Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs

Autor/inn/en	Bonk, Curtis J.; Lee, Mimi Miyoung
Titel	Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs
Quelle	In: Journal of Learning for Development, 4 (2017) 1, S.36-57 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	Learning Motivation; Academic Achievement; Independent Study; Open Education; Online Courses; Preferences; Goal Orientation; Web Based Instruction; Student Surveys; Likert Scales; Resource Units; Shared Resources and Services; Informal Education; Student Interests; Professional Development; Individual Development; Second Language Learning; International Education; Multicultural Education; History; Environmental Education; Health Education; Barriers; Time Management; Time on Task; Costs; Technology Uses in Education; Difficulty Level; Usability; Educational Quality; Qualitative Research; Learner Engagement; Instructional Design; Student Motivation + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Schulleistung; Selbststudium; Offene Erziehung; Offener Unterricht; Online course; Online-Kurs; Zielorientierung; Zielvorstellung; Web Based Training; Schülerbefragung; Likert-Skala; Gemeinwirtschaft; Informelle Bildung; Nichtformale Bildung; Studieninteresse; Individuelle Entwicklung; Zweitsprachenerwerb; Internationale Erziehung; Multikulturelle Erziehung; Geschichte; Geschichtsdarstellung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Zeitmanagement; Zeitaufwand; Cost; Kosten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schwierigkeitsgrad; Quality of education; Bildungsqualität; Qualitative Forschung; Lesson concept; Lessonplan; Unterrichtsentwurf; Schulische Motivation
Abstract	This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey, of which 159 MOOC respondents completed the close-ended survey items and 49 completed the 15 open-ended survey items. Across the data, it is clear that self-directed online learners are internally motivated and appreciate the freedom to learn and the choice that open educational resources provide. People were also motivated to learn informally from personal curiosity and interest as well as professional growth needs and goals for self-improvement. Identity as a learner was positively impacted by informal online learning pursuits. Foreign language skills as well as global, cultural, historical, environmental, and health-related information were among the most desired by the survey respondents. The main obstacles to informal online learning were time, costs associated with technology use, difficulty of use, and lack of quality. Qualitative results, embedded in the findings, indicate that self-directed learners take great pleasure in knowing that they do not have to rely on others for their learning needs. Implications for instructional designers are offered. (As Provided).
Anmerkungen	Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01