Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning
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This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.
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Self-directed learning transcends self-regulated learning to include motivation and the ability to determine what should be learned.
“The goal, however is self-directed learning which transcends self-regulated learning to include motivation and, crucially, the ability to determine what should be learned (Loyens et al. 2008).”
From Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 (2013) · cites this paper as Loyens et al. 2008
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Chapter 1: Problem-based learning: A 21st-century teaching and learning strategy
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Hou, X., Xiao, B., Liu, H., & Mueller, S. (2026) · arXiv · doi:10.48550/arxiv.2606.05509
- Authors
- Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P.
- Affiliations
- Erasmus University Rotterdam (NL)
- University of Maryland, College Park (US)
- Corresponding author
- Loyens, Sofie M. M.
- Venue
- Educational Psychology Review
- Published
- 2008-07-22
- Volume
- 20
- Issue
- 4
- Pages
- 411-427
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2036837007
- Cited by
- 882
- References
- 67
- Citations by year
- 2026: 49 · 2025: 66 · 2024: 74 · 2023: 87 · 2022: 71 · 2021: 68 · 2020: 67 · 2019: 67 · 2018: 33 · 2017: 44 · 2016: 52 · 2015: 53 · 2014: 41 · 2013: 39 · 2012: 31
- FWCI
- 55.02
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc
- Locations
- Educational Psychology Review (publishedVersion, cc-by-nc)
- EUR Research Repository (Erasmus University Rotterdam) (publishedVersion, other-oa)
- EUR Research Repository (Erasmus University Rotterdam) (submittedVersion, other-oa)
- RePub (Erasmus University Rotterdam) (submittedVersion, other-oa)
- RePub (Erasmus University Rotterdam) (submittedVersion)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Educational Leadership and Innovation
- Keywords
- self-directed learning, problem-based learning, student self-regulation, learner autonomy, conceptual clarity, teacher guidance
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