Online learning is here to stay. The benefits for students—especially increased flexibility and access—can contribute to their academic success. But students also encounter barriers to success, including feeling isolated and being unaware of where and how to seek help.
The term self-directed learning—as we are currently using it within the Postsecondary Collaborative—encompasses an intricate set of mindsets and intrapersonal skills that students use to manage their learning. Though educators and researchers often think of them as discrete skills, we theorize that they are more powerful together than alone.
Enhancing Excellence in Online Teaching: The Role of Self-Directed Learning Skills. Research indicates that online course formats have tended to exacerbate gaps in course performance across student groups. As colleges have expanded online offerings during the pandemic, it has become increasingly important to examine and improve online instruction.
Calling all Institute of Education Sciences (IES)-funded researchers! Please join us at the Annual Principal Investigators Meeting, “Advancing Equity and Inclusion in the Education Sciences,” from January 25 to 27, 2022. How Can We Improve Postsecondary Instruction in Online Courses? Learning from Diverse Perspectives Presenters introduce the Postsecondary Teaching with Technology Collaborative and review the … Continue reading IES Annual Principal Investigators Meeting – January 25-27, 2022
Welcome to the Collaborative’s new blog! This blog is one way we will foster conversation around the many complex issues around self-directed learning.
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This resource from the WGU Labs College Innovation Network summarizes findings from a survey of faculty members across eight higher education institutions about their attitudes toward educational technology and their self-reported proficiency in using edtech in instruction. Check out page 25 for recommendations on how institutions can better support faculty using edtech.