Predicting students' ratings of the importance of strategies to facilitate self‐directed distance learning in Taiwan

Abstract

Distance students' ratings of the importance of strategies to facilitate self-directed learning were evaluated. Students from an open university in Taiwan (449 current and 140 inactive) participated in this study. Current students scored significantly higher than inactive students on internal motivation, insight about self, and self-directed learning readiness. A combination of high internal and external motivation and high self-directed learning readiness predicted ratings of the importance of five sets of strategies for helping students become self-directed learners. The study provides information to help distance learning professionals enhance the effectiveness of selfdirected learning and reduce the number of students who become inactive.

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Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

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