Orientation to self-directed learning: Paradox or paradigm?

Self-directed learning is assuming a more central place in higher education. However, there is little in the literature about the preparation of students for this approach, perhaps because such preparation may appear paradoxical. A social work course in which self-directed learning plays a major role provides the focus of this paper. A study indicated that more attention could usefully be paid in the course to the process of preparing students for self-directed learning. A subsequent orientation programme to prepare students for self-directed learning is described and evaluated. It is concluded that by raising questions about the role of orientation, we raise questions about the nature of self-directed learning itself.