Abstract
ABSTRACT The aim of this article is to provide practical instructional design strategies to foster and enhance learners’ online self-directed learning skills and abilities; especially when accessing massive open online courses (MOOCs) and other forms of open educational resources and OpenCourseWare (OCW). In addition to attempting to understand self-directed online learning, a series of studies was conducted to explore how to motivate learners and enhance students’ self-management and self-monitoring skills in MOOCs. This article offers 15 practical guidelines for fostering learners’ self-directed online learning (SDOL) based on the authors’ past research, including extensive literature reviews, surveys, dozens of MOOC instructor and learner interviews, and many course content analyses. Detailed explanations and examples are provided to help readers understand each of the 15 individual strategies. It is hoped that these instructional design guidelines will be adopted by instructional designers of MOOCs as well as practitioners in their MOOC teaching practices.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Open Learning: The Journal of Open, Distance and e-Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
