Abstract
The study investigated how adolescent students in Nepal explored massive open online learning courses (MOOCs) in a self-directed learning manner. It used a qualitative approach by conducting 13 individual interviews with these youth. Findings suggest that Nepali adolescent MOOC learners are strongly motivated by natural curiosity toward learning as well as encouragement and inspiration through the local learning community, which is significantly different from adult learners’ motivation. In terms of self-monitoring in self-directed learning, adolescent learners need scaffolding to support them in making metacognitive decisions. Furthermore, while self-management skills are necessary for successful MOOC learning, in turn, MOOCs improve self-management skills that can be transformed into other life activities. As shown in this study, the local community of practice plays a critical role in motivating adolescents to continue learning from MOOCs and serves as a significant resource to complement MOOC learning.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
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.