My Learning Journal: Self-Directed Learning Assignment
Kelsey Horry
RTCH 500: Research, Writing, and Ministry Preparation
May 19, 2022
After reading Chapter One of “Orienting Adults to Learning in Graduate Theological
Education” by Dr. Stephen D. Lowe and Dr. Mary E. Lowe, I discovered that I am a traditional
learner because I prefer a teacher-directed learning environment. Throughout my years of
schooling, my learning environment was not student-centered but teacher-directed. Therefore,
my methods and approach to learning are traditional because my teachers were primarily
facilitators and lecturers within every classroom that I stepped foot in. Who was responsible for
teaching the course pedagogy. My teachers strategically taught me what to learn and how to
learn, and on the first day, they gave out a syllabus that outlined the course’s educational
outcomes. Typically, this is the structure of a teacher-directed class (traditional learning
environment)- where students are only held accountable for their mastery of course content
measured through exams or classwork such as assignments (comprehension).
Despite all efforts, traditional learning environments have their pros and cons. These
environments can help disadvantaged learners by providing them with a solid foundation to build
learning skills and expand their learning abilities- because some students will need direct
instruction, more motivation, and firm discipline to keep them on track because some students
are weak in these areas.
On the other hand, being in a traditional learning environment negatively affects learners.
Indeed, these environments cause more harm than good depending on the individual in the long
run; for some, students do not become self-directed learners, but they become co-dependent.
Likewise, I was one of those students who was negatively affected by being in teacher-directed
environments. Consequently, I was more reliant on my educators than myself because my
teachers always guided me throughout my learning encounters. I became more reliant on my
own abilities throughout undergrad and graduate school. Therefore, I would not identify myself
as a self-directed learner because I am emerging.
On the other hand, some characteristic that defines my self-directedness is my
willingness to learn. I am motivated, self-confident, goal-oriented, and persistent when learning
or when my courses are challenging. Also, I am taking the initiative to conduct research on
subject matter that I do not understand, to gain clarity and acquire a higher level of knowledge
(higher-order thinking). Lastly, my self-directedness has encouraged me to become more
sociable, and now I am communicating with peers far and near to expand my learning.
Altogether there is always room for improvement; as an emerging self-directed learner.
Here are a few things that I need to work on. First, I am praying to God for him to transform my
mindset in more cases than others because there are times that I wish that I could be in a
traditional learning environment, but I cannot. Occasionally I have to remind myself that I will
not always have someone to hold my hand as I continue my education. Therefore, I find myself
asking the Lord to equip me with everything that I possibly need to continue my education for
the uplifting of his Kingdom. Also, I am asking the Lord to guide and make me more obedient
this semester. Correspondingly, my discipline reflects my interest, which drives my motivation.
For example, If I am not interested in a course, I will procrastinate or struggle to complete
assignments for that course. Lastly, I am struggling with time management, and more than ever, I
am trying to find a balance between school, work, family, and ministry. As of today, I am
creating a daily schedule to manage my workload, and I am considering taking a break from
teaching this summer. So I can have more time for myself.
