Enhancing MOOC learners' skills for self-directed learning

被引:37
作者
Zhu, Meina [1 ]
机构
[1] Wayne State Univ, Learning Design & Technol, Detroit, MI 48202 USA
关键词
massive open online courses (MOOCs); self-directed learning (SDL); self-management; time management; instructional design; MOOC instructors; ACADEMIC PROCRASTINATION; PERFORMANCE; EDUCATION; STUDENTS; CHALLENGES; OUTCOMES; STRESS; DESIGN; PEER;
D O I
10.1080/01587919.2021.1956302
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:441 / 460
页数:20
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