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Test Self-Directed Learning Strategies

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

The Collaborative conducted a series of RCEs from fall 2022 to fall 2023. Instructors at four of our partner colleges embedded evidence-based self-directed learning (SDL) strategies in their online introductory STEM courses. Twenty-four instructors tested a specific strategy (or combination of strategies) described below, which were designed to promote students’ SDL skill development in fully online or hybrid STEM courses. The research team collected qualitative experiences from students and faculty, student and faculty survey data, administrative data, and click-level data from learning management systems (LMSs) to measure the effectiveness of the strategies.

Description of strategies

  1. Self-directed learning videos: 10-minute videos with a corresponding set of reflection questions for students to answer. These videos, informed by real student experiences, focus on sense of belonging, growth mindset, and time management.
  2. Self-directed learning prompts: A series of prompts embedded throughout the course, including reflective prompts to encourage students to plan time for coursework, reflect on progress to develop confidence and self-efficacy, and seek help when needed.
  3. Student-peer interaction & networking (SPIN): Instructor-integrated activities for online students to support each other, including introductory questionnaires and group assignments or online work sessions.

Findings from these formative studies, triangulated with other sources, helped to identify and refine promising strategies to include in our culminating Self-Directed Learning Instructional Model.

Findings

Illustration of Online Learning
  • Students often reported the prompt and video reflection questions helped them assess their workload and responsibilities for the week and plan their schedules to dedicate their study time.
  • Most instructors found the strategies easy to integrate into their existing course structure and insightful for real-time adjustments to course content to better support student learning and understanding.
  • Students who were in classes implementing at least one strategy reported using an increased number of learning strategies by the end of the term. Similarly, there was a positive impact on the degree to which students self-evaluated their learning strategies.
  • Bayesian analysis determined a 78% probability that the strategies positively impacted end-of-course grades.
  • The effectiveness of the strategies appears consistent across student populations and across different courses.
  • LMS data show moderate evidence that the RCE strategies are positively associated with students’ SDL behavior.

Publications