Designing MOOCs to Facilitate Participant Self-Directed Learning: An Analysis of Instructor Perspectives and Practices

Autor/inn/en	Zhu, Meina; Bonk, Curtis J.
Titel	Designing MOOCs to Facilitate Participant Self-Directed Learning: An Analysis of Instructor Perspectives and Practices
Quelle	In: International Journal of Self-Directed Learning, 16 (2019) 2, S.39-60 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-3701
Schlagwörter	Independent Study; Teacher Attitudes; Large Group Instruction; Online Courses; Educational Technology; Skill Development; Teaching Methods; Self Management; Student Motivation; Teacher Role; Foreign Countries; College Faculty; Higher Education; Access to Education; United Kingdom; United States; Canada + Suchen Sie Ihr Suchwort? Selbststudium; Lehrerverhalten; Online course; Online-Kurs; Unterrichtsmedien; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstmanagement; Schulische Motivation; Lehrerrolle; Ausland; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Großbritannien; USA; Kanada
Abstract	This mixed methods study examined instructors' perceptions of self-directed learning (SDL) and the design of MOOCs to facilitate student SDL. Four instructors were selected for Zoom interviews and their MOOCs were reviewed to inform the questionnaire design. An online questionnaire was completed by 48 MOOC instructors worldwide. The findings revealed that MOOC instructors considered SDL skills teachable and creating learning environments to help develop SDL skills possible. In terms of their design and delivery practices to facilitate SDL via a MOOC, the findings suggest that the impact is mainly on learner self-monitoring and motivation. MOOC instructors motivated learners through high quality resources, helping set learning goals, course accessibility, short learning units, providing feedback, meaningful activities, and social learning opportunities. To help student self-monitoring, quizzes, feedback, and self-reflection were used. Strategies recommended to facilitate student management included providing flexibility and support, sending out reminder messages, and suggesting estimated timelines. (As Provided).
Anmerkungen	International Society for Self-Directed Learning. 501 SW 11th Place, #301A, Boca Raton, FL 33432. e-mail: issdl.sdlglobal@gmail.com; Web site: https://www.sdlglobal.com/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01