University of Twente Student Theses
Practical Implementation of Self-Directed Learning: A Case Study
Oertel, Elisa (2025) Practical Implementation of Self-Directed Learning: A Case Study.
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| Abstract: | The current public school system is still characterized by passive, teacher-centered education. However, current research indicates that autonomy is a fundamental need for students and that student-centered approaches, such as Self-Directed Learning (SDL), lead to more active and meaningful learning as well as higher academic achievement. While the literature shows these benefits of SDL, the implementation in an effective and scalable school system requires further research. To understand how to apply SDL in a practical context, this study is one of the first to investigate SDL as the foundation of a school’s pedagogical system through a case study. The Alemannen-School was selected as it is very well recognized as a pioneer in German education, has received the German School Award, and has demonstrated higher academic achievement than other schools in BadenWürttemberg in the VERA comparison study. The research employs a mixed-method case study design using a qualitative observation among students between grades 5 and 10 to identify the SDL methods that are expected to contribute to academic achievement. A subsequent survey investigates quantitatively how the students use and perceive the SDL elements, as well as how such elements impact their learning experience. The study found that SDL methods, expected to contribute to academic achievement, were effectively integrated into the school’s pedagogical system, supporting self-management, self-monitoring, and motivation at every step of the self-directed learning process. Among the most impactful methods identified were goal-setting, self-paced learning, and the use of structured learning materials. The results further revealed a correlation between students’ positive perception of SDL methods and their perceived effectiveness. The outcome of this study demonstrates the potential and feasibility of a well-structured SDL approach to enhance students’ autonomy, engagement, and academic achievement in a scalable school system. |
| Item Type: | Essay (Master) |
| Clients: | Alemannenschule Wutöschingen, Wutöschingen, Germany |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/106116 |
| Export this item as: | BibTeX EndNote HTML Citation Reference Manager |
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