avoid when implementing electronic learning: believing it is cheaper; overestimating results; overlooking shortcomings; failing to go beyond courses; viewing content as commodity; ignoring technology; failing to involve information technology staff; overrelying on technology; assuming learning transfers; and believing that if…

If the learning organization is ever to become a reality and if employees are to be continuous learners, the notion of self-directed learning has to move beyond the buzzword phase and become a major force in employee training. (Author)

Although online training is causing restructuring in some companies, content is still predominant and can be delivered without the Internet, for example, through self-study books. Companies should deliver training in the best format for their employees. (JOW)

The recent resurgence of interest outside the library field in independent study and the development of formal programs for nontraditional study provide new opportunities for public libraries to serve the independent learner. (Author)

Exploring the facilitator's role in a management self-development program, the paper presents the view that "self"-direction takes place in a context of "other"-directedness. It argues that development of the learner's self-direction demands that the facilitator be prepared to interact openly, to learn, and to change. (Author/CH)

The authors highlight major new propositions that were inferred from a study of autodidactic learning experiences. They suggest corresponding implications for practice in a formal educational setting. Topics include motivation, goals, specialization, monitoring of the learning process, and reflection. (CH)

Reviews the purposes of adult education and the history of transcendentalism. Argues that the transcendent nature and needs of humankind are not addressed by adult education theory or practice. Provides implications for adult educators. (CH)

This article introduces the notion of self-help as a unique form of self-directed learning that contains the inherent capacity to span the life-cycle. Self-help refers to the process that occurs within small, voluntary, peer-run, mutual aid support groups that offer the opportunity to overcome or cope with a common concern or problem. (JOW)

Investigates three roles of the adult educator in light of varying conceptions of self-directed learning (SDL). Addresses the issue of when self-directedness is desirable and for what purposes. Suggests educational processes that foster SDL and discusses implications for future SDL research. (JOW)

Paper presented at the 25th All India Adult Education Conference held in Bombay, India, October 30-November 3, 1972. (DS)

As an extension method, independent study can contribute to solving some problems of the urban crisis. (EB)

Summarizes the major findings of Allen Tough's adult education monographs and outlines some of the criticisms of his works. Discusses Tough's theories concerning self-teaching, learning projects and major learning efforts, and the planners of learning. (CT)