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This study is framed around theories related to self-directed learning (SDL). As a component of adult learning theory (Knowles, 1975; Tough, 1971), SDL is a complex process of independently seeking out and acquiring knowledge (Garrison, 1997). SDL is a highly individualized process with underlying supports in constructivism, an educational theory that emphasizes knowledge and understanding based on a learner’s own experiences; the learner constructs and reconstructs knowledge based on their own interpretations of information (Simons, 2000). Individuals take responsibility for their own learning by choosing “what and how they use information in the process of meaning-making” (Morris, 2019, p. 638). SDL involves a range of cognitive activities and decision-making strategies, and fosters autonomy, choice, and self-initiative — essential characteristics of the successful adult learner (Knowles, 1975).

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