Review of the Literature on Question- Posing-based Self-Directed Learning

Abstract

Self-directed learning presents a promising approach to enable students to achieve self-reliance and cultivate greater ownership over their learning pursuits. In the current teaching-learning scenarios, the implementation of classroom-oriented self-directed learning (SDL) strategies does not achieve their desired goal. The primary reason may be that the teachers are not trained to implement these strategies. According to the literature, learners face difficulties in following different SDL strategies. Question posing (QP) serves as a tool that can help learners understand the concept, clear misconceptions, and collaborate with peers to construct their knowledge. We have analyzed existing papers on question-posing-based classroom- oriented self-directed learning strategies to find how question-posing may help students overcome their difficulties and find ownership in their learning. We find that QP-based teaching-learning approaches require well-designed activities that can help students elicit questions and with which students can navigate in achieving ownership of their learning. The paper concludes with the identification of a QP-based strategy that conforms to the essential set of requirements of self-directed learning.