Posts
Article by Liyan Song and Janette R. Hill, appears in Volume 6, Number 1, Spring 2007 edition of The Journal of Online Interactive Learning.
Abstract
Research indicates that online learning often situates control of implementation with the learner. Recently, scholars have turned attention to the importance of self-directed learning (SDL) skills for online learning environments. Existing frameworks for understanding SDL focus primarily on process and personal attributes in face-to-face settings. Some frameworks depict SDL as a process, focusing on learner autonomy in the learning processes; other frameworks emphasize personal attributes, focusing on learner’s capabilities of regulating the learning process. Yet, the level of self-direction needed may change in different contexts. The purpose of this paper is to introduce a research-based framework for understanding SDL in online learning contexts. Implications for future research and practice are provided at the end of the paper.
Research indicates that online learning often situates control of implementation with the learner. Recently, scholars have turned attention to the importance of self-directed learning (SDL) skills for online learning environments. Existing frameworks for understanding SDL focus primarily on process and personal attributes in face-to-face settings. Some frameworks depict SDL as a process, focusing on learner autonomy in the learning processes; other frameworks emphasize personal attributes, focusing on learner’s capabilities of regulating the learning process. Yet, the level of self-direction needed may change in different contexts. The purpose of this paper is to introduce a research-based framework for understanding SDL in online learning contexts. Implications for future research and practice are provided at the end of the paper.
About the Author(s)...
Liyan Song is an Assistant Professor in the Department of Educational Technology and Literacy at Towson University. She obtained her Ph.D. in Instructional Technology from the University of Georgia. Her areas of interests include adult learners’ self-directed learning in online environments, design and development of online learning, technology integration in K-12 settings, and epistemological beliefs. She may be contacted at lsong@towson.edu.
Janette R. Hill is an Associate Professor of Instructional Technology in the Department of Educational Psychology and Instructional Technology at the University of Georgia. Dr. Hill's research focuses on online, resource based, and informal learning with adults. She is particularly interested in exploring how participants from diverse background make connections and build community in virtual contexts. She may be contacted at janette@uga.edu.
Liyan Song is an Assistant Professor in the Department of Educational Technology and Literacy at Towson University. She obtained her Ph.D. in Instructional Technology from the University of Georgia. Her areas of interests include adult learners’ self-directed learning in online environments, design and development of online learning, technology integration in K-12 settings, and epistemological beliefs. She may be contacted at lsong@towson.edu.
Janette R. Hill is an Associate Professor of Instructional Technology in the Department of Educational Psychology and Instructional Technology at the University of Georgia. Dr. Hill's research focuses on online, resource based, and informal learning with adults. She is particularly interested in exploring how participants from diverse background make connections and build community in virtual contexts. She may be contacted at janette@uga.edu.
