Self-Direction in On-line Learning

Abstract

As online learning gains more popularity and reputability in 21st century learning environments, learners and educators alike need to adapt to the growing need to participate in a variety of learning projects, including online learning. A derivative of self-directed learning, online learning has replaced the project based notion of independent learning and created educational situations that rely on highly interactive and cooperative styles of learning (Karakas & Manisaligil, 2012). Colorado & Erberle (2010) define online learning as textual, graphic, audio and video representations of the World Wide Web forming components of learning. As opposed to traditionally static forms of independent learning, online learning establishes dynamic and transactional educational environments that recognize a framework that is individual and, at the same time, social (Garrison, 2011). With that, this type of highly individualized yet collaborative learning introduces a new set of complexities and concerns for teaching and learning (Colorado & Eberle, 2010; Plews, 2016).