Disruptive Learning

Singh, Abtar Darshan; Abuhamdieh, Sumayyah; Raghunathan, Shriram

doi:10.4324/9780429398919-27

Cited by 1 publication

(1 citation statement)

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“…Given the problems of MOOC participant retention and completion, such research could have a wide and deep impact at the course design, institutional, and governmental levels (Bandalaria, 2020; Bandalaria & Alfonso, 2015; Gonzalez et al, 2020; Jagannathan, 2015, 2020; Singh et al, 2020; Thammeter & Khlaisang, 2020). For those wanting to learn about such governmental and organizational initiatives, the lifelong learning opportunities documented in the three MOOCs and open education edited volumes mentioned in the previous paragraph (i.e., Bonk, Lee, Reeves, et al, 2015; Lee et al, 2015; Zhang et al, 2020) are extensive and energizing.…”

Section: The Trail Widensmentioning

confidence: 99%

On the Trail of Self-Directed Online Learners

Bonk

Zhu

2023

ECNU Review of Education

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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.

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