On the Trail of Self-Directed Online Learners

Abstract

Purpose We describe a series of more than a dozen studies on self-directed online learning spanning over a decade. Design/Approach/Methods We incorporated surveys, interviews, focus groups, and content analyses into these research studies, which initially targeted the goals, motivations, and challenges of learners using open educational resources and OpenCourseWare and then focused on learning from massive open online courses (MOOCs). This research accelerated after creating a database of over 3,000 MOOC instructors, through which we explored cultural sensitivity and personalization practices in MOOCs as well as instructional design considerations and challenges, MOOC instructor professional development and career development, instructor motivation and engagement, and student and instructor perceptions of self-directed learning. Findings This study reveals that self-directed online learners (SDOLs) seek learning environments offering freedom, choice, control, and a sense of autonomy and that both learners and instructors have intrinsic motivation for engaging in open online learning environments. Originality/Value Based on this research with both MOOC instructors and MOOC learners, we offer instructional design guidelines to address SDOLs’ needs and assist in efforts to foster a new generation of SDOLs.

Into the Great Wide Open—From Classroom to Virtual Learning

“…This led to another business case, for two licences for Articulate 365, a suite of eLearning authoring tools. The benefits and flexibility of self-directed eLearning were recognised within the team, particularly its ability to support learner autonomy, on-going access to information, and learner-led prioritisation (Bonk and Zhu 2023).…”

A New Era in EdTech: Emerging Challenges and Opportunities

“…In “On the Trail of Self-Directed Learners,” Bonk and Zhu (2023) synthesize over a dozen research studies on self-directed online learning (SDOL). SDOL appeals to learners who seek a sense of autonomy in their learning.…”

“…The authors note that most research in this area has been conducted on massive open online courses (MOOCs), which have gained popularity through entities such as Coursera and edX. The authors describe MOOCs as “truly a global phenomenon with the potential to help upskill and reskill the disenfranchised, the distraught, the recently unemployed, and those seeking new directions or career changes” (Bonk & Zhu, 2023, p. 6). Citing research by Venkataraman and colleagues (Venkataraman & Kanwar, 2015; Venkataraman & Prabhaker, 2020), Bonk and Zhu illustrate how farmers in India and Africa have used mobile devices and low-bandwidth toolkits to access MOOCs on agriculture-related topics.…”

“…First, several authors claim that EdTech's ability to change education depends on its users. For example, several studies have described the importance of providing teachers with adequate professional development to leverage EdTech tools (Bonk & Zhu, 2023; Shin et al, 2023; Wang, 2023; Zuo & Ives, 2023). Students must also engage in new multimodal literacies (Kim, Park, et al, 2023; Unsworth, 2023).…”

“…Third, EdTech affords learners considerable opportunities for autonomy. For example, MOOCs (Bonk & Zhu, 2023) and self-directed language learning tools such as Duolingo (Zeng & Fisher, 2023) provide avenues for self-directed learning. These tools also enhance learning opportunities outside traditional classroom environments.…”