View in EDS

Self-Directed Learning Skills: Strategies to Support Student Learning in Online STEM Courses. Brief

Saved in:
Bibliographic Details
Title: Self-Directed Learning Skills: Strategies to Support Student Learning in Online STEM Courses. Brief
Language: English
Authors: Ellen Wasserman, Susan Bickerstaff, Nikki Edgecombe, Columbia University, Community College Research Center (CCRC), SRI Education, Achieving the Dream, Inc.
Source: Community College Research Center, Teachers College, Columbia University. 2024.
Availability: Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C210003
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: STEM Education, Online Courses, Curriculum Design, College Students, Independent Study, College Faculty, College Instruction
Abstract: The Postsecondary Teaching with Technology Collaborative (the Collaborative) is currently researching the obstacles students face in online STEM courses and the ways that institutions and instructors can better support these students. As part of this research program, the authors conducted qualitative research in partnership with six community colleges and two broad-access universities to learn if, when, and how instructors support self-directed learning (SDL) skill development in their online courses. SDL skills can be understood as motivational, metacognitive, and applied learning processes--in other words, the ways that students maintain motivation, reflect and think about their learning, plan and set goals, and adjust their study strategies. In spring 2022, the authors surveyed 141 STEM instructors online and conducted 12 virtual "course tours" with STEM instructors who shared their screens and walked researchers through their course structure and content in the learning management system. Instructors in the sample perceived online courses as learning environments where it is more difficult to engage students and help them stay on track with their coursework. According to faculty, students in online courses are less likely than those in in-person courses to experience the excitement and motivation of being part of a community of learners because of the lack of opportunities to engage with peers. Instructors also described fewer opportunities to learn about and build connections with their students through informal conversations, and they emphasized a number of barriers to incorporating SDL skills into instruction. Despite this, the authors provide a variety of examples of strategies and activities instructors indicated they use to support the processes that are theorized--according to the Collaborative's SDL framework--to lead to SDL skill development, as well as three case examples of SDL instruction that faculty incorporated into their STEM course teaching. The brief concludes with an overview of the types of instructional strategies that support SDL skill development and how they can be used throughout a course. A Collaborative report on teaching and designing online STEM courses to support SDL skills is also available.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: ED650083
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED650083
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED650083
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Self-Directed Learning Skills: Strategies to Support Student Learning in Online STEM Courses. Brief
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ellen+Wasserman%22">Ellen Wasserman</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+Bickerstaff%22">Susan Bickerstaff</searchLink><br /><searchLink fieldCode="AR" term="%22Nikki+Edgecombe%22">Nikki Edgecombe</searchLink><br /><searchLink fieldCode="AR" term="%22Columbia+University%2C+Community+College+Research+Center+%28CCRC%29%22">Columbia University, Community College Research Center (CCRC)</searchLink><br /><searchLink fieldCode="AR" term="%22SRI+Education%22">SRI Education</searchLink><br /><searchLink fieldCode="AR" term="%22Achieving+the+Dream%2C+Inc%2E%22">Achieving the Dream, Inc.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Community+College+Research+Center%2C+Teachers+College%2C+Columbia+University%22"><i>Community College Research Center, Teachers College, Columbia University</i></searchLink>. 2024.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305C210003
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Instruction%22">College Instruction</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Postsecondary Teaching with Technology Collaborative (the Collaborative) is currently researching the obstacles students face in online STEM courses and the ways that institutions and instructors can better support these students. As part of this research program, the authors conducted qualitative research in partnership with six community colleges and two broad-access universities to learn if, when, and how instructors support self-directed learning (SDL) skill development in their online courses. SDL skills can be understood as motivational, metacognitive, and applied learning processes--in other words, the ways that students maintain motivation, reflect and think about their learning, plan and set goals, and adjust their study strategies. In spring 2022, the authors surveyed 141 STEM instructors online and conducted 12 virtual "course tours" with STEM instructors who shared their screens and walked researchers through their course structure and content in the learning management system. Instructors in the sample perceived online courses as learning environments where it is more difficult to engage students and help them stay on track with their coursework. According to faculty, students in online courses are less likely than those in in-person courses to experience the excitement and motivation of being part of a community of learners because of the lack of opportunities to engage with peers. Instructors also described fewer opportunities to learn about and build connections with their students through informal conversations, and they emphasized a number of barriers to incorporating SDL skills into instruction. Despite this, the authors provide a variety of examples of strategies and activities instructors indicated they use to support the processes that are theorized--according to the Collaborative's SDL framework--to lead to SDL skill development, as well as three case examples of SDL instruction that faculty incorporated into their STEM course teaching. The brief concludes with an overview of the types of instructional strategies that support SDL skill development and how they can be used throughout a course. A Collaborative report on teaching and designing online STEM courses to support SDL skills is also available.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED650083
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED650083
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: College Instruction
        Type: general
    Titles:
      – TitleFull: Self-Directed Learning Skills: Strategies to Support Student Learning in Online STEM Courses. Brief
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Columbia University, Community College Research Center (CCRC)
      – PersonEntity:
          Name:
            NameFull: SRI Education
      – PersonEntity:
          Name:
            NameFull: Achieving the Dream, Inc.
      – PersonEntity:
          Name:
            NameFull: Ellen Wasserman
      – PersonEntity:
          Name:
            NameFull: Susan Bickerstaff
      – PersonEntity:
          Name:
            NameFull: Nikki Edgecombe
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2024
          Titles:
            – TitleFull: Community College Research Center, Teachers College, Columbia University
              Type: main
ResultId 1