Tuesday, 7 June 2016

#CALRG methods & findings on Self-Directed Learning in FutureLearn #MOOC #SDL

This morning, during the CALRG conference, I shared some slides describing the methods and main findings on informal self-directed learning inside FutureLearn MOOCs. In hindsight, I had better added extra information on my findings, less on the rationale behind the methods. So to balance the presentation, I added a couple of slides related to each of the 5 learning components comprising the FutureLearn learning experience as perceived by the participants, and as their data was interpreted by me.

My study looks at adult learners with at least 3 years of experience in online learning (could be actively using social media, having engaged in online courses (elearning or mooc or spoc...)). And I wanted to understand how these learners self-directed their informal learning inside of FutureLearn MOOCs. The initial findings pointed towards five components influencing the learning process: context, individual & social learning, technology, organizing learning and individual characteristics. However, once each learning component was investigated to see which were the most influential inhibitors and enablers of learning, two main inhibitors or enablers of learning emerged: intrinsic motivation, embedded in the individual characteristics of the learner, and personal learning goals, which influenced how the learner organised their learning. Although motivation and learning goals were categorized to one specific learning component, each of these inhibitors/enablers of learning influenced each of the other learning components as well.