Adult Learners Use of Self-Directed Learning Strategies in a Massive Open Online Course

Autor/inn/en	Janakiraman, Shamila; Watson, Sunnie Lee; Watson, William R.
Titel	Adult Learners Use of Self-Directed Learning Strategies in a Massive Open Online Course
Quelle	In: Journal of Ethnographic & Qualitative Research, 13 (2018) 2, S.122-133 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Adult Learning; Adult Students; Large Group Instruction; Online Courses; Educational Technology; Independent Study; Student Needs; Teaching Methods; Student Attitudes; Student Motivation; Self Evaluation (Individuals); Time Management; Group Activities; Learning Strategies; Student Responsibility; Tests; Reflection; Self Management; Instructional Design + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Online course; Online-Kurs; Unterrichtsmedien; Selbststudium; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Schulische Motivation; Zeitmanagement; Gruppenaktivität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Examination; Prüfung; Examen; Selbstmanagement; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Massive Open Online Courses (MOOCs) are offered on diverse topics in an attempt to reach global audiences. MOOCs have helped address limitations to educational access, yet the dropout rates are notoriously high. Many argue that high attrition in MOOCs is because the instructional design often does not align with the needs of adult learners. Adult learners tend to engage with MOOC content in a unique way, as they are often highly motivated simply to learn rather than to complete a professional credential. We examined the use of self-directed learning (SDL) strategies among 16 adults who completed a MOOC which focused on the science of happiness. We found that completers of the course indicated that the instructional design facilitated their self-directed learning in certain ways, such as incorporating activities to facilitate task motivation, requiring self-monitoring, and encouraging self and time management. Interestingly, these adult learners indicated that group work was often not beneficial to their learning experience. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01