This study aims to examine how learners manage their self-directed learning (SDL) in different SDL contexts through the lens of structuration theorizing.
In this comparative case study, data were collected primarily from in-depth semi-structured interviews with three self-directed learners aged between 15 and 16 years old. Additional data, including interviews with parents and facilitators, as well as documents related to the learners’ learning journey, were collected to allow for greater details and triangulation. These were analyzed using a constant comparative approach.
The findings suggest that external structures may be essential when learners are in the early stages of their SDL journey. In one of the SDL contexts, these external structures provide the necessary guidance and resources to support SDL. However, internal structures become increasingly dominant for more accomplished self-directed learners. This study describes how learners’ internal structures take on more control in their SDL process, as they engage and negotiate with the external structures in a continuous cycle of action, reflection and adaptation.
The limitation of this study is that the relevant small sample size may not fully represent the broader and more diverse unschooling and SDL communities.
The finding of this study revealed more nuances about the interaction between internal and external structures, and how this interaction goes on to shape SDL processes and strategies. These nuances help us to see the multifaceted nature of SDL, which in turn encourages us to design environments that allow learners to create the structures required to enhance their SDL skills.
This study provides insights into how learners in different SDL contexts negotiate between their internal and external structures in their SDL journey. It expands the understanding of SDL outside conventional education settings. It informs the development of a flexible, learner-centered approach that intentionally addresses these interactions within the SDL contexts.
