Enhancing MOOC Learners' Skills for Self-Directed Learning

Autor/in	Zhu, Meina
Titel	Enhancing MOOC Learners' Skills for Self-Directed Learning
Quelle	In: Distance Education, 42 (2021) 3, S.441-460 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Meina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2021.1956302
Schlagwörter	Independent Study; Distance Education; Educational Technology; Technology Uses in Education; Large Group Instruction; Online Courses; Time Management; Educational Resources; Navigation (Information Systems); Foreign Countries; Teacher Role; Goal Orientation; Instructional Design; Self Management; United States; United Kingdom; Australia; France; Belgium; Netherlands; Israel + Suchen Sie Ihr Suchwort? Selbststudium; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Zeitmanagement; Bildungsmittel; Ausland; Lehrerrolle; Zielorientierung; Zielvorstellung; Lesson concept; Lessonplan; Unterrichtsentwurf; Selbstmanagement; USA; Großbritannien; Australien; Frankreich; Belgien; Niederlande
Abstract	The management of self-directed learning is especially critical for massive open online course (MOOC) learners. This mixed-method study investigated MOOC instructors' strategies to facilitate learners' self-management skills for SDL. The study used three data sources: (a) an online survey with 198 MOOC instructors; (b) semi-structured interviews with 22 participants (the primary data source); and (c) document reviews of 22 MOOCs. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed using content analysis. The study findings indicate that MOOC instructors facilitated learners' self-management skills from four perspectives: the enactment of learning goals (e.g., explanations and appreciation of students' learning goals); time management (e.g., providing time frames, progress indicators, and short learning units); management of resources and support (e.g., flexible learning resources, peer assessments, and accessibilities); and navigation (e.g., clear organization and video tutorials on navigating the MOOC). The paper discusses the implications for researchers and practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01