This paper – published in Educational Psychology – presents findings from an evaluation study of technology-based strategies for improving students’ self-directed learning (SDL), defined as motivation, metacognitive processes, and applied learning skills, in online college STEM courses.
As online learning continues to play a significant role in the lives of today’s college students, instructors and researchers have been exploring new strategies to foster engagement and promote self-directed learning (SDL) skill development in virtual settings.
In online courses, students are expected to take more ownership of planning their learning approaches and study methods, organizing their time, seeking help, and following through on coursework.