Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management

Zhu, Meina; Bonk, Curtis J.; Doo, Min Young

doi:10.1007/s11423-020-09747-8

Cited by 150 publications

(125 citation statements)

References 52 publications

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“…Many educational institutions conducted online surveys to evaluate the level of satisfaction of remote learning, the effectiveness of remote teaching, and to learn how students were coping with stress related to the COVID-19 pandemic (Aristovnik et al, 2020 ; Demuyakor, 2020 ). The results generally indicate several factors playing an important role in efficient remote studying: availability of a good quality Internet infrastructure and digital equipment, teaching staff support, computer skills in using remote learning platforms and programs, living conditions, as well as motivation, self-discipline, and self-initiative (Aristovnik et al, 2020 ; Daniels et al, 2021 ; Zhu et al, 2020 ). The effectiveness and the ease of implementation of remote learning depended much on the prevalence of this form of learning before the COVID-19 pandemic (Aristovnik et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

et al. 2021

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This article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March – June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw in Poland completed a two-part questionnaire regarding academic achievements in the academic year 2019/2020, living conditions and stress related to learning and pandemic, as well as basic demographic information, and Dyslexia Diagnosis Questionnaire (DDQ). The analyses were carried out in three sub-groups of students: who self-reported having a formal diagnosis of dyslexia (CDYS), self-reported reading difficulties, but had no formal diagnosis of dyslexia (SIDYS), and who reported no reading difficulties (CON). The results of the survey revealed that compared with the CON group, more students from CDYS and SIDYS groups did not pass at least one exam in the summer semester. CDYS and SIDYS groups experienced higher stress due to epidemiological restrictions, they had more difficulties than CON with the organisation of learning and obtaining credit during the COVID-19 pandemic. The results indicate a need for special consideration of additional support for students experiencing reading difficulties (whether or not they have a formal diagnosis).

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Section: Introductionmentioning

confidence: 99%

Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

et al. 2021

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“…Both self-directed learning and learner control represent the metacognitive dimension of online education. Online education competence is closely related to self-directed and independent learning skills (Zhu, Bonk, & Doo, 2020). In terms of the most inclusive definition, self-directed learning is the ability to learn with little or no dependence on others (Demir & Yurdugul, 2013;Garrison, 1997;Knowles, 1975).…”

Section: Online Education Readinessmentioning

confidence: 99%

Medication or Band-Aid? Revisiting University Students’ Readiness for Online Education

Çınar¹,

Ekící²,

Demir³

2021

Turkish Online Journal of Distance Education

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In the pandemic period we are currently in, online education has replaced face-to-face learning activities on a global scale. Institutions that pursue online education programs commonly assume that online learners are ready for this mode of learning. However, online education programs attract attention due to their remarkably high drop-out rates. This begs the question as to why some students are more able to benefit from online education, and demands to reveal the underlying reasons for such a situation. In this regard, the present study explores students' e-readiness for the changeover phase to online education, and how this differs in terms of a range of variables. 428 volunteer undergraduate students from 59 departments across 33 universities in Turkey were recruited to the study. The data collection tools consist of a personal information form and an online education readiness scale. The results indicate that university students' readiness levels for online education were above medium level of the scale. As for the factors which determine online education readiness, it was found that university students have a high level of internet self-efficacy, yet their motivation towards online education is considerably low. In addition, their online education readiness differs significantly in terms of personal computer ownership, internet connection at home, major, and daily internet usage duration, gender, and online education experience, whereas no statistically significant difference was identified in terms of grade year at the university. A significant interaction between gender and online education experience was ascertained as well.

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“…Однак, як зазначають науковці (наприклад, Fournier, Kop, & Durand, 2014), незважаючи на те, що такі курси є захопливими для студентів, їх вивчення також становить певні виклики перед ними, оскільки увесь контроль за навчанням переходить від викладача до кожного учня індивідуально. Щоб бути успішним у такому навчанні, яке передбачає високий ступінь індивідуалізації, учень повинен мати навички самоспрямованого навчання (Zhu, 2020), тобто бути спроможним брати на себе основну відповідальність за визначення своїх освітніх потреб, формулювання мети, планування, реалізацію та оцінювання навчальної діяльності Brookfield, 1982).…”

Section: рис 1 результати опитування великих канадських компаній щunclassified

Individualization of Learning in Canadian Multinational Corporations: Foreign Experience and Ways of Implementation

Lavrysh

2020

SaE

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The corporations perceive human capital as the greatest potential for competitive advantage, and staff training as a prerequisite for achieving the company’s strategic aim since business success and market competitiveness directly depend on the ability of employees to provide life long learning. In the context of searching the ways of optimizing this process, the aim of our study is to determine the features and opportunities for the development of individualization of learning by means of information and communication technologies in multinational corporations in Canada in order to use their experience in Ukrainian higher education. The set of interrelated general scientific research methods was used to achieve this goal: analysis, synthesis, comparison, generalization, systematization, which were used to study the scientific literature, programs and corporate training courses in multinational corporations in Canada. Analysis of training in Canadian multinational corporations shows that the use of the advanced information and communication technologies in independent non-formal learning, including mobile learning, social networks, Massive Open Online Courses, electronic coaching, corporate blogs, gamification, wikis, etc., contributes to the deepening of individualization of training, and the practice of employee’s independent planning and implementation of his/her learning process is becoming more common. The study concludes that individualization is an important aspect of training in Canadian multinational corporations. The basis of individualization of learning is self-direction, autonomy of students, their willingness to take responsibility for planning and implementation of all stages of their learning.

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Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management

Cited by 150 publications

References 52 publications

Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

Medication or Band-Aid? Revisiting University Students’ Readiness for Online Education

Individualization of Learning in Canadian Multinational Corporations: Foreign Experience and Ways of Implementation

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