Students and faculty both encounter challenges in the online environment. These challenges frequently manifest and are understood in terms of low student engagement, resulting in lower course completion and achievement. In this session, researchers and college faculty will present an actionable framework and the Instructional Model for Self-Directed Learning to bolster students’ abilities to remain motivated and manage their learning processes in online courses. We define self-directed learning as a series of mindsets and behaviors, including motivational processes (e.g., self-efficacy), metacognitive processes (e.g., planning), and applied learning processes (e.g., help-seeking).
The Instructional Model includes course implementation resources as well as a campus resource guide for instructional support staff and faculty. Presenters will share research findings and firsthand experiences with implementing the Instructional Model. We will invite audience reflection on how this research can inform local initiatives to improve online instruction, as well as the design of new edtech tools using AI to streamline implementation and amplify student impact.
