Policies & Practices Study

Overview Policies & Practices Test Self-directed Learning Strategies Instructional Model & Toolkit

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.

Macomb Community College campus photo

In this study, researchers explored institutional practices and policies related to online learning and the ways faculty and administrators understand and support students’ SDL skills. The research team collected student, faculty, and administrator perspectives on teaching and learning online and documented instructional practices and institutional policies that support SDL skills. The study provided an important foundation for designing the Collaborative’s Instructional Model for Self-Directed Learning.

Through interviews with students, administrators, and faculty, a faculty survey, online course observations, and a student survey, the research team found:

  • Since the COVID-19 pandemic, most institutions had updated online teaching and learning practices and policies, including improved use learning management systems and increased faculty development.
  • Students said they felt socially isolated in online courses and wanted additional guidance on the practices that would help them identify the best ways to plan their learning, manage their time, and reflect. Students also said that when instructors encouraged online social interactions, they felt more motivated about the course and comfortable asking for help.
  • While faculty and administrators believed that SDL processes were important to student success and that postsecondary institutions could help students develop these skills, direct instruction on SDL skills was limited and uneven in online STEM courses.
  • Faculty reported a range of barriers to incorporating additional SDL support in their courses, including insufficient time, lack of training, and a need to focus on other areas of instruction.

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