What is SDL? Does the on-line learning environment, provide more opportunities to develop SDL than the classroom?
“Give some direct or teach me how to do it” [sic] — student comment
In an instruction-led on-line course the degree of interaction between the computer and the learner is not balanced and is therefore dependent on how motivated the student is to be a self-directed learner. Hence the student should take greater responsibility for his learning but this does not mean that he/she has to learn alone.
We believe that self-directed learning includes:
- knowing when to seek help from the tutor and/or peers
- seeking other sources of help
- setting goals
- recognising strengths and weaknesses
- understanding the importance of learning from mistakes
- having an inquiring mind
- learning through discovery
- working at one’s own pace and managing time effectively
- making decisions
The on-line TTS course provides opportunities for students to apply and practise the skills learnt in the classroom. The materials were so designed that students presumably could work on their own, at their own pace within the time frame of the course. On the electronic survey students agreed that “most of the materials helped me learn on my own”.
We thought that the instructions were clear and self-explanatory to allow self-directed learning. The tasks were graded, but students had the option of doing the tasks in any order. But one student complained, “some assignments are in wrong sequence”. And another admitted “I made a mistake once because I misunderstood it [the instructions].”
We believed that features like Frequently Asked Questions (FAQs), the electronic discussion board and e-mail would promote self-directed learning, would be exploited in an attempt at becoming more self-directed learners. It was hoped that shy students would participate more actively in this less personal environment. The tutor assumed that the on-line environment would be a preferable working environment because the students could take ownership or control of their learning, without the teacher’s obtrusive presence. The general tutor perception was that SDL would be a natural concomitant.
Tutors often expected students to adapt to the learning styles quickly and easily. In reality, students cannot be blamed for their preferred learning styles and need to be taught how to adapt to the new styles. Tutors did not always take into consideration that they must instruct students in how to adapt to new systems. Do we as tutors feel that students should agree with our value judgements regarding learning methods?
Students were required to complete 17 writing tasks. Working on the discussion list was optional. But we hoped that they would take advantage of it, as we had spent considerable effort in the class extolling the virtues of peer learning. We were disappointed to note that the students did not post their work on the discussion board or use e-mail regularly to clarify doubts. Though the students were trained to use these features and were using e-mail for personal reasons, they did not extend them to schoolwork. We caSelf-directed Learning, however, assume that because the features are accessible, they will be used. There may have been many factors involved:
- Students did not know how (to work on the task, use the discussion list, e-mail…)
- Students forgot how
- Students were not motivated
- Students simply wanted to meet the requirements, then move to surf the Internet
- Students were apathetic
- Students did not have enough time
- Students were afraid to ask for help
- Students may have been threatened by the medium
- Students were afraid to post work because of fear of criticism/exposure
- Students’ competitive nature prevented them from sharing information
- It took too much time to post answers and wait for comments.
Though we have attempted to list some factors that may influence SDL, it is not possible to come to definite conclusions, as the students’ cognitive processes are not always clearly evident. Coming from a teacher-directed background, the students need more time and experience before they can become more confident self-directed learners.
One other issue remains. How much guidance should we provide? Where does instruction end and facilitation begin? Perhaps it is ironic that the students need some guidance in how to become a self-directed learner, but we found that it was crucial to teach some basic skills like time management, decision-making, and goal setting. Students also needed to be aware of the importance of learning from their mistakes.
We can create an environment that is as conducive as possible to SDL using the on-line medium, but we found that in the end it is the student who determines the degree of SDL that he or she is capable of at any given time. This is supported by Boud et al:
“…only learners themselves can learn and only they can reflect on their own experiences.”16
Recommendations
- Monitor/observe students closely and address needs when they arise.
- Address individual needs in one-to-one consultations, e-mail, face-to-face contact etc.
- Have tutors select and post student work regularly — for students to learn on their own, we must provide enough examples.
- Remind students to check the summary of their submissions regularly.
- Continue to provide opportunities for SDL and encourage students as much as possible.
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