A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning EnvironmentReport as inadecuate




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Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, Apr 2009)

This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education that was offered to ten novice professors over the course of one academic year in a western Canadian research-intensive university. Autonomous activities were compared to on line and face-to-face social networking activities, and the effect of structure on the amount and type of self-directed engagement will be examined. We consider whether there is a need to adapt basic theory on formal virtual learning communities to understand self-directed learning and pedagogical practices in non-formal on line learning environments. (Contains 6 tables.)

Descriptors: Electronic Learning, Learning Activities, Distance Education, Online Courses, Educational Environment, Professional Development, Teaching Methods, Independent Study, Blended Learning, Higher Education, Synchronous Communication, Social Networks, Reflection, Teaching Styles, Models, Virtual Classrooms, Educational Technology





Author: Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1506&id=ED509957







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