“Self-directed learning is often portrayed somewhat unfairly as a dilettante activity, an adornment to the real business of learning that occurs in schools, colleges, universities and training centres. While this was probably never a fair characterisation, it is even less true today, when the sheer volume of information combined with the rapidity of change has catapulted us into an era of continuous learning, most of which is self-directed. Far from being a marginal activity, self-directed learning is now a major way in which people cope with the turbulent and unpredictable worlds in which they find themselves both personally and professionally.
If the move of self-directed learning from the periphery to the core is notable, so too is the move of technology within self-directed learning from the periphery to the core…” (p. 281-282).
Candy, P. (2004). Linking thinking: Self-directed learning in the digital age.