Investigating Self-directed Learning Dimensions: Adapting the Bouchard Framework
Self-Directed Learning (SDL) is gaining interest, as online learning is increasingly learner-centered. FutureLearn courses provide an array of online interactions and content deliveries, which have allowed the authors to investigate a diversity of SDL ele
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The Open University, Milton Keynes, UK {Inge.deWaard,Agnes.Kukulska-Hulme, Mike.Sharples}@open.ac.uk
Abstract. Self-Directed Learning (SDL) is gaining interest, as online learning is increasingly learner-centered. FutureLearn courses provide an array of online interactions and content deliveries, which have allowed the authors to investigate a diversity of SDL elements. This preliminary research examines the SDL taking place in three FutureLearn courses, and categorises those learner actions into meaningful elements and dimensions for the learners. The SDL framework by Bouchard [1] is used to interpret the self-reported findings coming from active learners. The research uses a grounded theory approach to look for learner expe‐ riences related to four dimensions (algorithmic, conative, semiotic, and economic) of the Bouchard [1] framework, and to discover new dimensions. Various research instruments are used: online surveys, learning logs, and one-onone interviews, all collected pre-, during, or post-course. The initial adaptation of Bouchard’s framework offers insights into SDL, its meaning, and value as perceived by the learners. Keywords: Self-directed learning · MOOC · Futurelearn · Grounded theory
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Introduction
This paper shares findings arising from the initial coding iteration of self-reported data from FutureLearn (MOOC) learners, to investigate the participants’ Self-Directed Learning (SDL) experiences. The Bouchard framework [1] presents SDL dimensions using a specific terminology: algorithmic, conative, semiotic and economic. This allows SDL experiences to be categorized and interpreted from four important online learning angles: the pedagogical, psychological, infrastructural, and economic elements. As contemporary online learning is becoming increasingly learner-centered [2–4] it is becoming an increasingly important educational concept. There is currently a research gap in understanding the full range of SDL dimensions that are used by the learner when s/he engages in an online course [4, 5].
© Springer International Publishing Switzerland 2015 G. Conole et al. (Eds.): EC-TEL 2015, LNCS 9307, pp. 395–400, 2015. DOI: 10.1007/978-3-319-24258-3_30
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Self-directed Learning
In this study, SDL relates to research into adult learning, based on the andragogy concept of Knowles [6], but also embedding technology as an influencing factor for SDL. Knowles [6] described SDL broadly as “a process in which individuals take the initiative, with or without the help of others, to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes’ (p. 18). Students need to have a high level of self-direction to succeed in mLearning and online learning environments [7]. Learners themselves also consider that achieving the level of self-direction necessary for successful learning in a MOOC is related to prior experience and its resulting self-efficacy [8, 9]. Any SDL framework will need to take into
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