As discussed earlier that the self-learning to position learners as subjects, in control, decision-maker or makers of their own learning initiatives. Thus, the ability to control or direct their own learning is the main loaded for learners. This capability is also an important factor to be considered and built by a running program or tutor.
The ability to control or direct one's own learning is essentially a continuum. Grow (1991) classifies these continuum into four stages: 1) learner-dependent (dependent learner), 2) learners who are interested (Interested learner), 3) learners who are involved (involved learner) and 4) independent learners (independent learner). The four stages of self-learning model can be described as in table 2 as follows:
Stages of Skill Learning Model Independent according to Grow:
Phase learners Role Tutor Example
1 Dependent Authoritarian, Speech Coach, train with direct feedback, drill.
2 Interested Motivator, Advisor Guided Lecture + discussion
3 Involved Project Facilitator group discussion facilitated by a tutor, seminar.
4 Self-Directed Consultant, delegator individual work, group learning.
Source: Grow (1991)
Based on the model of independent learning stages Grow above, learners who have the characteristics of stage 1 and 2 will be very difficult to follow the system of education with independent learning. Robert Kizlik (2001) develop skills and readiness scale distance learning (Distance Education Aptitude and Readiness Scale (Dears)) as a guide for future students of distance education. The scale consists of 15 item statements on a scale from 1 to 5. Those who have a score of 44 down, you should not force yourself to get education with self-learning system (in this context, distance education).
Learners with the characteristics of stage 3 (involved Learners), already have the skills and knowledge and see themselves as participants in their own learning. In this case, the tutor / instructor acted as facilitator to concentrate on efforts to facilitate, communicate and support learners in using the skills they already have.
Learners with the characteristics of stage 4 (self-directed Learners) have been able to prepare their own learning goals and standards, either with or without the help of experts. He has been able to use experts, institutions and other sources to achieve learning goals. Independent learners does not mean aloof, but he has been able to collaborate with others either in clubs or informal study groups. In this case, the tutor / instructor acted as a consultant to continue to provide a delegate or empower their learning abilities.
Thus, in education with self-learning system, and readiness skills in independent learning is the main laden. Based on self-learning stage Grow model, which still allows the learners to be able to follow self-learning system are the learners at stage 3 (involved Learners) and 4 (self-directed Learners). Characteristics of these learners should be important considerations for providers of education, especially tutors.
Here are some recommendations proposed by several authors such as Ash, 1985; Bauer, 1985; Brocket and Hiemstra, 1985; Brookfield, 1985; Cross, 1978; Hiemstra, 1982, 1985; and Reisser, 1973 about how best tutors / instructors in facilitate self-regulated learning:
1) help learners identify ways initiate a project to learn how to check and melaporkanya following,
2) create partnerships with learners with learning how to negotiate a contract that includes objectives, strategies and evaluation criteria,
3) be a learning experience and avoid manager become a conduit of information (information provider);
4) help learners have the technical assessment needed to find a special purpose what he had to make,
5) Make sure that the learners aware of the learning objectives, learning strategies, learning resources are needed, and evaluation criteria has appointed himself previously,
6) teach skills "inquiry", decision making, self-development, how to evaluate their own work;
7) help match learning resources with the needs of learners, help learners develop the attitudes and feelings of positive self realif for learning;
8) use techniques that can enrich the experience, such as "problem solving" or field experience;
9) developed high-quality study guide;
10) push the ability to think kritisdengan how to integrate certain activities such as seminars;
11) create a climate of openness and trust to improve performance;
12) help learners of all forms of manipulation by upholding the code of ethics; and
13) berprilakulah ethically, including self-learning approach is not recommended if it does not match the needs of learners.
As for institutions and other employees involved in the education system with independent learning, Hiemstra (1982, 1985) and Brocket and Hiemstra (1985) recommends the following:
1) doing regular meetings with experts who can provide suggestions for curriculum criteria and evaluation,
2) doing research on the trend (trend) and interests of learners,
3) develop the tools necessary to measure the learners' current performance and to evaluate the expected performance;
4) Notify and give a "reward" when they have reached the goal learning that had been predetermined by them; 5) develop a learning network, the circle of learning and exchange of learning (learning exchange), and
6) do staff training on self-learning system and expand the opportunities for implementation.
