To what extent can teachers make a difference through pedagogic practice to enhance self-directed learning?

Purpose This paper aims to establish to what extent can teachers make a difference through pedagogic practice to enhance self-directed learning with HRD students in a British Post 1992 university. Design/methodology Informal ‘insider’ action research was conducted in autumn 2014 with a small cohort of students using semi-structured discussions and a review of reflective reports, at three stages during one teaching semester. Findings Certain practices were more effective in enhancing SDL in all students – the establishment of rapport and setting of expectations in small groups at the outset; the use of peer group working to support feedback; experiential learning methods and reflective practice in class and the synchronous use of VLE resources and provision of additional reading resources. Research limitations/implications As ‘insider’ action research, the findings have been interpreted within the values and beliefs espoused by the author in their efforts to develop their own professional practice. Similarly, the small cohort size might make any conclusions only appropriate to the cohort studied. Practical implications In establishing common factors that enhance SDL skills, teachers can develop their professional pedagogic practice to improve student engagement in learning. Further, by understanding cultural differences in this context, one can differentiate practices to mixed nationality groups. Social implications In understanding how teaching practice can enhance the development of SDL, educators can help develop key skills to aid students in their preparations for the world of work. Originality/value This research offers an insight into how post graduate students of HRD within a British university can be appropriately supported through particular acts of teaching practice, to enhance their capacity to self-direct, key to both employability and learner engagement. Until now, recent studies into SDL have focussed typically on medical education elsewhere in the world.