Understanding Learner Autonomy, Self-Directed Learning, and Self-Regulated Learning Through the Lens of Learner Control

Abstract

Learner autonomy (LA), self-directed learning (SDL), and self-regulated learning (SRL) are often used interchangeably in educational research, yet they originate from different fields and are not fully interchangeable. This paper explores the similarities and differences among these constructs, highlighting their disciplinary origins, conceptual status, scope, and locus of control. The comparison reveals that LA is the broadest of the three concepts, covering a dimension that does not explicitly exist in SDL or SRL. The paper draws on Benson's model to clarify the relationships among the three constructs. The analysis shows that SDL is closely related to the learning management dimension of LA, whereas SRL is closely related to the cognitive processes dimension. Neither SDL nor SRL fully extends to the third dimension, namely control over learning content, indicating that LA is the broadest concept, encompassing learners' capacity to control and make decisions about their learning in social, pedagogical, and institutional contexts. By addressing these differences and similarities, researchers can effectively distinguish and compare LA, SDL, and SRL in educational research and determine when to use each construct in research design.