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.
This new EdInstruments collection includes nearly two dozen questionnaires, scales, inventories, and other tools used by Postsecondary Teaching with Technology Collaborative researchers throughout five years of study.
A new Collaborative research brief examines an approach designed to help students strengthen self-directed learning habits in online courses.
College students continue to sign up for online courses at increasing rates, but they also pass them at lower rates than face-to-face courses. To support better outcomes, this paper describes how the Postsecondary Teaching with Technology Collaborative research team leveraged self-directed learning (SDL) concepts to design, develop, and test three instructional strategies for online learning.
This report from the Institute of Education Sciences explores interventions related to social belonging in the postsecondary space. The report includes 14 studies, seven of which meet What Works Clearinghouse standards. It summarizes the findings in each individual study and provides a summary table of the findings.