Over five years, the Collaborative is studying how colleges and universities help students strengthen and apply self-directed learning skills. Understanding the current context across our partner institutions is helping us design empirical studies to test what kinds of instructional strategies work best for which students. Together, the contextual knowledge and study results will inform the design of an evidence-based instructional model and related toolkit for faculty. The model and toolkit will be easy to use and build on what instructors and institutions already do.
- Study of institutional practices and policies. The Collaborative conducted in-depth qualitative research at nine partner institutions to understand how colleges and universities support student learning in online STEM courses. Through course observations, interviews, and surveys, the research team explored how faculty and administrators support students’ self-directed learning (SDL) skills and described the institutional resources, practices, and policies intended to improve outcomes in online courses. Learn More ▸
- Test self-directed learning strategies. In partnership with faculty members, instructional designers, and other staff at four partner colleges and universities, Collaborative researchers conducted rapid-cycle experiments (RCEs) to test and refine technology-enabled instructional strategies that can support students in strengthening self-directed learning mindsets and skills in online foundational STEM courses. Learn More ▸
- Create instructional model pilot study. The Collaborative is studying how a Self-Directed Learning Instructional Model, with three strategies structured to build and mutually reinforce skills over a term, can support students’ self-directed learning (SDL) skills in online and hybrid STEM courses. This study will help identify practical, scalable ways to boost student success in digital learning environments. Learn More ▸