Self-learning material – Need, Challenges and Trends

All learning involves a constructivist process, i.e., knowledge construction in one form or
another. The question of what instructional practices are likely to promote learning about
such knowledge construction is what the argument presented by Kirschner et al. (2006). The
content to be learned and the maturity of learners vary from grade to grade. The learners may
not all learn things in the same ways or at the same speed or with the same facility and
completeness. The traditional lecture is one of the oldest and predominantly used teaching
methods in educational institutions. Studies have revealed that the “pure” lecture method,
mainly chalk and talk, is not an effective teaching strategy to stimulate thinking and enhance
problem-solving skills. Thus, a need has arisen for the educators and teacher trainers to
consider moving beyond the traditional lecture mode of imparting instruction to active
learning models where learners can take greater responsibility in their learning.
With advancements in technology and a flourishing population globally, self-learning is on
the rise. The high availability of MOOCs (massive open online courses) and more colleges
and universities offering self-learning material based online courses has resulted in a new
concept of
students being an autodidact, or self-teacher. There are several factors which necessitate the
need for developing Self Learning Materials (SLM).
The need for Self Learning Materials
Let us now study the need for incorporating Self-learning material in the teaching-learning
process.
1. Understanding “How to Learn” v/s “What to Learn”
By instructing students how to learn, instead of what to learn, the SLM equips them with the
requisite instruments and critical thinking abilities they require to figure out problems they
have seldom confronted before. Hence SLMs are required so that the students are motivated
to think critically as well as research the various ways of thinking for problem-solving.
2. Large Class Size
When the class size is large so that the teacher cannot give full attention to every individual,
the SLMs can supplement the instruction.
3. Different types of learners
Different students have varying learning needs. Some students learn better when some visuals
are presented along with theory, while others perform better when they are given practice
tasks.
In conventional classrooms, satisfying individual needs is not possible for a teacher. Hence
SLMs are needed to cater to the specific needs of the students.
4. Scoring Better
SLMs help students fare better at exams when SLMs are employed along with conventional
classroom teaching. In the competitive world of today when private coaching is very costly and
not everybody can afford it, the need for SLMs become even more evident.
5. Limitations of under-developed and developing nations
Students in under-developed as well as a few developing countries who are deficient in high
quality textbooks and instructors can learn through the SLMs provided by prestigious
universities.
6. Benefits to Self-Directed Learners
The need for SLMs also arises from the numerous benefits these can have on learners. Ahuja
(2002) noted that self-directed learners are tenacious, ambitious, independent, disciplined,
confident, and by and large take delight in learning. They are also able to monitor, evaluate, and
modulate their learning.
7. Preparing for the Future
Students are often expected to solve problems by themselves. If students have acquired self-study
skills from SLMs, they can employ them in future. SLMs empower the students to become
fearless when encountering challenges. SLMs aid the students in developing the correct attitude
they require to take on the challenges and obstacles in their daily lives.
Challenges of Self Learning Material
Following are the barriers and challenges that are confronted by students in their learning
pursuits through SLMs:
1. Less external guidance: There is no provision of external guidance of any kind if a student
gets stuck in an understanding of a difficult concept in SLM.
2. No direct, real-time feedback: A student’s responses to questions are not given real-time
feedback by SLMs. Hence, SLM cannot replace conventional classroom teaching altogether.
3. High impersonalization
4. Learner procrastination: A student is always in a dilemma on what pace to proceed with
the SLM, or should he take a break and finish the SLM later on, etc.
5. Being flooded out by the large number of resources made available by teachers and SLM
designers (Wilson, 1987)
6. Lack of available technology (like the internet) to support SLMs: Some SLMs are
available on the websites of universities, which necessitate the use of internet, but there might
be circumstances where internet provision is not guaranteed to the students.
7. High access fee/membership fee of some SLMs of prestigious universities.
8. Difficulty in locating a trustworthy (in terms of correct data) and high-quality SLM among
the large number of SLMs existing online.
9. Designing SLMs on all topics for all subjects is also a challenge because it demands for
good quality teachers devoting time towards the development of SLMs.
10. There is no standardized curriculum on whose grounds the SLMs can be developed;
hence it is also a challenge to decide up to what depth the information is to be provided in the
SLM.
Advantages of Self Learning Material
 Learners conform to their individual timing needs because some learners can perform
well at one time of day, and others achieve most effectively at the extreme opposite time.
 Self-pacing. A learner can begin and accomplish learning outcomes at his /her own pace.
 Learning in any arrangement, at home, or any place.
 Content in an organized, logical, integrated manner and small units
 Simple and interactive language, Opportunity for Practice, Knowledge of Results
 Active participants, End-module tests
Drawbacks of Self Learning Material
 Poor Time Management. Learners who are deficient in managing time can lag easily.
 If the learner is not self-motivated, learning through SLM may be tough for him/her.
 Lack of Opportunity to engage in collaborative learning as they are studying
independently at their convenience.
 Inability to cope easily while studying

References:

Kirschner, PA; Sweller, J & Clark, RE (2006). Why Minimal Guidance During Instruction
Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based,
Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86.

Ahuja, P (2002). Effect of Self learning modules on achievement in environmental education in

relation to altruism and emotional intelligence. Ph.D. Dissertation. Chandigarh-Punjab
University.
Wilson, Bob (1987). The systematic design of Training Courses. Vol. 1, USA: Parthenon
Publishing.