Boosting Self-Directed Learning in the Classroom

When learners start taking ownership of their progress, the entire classroom dynamic changes. That’s the heart of Sharon Evans’ action research: a practical and personal exploration into how scaffolding, coaching, and constructive feedback can unlock learner autonomy.

Based in an adult education setting, this study set out to answer a deceptively simple question: how can we help learners become more self-directed and confident in their own capabilities? Drawing on real teaching practice and thoughtful reflection, Sharon trialled a series of strategies designed to shift learners from passive recipients to active participants.

The results were immediate and powerful. With the introduction of clear scaffolding tools, regular coaching-style tutorials, and targeted feedback, students not only took more initiative—they began supporting one another. Confidence grew, learners stayed more engaged, and the classroom felt more purposeful. Crucially, the teacher’s role evolved too: from knowledge-giver to facilitator and guide.

What makes this research especially compelling is its blend of theory and lived experience. The project is grounded in principles of adult learning (andragogy), growth mindset, and self-efficacy, yet it stays refreshingly practical. Tools like learner-led planning, reflective tasks, and strength-based feedback became key ingredients in fostering independence.

Sharon’s findings are particularly valuable for educators working in Further Education or with adult returners to learning. The study doesn’t just highlight what worked—it also recognises the challenges: time pressures, learner reluctance, and the balance between support and independence.

At its core, this project champions the belief that all learners—regardless of background or confidence level—can be empowered to take charge of their own journey when given the right support. It’s a must-read for any teacher looking to shift the focus from teaching to learning.

👉 Click to read the full project and see how small changes can lead to lasting learner independence.