Abstract
AbstractThe authors argue in this paper that self‐directed learning is a primary competency for hybrid and online business communication students in competency‐based programs. The results of a small case study of students in two professional, project‐based and competency‐based online graduate programs reveal an incongruent profile: While students tended toward high enthusiasm and aptitude for self‐directed learning, they chose learning resources that did not promote high levels of self‐direction. Student resistance to self‐direction suggests faculty in competency‐based programs must re‐think pedagogical approaches as well as the kinds of resources business and professional communication faculty provide for students and encourage them to use.
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