Exploring students’ self-directed learning strategies and satisfaction in online learning

• Published in: Education and information technologies Vol. 29; no. 3; pp. 2787 - 2803
• Main Authors: Zhu, Meina, Berri, Sarah, Koda, Rose, Wu, Yi-jung
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.02.2024; Springer Nature B.V
• Subjects: Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Course Content; Critical Reading; Distance Education; Distance learning; Education; Educational Technology; Electronic Learning; Independent study; Information Seeking; Information Systems Applications (incl.Internet); Interviews; Learning Strategies; Metacognition; Online Courses; Online instruction; Semi Structured Interviews; Students; Teaching; Teaching Methods; User Interfaces and Human Computer Interaction; Self-management; Self-monitoring; Self-directed learning; Motivation; Online learning; Satisfaction
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-023-11914-2

The past ten years have witnessed a tremendous increase in the number of online courses, and the COVID-19 pandemic suddenly accelerated online education. Many students and instructors were unprepared for online learning. In particular, online learners are expected to employ self-directed learning (SDL) skills to succeed. This qualitative study examined students’ SDL strategies and satisfaction in online courses. The researchers conducted semi-structured interviews with 15 graduate students taking online courses and analyzed the data using thematic analysis. The results provide several important insights. First, students’ entering motivation (e.g., interest in knowledge acquisition, the value of the course) and task motivation strategies (e.g., teaching presence, engaging in the course) played important roles in students’ SDL. Second, students employed diverse cognitive (e.g., critical reading, information seeking) and metacognitive strategies (e.g., reflection, assignments) to monitor their learning. Third, students leveraged time-management and resource management strategies (e.g., making specific schedules). Fourth, students’ satisfaction depended on the course design (e.g., well-structured organization) and instructional approaches (e.g., teaching presence). The implications of the study for online instructors and instructional designers are discussed.