Lessons from Self-Directed Learning Activities and Helping University Students Think Critically

  •  Orjika Paschal Chukwunemerem    


This work presents the benefits of self-directed learning activities as tools for enhancing critical thinking of university students. Self-directed learning is best introduced to students during the transition period from high school to the university (Van et al., 2015), and then reinforced throughout the university years. Interestingly, self-directed learning does not end within the university walls-it does exist beyond those walls. Hence, there is the need to nurture it during the university years so it can blossom afterwards. Early introduction or reinforcement of self-directed learning to university students is crucial because it can help students get accustomed to being self-directed in their learning at the university and beyond, thereby developing their critical thinking skills. The benefit of self-directed learning activities includes critical thinking skills, cooperative learning skills, freedom in learning, ICT, research skills, and other useful skills.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1927-5250
  • ISSN(Online): 1927-5269
  • Started: 2012
  • Frequency: bimonthly

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