Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management
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Self‑directed learning in MOOCs: exploring the relationships among motivation, self‑monitoring, and self‑management Meina Zhu1 · Curtis J. Bonk2 · Min Young Doo3
© Association for Educational Communications and Technology 2020
Abstract Given that massive open online learning courses (MOOCs) are considerably different from traditional classrooms in terms of roles and responsibilities of instructors and learners, successful learners are required to be self-directed in MOOC learning environments. One of the most popular self-directed learning (SDL) models proposed by Garrison (Adult Education Quarterly 48(1):18–33, https://doi.org/10.1177/074171369704800103, 1997) includes three components: motivation, self-monitoring, and self-management. This model was originally discussed from traditional online and face-to-face learning environment. Thus, the present study investigated the relationship among motivation, self-monitoring, and self-management in MOOCs by surveying 322 MOOC learners. Using structural equation modeling, this study found that motivation directly affected self-monitoring and indirectly influenced self-management through self-monitoring. In addition, self-monitoring positively influenced self-management. Therefore, promoting student self-monitoring skills and motivating students is critical. Additional research is needed on the ways to facilitate and support self-monitoring of MOOC learners. Future research could examine the influence of the three elements of SDL on learning achievement and engagement. In addition, further exploration of learner behaviors in MOOCs could provide insights on facilitating learners’ SDL. Keywords Massive open online courses (MOOCs) · Self-directed learning · Motivation · Self-monitoring · Self-management · Online learning
* Meina Zhu [email protected] Curtis J. Bonk [email protected] 1
Wayne State University, 365 office, 5425 Gullen Mall, Detroit, MI 48202, USA
2
Indiana University, 201 N. Rose Avenue, Bloomington, IN 47405‑1006, USA
3
Sejong University, 209 Neungdong‑ro, Gunja‑dong, Gwangjin‑gu, Seoul, Korea
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Introduction Self-directed learning (SDL) plays an important role in different educational settings including both formal and informal education (Hiemstra 1994; Owen 2002). Online environments dramatically have expanded the SDL opportunities to all learners with an Internet connection (Bonk and Lee 2017; Kim et al. 2014a, b; Siaw 2002; Zhang et al. 2020). However, Fournier et al. (2014) explained that learning in massive open online courses (MOOCs, i.e., an open and networked learning environment) is exciting, but also challenging to learners because control of learning is moved from instructors to individual learners. Without guidelines of instructors, learners may be confused about what to do as well as overwhelmed by unexperienced responsibilities related to learning in MOOC learning environments. In fact, online learning researchers posit that learners need SDL skills to successfully learn online (Conrad and
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