Self-directed or self-regulated learning is already a key-issue in the actual discussion about learning and instruction. Meanwhile there exists a widespread and heterogeneous body of theoretical concepts as well as a large field of research about numerous application areas. For this there is more and more need for a more comprehensive understanding of this phenomenon. With regard to the history of ideas around the autonomous learner and some key-concepts included in the majority of theories about self-directed or self-regulated learning, the question will be raised in this key-note on whether giving higher emphasis in the dynamics of self-directive or self-regulative processes could not emerge as a via regia for a deeper understanding of their core as self-direction or self-regulation in learning as well are a more deliberately and more precisely formed criterion in applicative research about the development of learning potentials.

Self-directed or self-regulated learning is already a key-issue in the actual discussion about learning and instruction. Meanwhile there exists a widespread and heterogeneous body of theoretical concepts as well as a large field of research about numerous application areas. For this there is more and more need for a more comprehensive understanding of this phenomenon. With regard to the history of ideas around the autonomous learner and some key-concepts included in the majority of theories about self-directed or self-regulated learning, the question will be raised in this key-note on whether giving higher emphasis in the dynamics of self-directive or self-regulative processes could not emerge as a via regia for a deeper understanding of their core as self-direction or self-regulation in learning as well are a more deliberately and more precisely formed criterion in applicative research about the development of learning potentials.

Self-directed or self-regulated learning is already a key-issue in the actual discussion about learning and instruction. Meanwhile there exists a widespread and heterogeneous body of theoretical concepts as well as a large field of research about numerous application areas. For this there is more and more need for a more comprehensive understanding of this phenomenon. With regard to the history of ideas around the autonomous learner and some key-concepts included in the majority of theories about self-directed or self-regulated learning, the question will be raised in this key-note on whether giving higher emphasis in the dynamics of self-directive or self-regulative processes could not emerge as a via regia for a deeper understanding of their core as self-direction or self-regulation in learning as well are a more deliberately and more precisely formed criterion in applicative research about the development of learning potentials.

Self-directed or self-regulated learning is already a key-issue in the actual discussion about learning and instruction. Meanwhile there exists a widespread and heterogeneous body of theoretical concepts as well as a large field of research about numerous application areas. For this there is more and more need for a more comprehensive understanding of this phenomenon. With regard to the history of ideas around the autonomous learner and some key-concepts included in the majority of theories about self-directed or self-regulated learning, the question will be raised in this key-note on whether giving higher emphasis in the dynamics of self-directive or self-regulative processes could not emerge as a via regia for a deeper understanding of their core as self-direction or self-regulation in learning as well are a more deliberately and more precisely formed criterion in applicative research about the development of learning potentials.

Self-directed or self-regulated learning is already a key-issue in the actual discussion about learning and instruction. Meanwhile there exists a widespread and heterogeneous body of theoretical concepts as well as a large field of research about numerous application areas. For this there is more and more need for a more comprehensive understanding of this phenomenon. With regard to the history of ideas around the autonomous learner and some key-concepts included in the majority of theories about self-directed or self-regulated learning, the question will be raised in this key-note on whether giving higher emphasis in the dynamics of self-directive or self-regulative processes could not emerge as a via regia for a deeper understanding of their core as self-direction or self-regulation in learning as well are a more deliberately and more precisely formed criterion in applicative research about the development of learning potentials.

Self-directed or self-regulated learning is already a key-issue in the actual discussion about learning and instruction. Meanwhile there exists a widespread and heterogeneous body of theoretical concepts as well as a large field of research about numerous application areas. For this there is more and more need for a more comprehensive understanding of this phenomenon. With regard to the history of ideas around the autonomous learner and some key-concepts included in the majority of theories about self-directed or self-regulated learning, the question will be raised in this key-note on whether giving higher emphasis in the dynamics of self-directive or self-regulative processes could not emerge as a via regia for a deeper understanding of their core as self-direction or self-regulation in learning as well are a more deliberately and more precisely formed criterion in applicative research about the development of learning potentials.