An Integrative Review Of Fourteen Self-Directed Learning Models

Abstract

SDL is criticised for its lack of a theoretical basis and applicability across contexts. Over time, various conceptual models have been advanced to illustrate the core concepts of SDL. It is not clear whether these various models are comparable. Therefore, it was necessary to evaluate these different models in terms of their conceptual constructs and applicability across contexts. This process was carried out in the current study by conducting an integrative review of fourteen models related to SDL and synthesising the key constructs into a revised model. Ten of these models refer specifically to the application of SDL in teaching contexts and were analysed further. The study found a fundamental relationship between these models and proposes an integrated model based on eight mutually exclusive constructs. This integrated model may aid scholars by providing a set of core constructs to develop the factors and variables of a theoretical SDL model.