Jessica Mislevy, Paul Burkander, Krystal Thomas, Louise Yarnall, Qican (Sunny) Cao, and Rebecca Griffiths
September 2026
Since the COVID pandemic forced many colleges to move courses online, both students and faculty have reported continued use of online learning. From 2021 to 2022, 54% of college students reported taking online courses, and a majority of faculty reported increased use of digital materials, more positive attitudes about online learning, and continued use of online homework and courseware. Online college courses range from fully online with either synchronous or asynchronous participation to hybrid/blended courses featuring both in-person and online class participation. To deliver online courses, colleges use learning management systems (LMSs) that provide downloadable course materials; administer online surveys, quizzes, and exams; collect homework; and engage students in threaded discussions.
Despite this embrace of online learning, challenges remain. Gateway STEM college courses have long posed a substantial barrier to students pursuing STEM degrees. Students who enrol in online courses historically have a lower likelihood of success than those in face-to-face courses. This is due both to the greater demands that online formats place on students’ management of their learning—skills that college students often lack — and to the lack of interpersonal interactions that can support motivation. These issues can be especially salient for students from groups marginalised in STEM and higher education.
This paper – published in Educational Psychology on Sept. 16, 2026 – 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. To develop these strategies, researchers from the Postsecondary Teaching with Technology Collaborative, a federally funded research centre, conducted a systematic evidence review on strengthening students’ skills and mindsets. With faculty at partner broad-access institutions, we co-developed three strategies that were embedded in course LMSs:
- Prompts for students to set goals, plan studies, and reflect.
- Instructional videos with reflection questions on classroom connections, time management, and growth mindset.
- Structured social collaboration activities to promote student-peer interaction.
Categories: Instructional Strategies Publications Self-Directed Learning