INSTRUCTIONAL DESIGNERS' STRATEGIES FOR ONLINE ACTIVITIES ENHANCING SELF-DIRECTED LEARNING: A BASIC QUALITATIVE STUDY

Abstract

Instructional designers who design self-directed learning experiences sometimes select inappropriate instructional strategies because they do not always plan well. This study was necessary to understand what processes instructional designers use to choose instructional strategies that enhance self-directed learning when creating online learning in a business environment. This study used a basic qualitative methodology in which nine instructional designers from different businesses and industries in the business field participated in semistructured interviews via Zoom. The findings reveal that conducting a needs assessment, involving subject matter experts, using metrics, and providing immediate and detailed feedback on the learning are crucial to successful self-directed online learning in a business environment. Further research could identify best practices in a business environment to align learner needs and learner performance with self-directed learning, address creating feedback for the learner, and gather data from the actual employees completing the learning.