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Self-Directed Learning as a Design Construct for MOOCs: A Phenomenological Perspective
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, University of British Columbia, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Massive Open Online Courses (MOOCs) facilitate study by a large number of self-directed learners (SDL). This paper examines the researcher’s own SDL experiences in three MOOCs in relation to MOOC-course design. A first-person narrative approach with an interpretive phenomenological analysis is used to investigate how SDL can be promoted for learners in MOOCs in a way to support their open online learning experiences. Although the quality of learning in MOOCs is a key issue, the analytics available from MOOC platforms do not provide in-depth understanding of learners’ intentions and learning processes. Consequently, as the nature of SDL is a learner’s personal process, it is difficult to investigate the learner’s inner state. It was for this reason that the researcher undertook an interpretative and reflective analysis to examine the thought processes within the learning experiences. Conclusions highlight the potential value of studying in a community of learners for supporting the SDL.

Citation

Ichimura, Y. (2015). Self-Directed Learning as a Design Construct for MOOCs: A Phenomenological Perspective. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 793-798). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 16, 2019 from .

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