Self-Direction in On-line Learning

This paper examines the role of self-direction in online learning by integrating elements of individual and collective engagement as significant aspects of learning. By making the claim that online instruction draws on autonomous and social aspects of learning, this paper examines how online teaching environments are informed through an orientation of social constructivism in learning that requires educators and learners to recognize the value of inquiry and higher order learning (Garrison, 2011) through individual reflection and collaborative discussion. Recognizing specific challenges for educators and learners through a combination of high learner expectation and autonomy, this discussion proposes how a focus on individual control and group responsibility addresses complexities in online learning. This examination of practice proposes a two point focus on individual responsibility and active collaboration underscored by educator support to help build success in online learning.

Keywords: online learning, adult education, self-directed learning, inquiry, constructivism, learner responsibility, learner autonomy, active learning, collaborative engagement.