Abstract
Self-directed learning is often assumed to be an integral part of community learning centres and neighbourhood houses, with research on community adult learning often focusing on outcomes rather than processes. This article reports on research which examined the extent and nature of self-directed learning in two community learning centres. The project used Candy's (1991) concept of four domains of self-direction as a framework and focused on exploring learners' expectations and perceptions of their learning processes.
The research helps understand how community learning can produce positive outcomes, raises questions about the concept of four domains and the nature of self-directed learning and suggests implications for the community learning sector.