Students’ self-directed learning strategies and satisfaction in online learning

• In Event: DDL- Self-Direction & Social Presence in Online Learning (v)

Short Description

This qualitative study aims to examine students’ SDL strategies and satisfaction in online courses. The researchers conducted semi-structured interviews with 15 online students and analyzed the data using thematic analysis. The findings indicated that: (a) Entering motivation and task motivation strategies were used; (b) diverse metacognition and cognitive strategies were used to monitor learning; (c) time-management and resources management strategies were leveraged, and (d) students’ satisfaction depended on the design of the course.

Authors

• Presenter: Meina Zhu, Wayne State University

• Contributor: Yi-jung Wu, University of Wisconsin-Madison

• Contributor: Rose Brewart, Wayne State University