Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs
This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey, of which 159 MOOC respondents completed the close-ended survey items and 49 completed the 15 open-ended survey items. Across the data, it is clear that self-directed online learners are internally motivated and appreciate the freedom to learn and the choice that open educational resources provide. People were also motivated to learn informally from personal curiosity and interest as well as professional growth needs and goals for self-improvement. Identity as a learner was positively impacted by informal online learning pursuits. Foreign language skills as well as global, cultural, historical, environmental, and health-related information were among the most desired by the survey respondents. The main obstacles to informal online learning were time, costs associated with technology use, difficulty of use, and lack of quality. Qualitative results, embedded in the findings, indicate that self-directed learners take great pleasure in knowing that they do not have to rely on others for their learning needs. Implications for instructional designers are offered.
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Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners Zhu, Meina; Bonk, Curtis J (Commonwealth of Learning (COL), 2020-03-20)This mixed-methods study examines the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL). The data collection methods included an online survey (n = 198), semi-structured ...
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