Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs

This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection incl...

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Autores principales:	Curtis J. Bonk, Mimi Miyoung Lee
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2017
Materias:	open educational resources open education informal learning massive open online courses (moocs) self-directed learning intrinsic motivation Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/1adcf6a15977461daa837fe6b496635c
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spelling	oai:doaj.org-article:1adcf6a15977461daa837fe6b496635c2021-12-03T20:45:57ZMotivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs2311-1550https://doaj.org/article/1adcf6a15977461daa837fe6b496635c2017-03-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/195https://doaj.org/toc/2311-1550This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey of which 159 MOOC respondents completed the close-ended survey items and 49 completed the 15 open-ended survey items. Across the data, it is clear that self-directed online learners are internally motivated and appreciate the freedom to learn and choice that open educational resources provide. People were also motivated to learn informally from personal curiosity and interest as well as professional growth needs and goals for self-improvement. Identity as a learner was positively impacted by informal online learning pursuits. Foreign language skills as well as global, cultural, historical, environmental, and health-related information were among the most desired by the survey respondents. The main obstacles to informal online learning were time, costs associated with technology use, difficulty of use, and lack of quality. Qualitative results, embedded in the findings, indicate that self-directed learners take great pleasure in knowing that they do not have to rely on others for their learning needs. Implications for instructional designers are offered.Curtis J. BonkMimi Miyoung LeeCommonwealth of Learningarticleopen educational resourcesopen educationinformal learningmassive open online courses (moocs)self-directed learningintrinsic motivationTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 4, Iss 1, Pp 36-57 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources open education informal learning massive open online courses (moocs) self-directed learning intrinsic motivation Theory and practice of education LB5-3640
spellingShingle	open educational resources open education informal learning massive open online courses (moocs) self-directed learning intrinsic motivation Theory and practice of education LB5-3640 Curtis J. Bonk Mimi Miyoung Lee Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs
description	This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey of which 159 MOOC respondents completed the close-ended survey items and 49 completed the 15 open-ended survey items. Across the data, it is clear that self-directed online learners are internally motivated and appreciate the freedom to learn and choice that open educational resources provide. People were also motivated to learn informally from personal curiosity and interest as well as professional growth needs and goals for self-improvement. Identity as a learner was positively impacted by informal online learning pursuits. Foreign language skills as well as global, cultural, historical, environmental, and health-related information were among the most desired by the survey respondents. The main obstacles to informal online learning were time, costs associated with technology use, difficulty of use, and lack of quality. Qualitative results, embedded in the findings, indicate that self-directed learners take great pleasure in knowing that they do not have to rely on others for their learning needs. Implications for instructional designers are offered.
format	article
author	Curtis J. Bonk Mimi Miyoung Lee
author_facet	Curtis J. Bonk Mimi Miyoung Lee
author_sort	Curtis J. Bonk
title	Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs
title_short	Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs
title_full	Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs
title_fullStr	Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs
title_full_unstemmed	Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs
title_sort	motivations, achievements, and challenges of self-directed informal learners in open educational environments and moocs
publisher	Commonwealth of Learning
publishDate	2017
url	https://doaj.org/article/1adcf6a15977461daa837fe6b496635c
work_keys_str_mv	AT curtisjbonk motivationsachievementsandchallengesofselfdirectedinformallearnersinopeneducationalenvironmentsandmoocs AT mimimiyounglee motivationsachievementsandchallengesofselfdirectedinformallearnersinopeneducationalenvironmentsandmoocs
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Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs

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