Abstract

Self-directed learning is an adult-education concept that suggests that a learner should maintain control over all aspects of a learning activity. In an effort to examine self-directed learning in a high school environment, this study utilized document analyses and direct observation to evaluate the dimensions of learner control (conative, algorithmic, semiotic, and economic) in a secondary five International Baccalaureate classroom. Following an observation of approximately five weeks and a thorough analysis of readily available documents pertaining to the International Baccalaureate programme, the degree of learner control in each of the four dimensions was discussed. Although the degree of learner control varied depending on many aspects, the principal finding of this study is related to the concept of classroom energy. The energy of the classroom and the way teachers responded to this energy was found to greatly influence the degree of learner control of the students. This implies that teachers need to be aware of this energy and work with what students bring to the classroom to allow for the highest amount of learner control in all the dimensions.