A Model of Self-Directed Learning in Blended Learning Environments

Introduction

A previous sharp rise in the COVID-19 cases around the world has prompted learners, educators, and leaders to work online from home. The closure of schools encouraged educational researchers to think about new models of teaching to be employed during or post COVID-19 crisis. Though the model of remote learning proved to be a savior, nevertheless, it posed a challenge of engaging learners with learning. However, this pandemic has at least trained learners in learning online and educators in using technology and integrating it with teaching and learning. New roles and more responsibilities also come into view with advancements and innovations, and so it is the case with online or blended learning environments.

Blended learning is effective in improving self-direction as well as self-regulation skills of learners because it is bestowed with “rich content, easy accessibility, effective guidance and motivation” (Uz & Uzun, 2018). It has benefited learners in terms of providing freedom, access, flexibility, resources, and so on, but this new mechanism also offers ownership of learning to the learner which present an important phenomenon to deal with.

The ability of learner to take the ownership of learning depends upon on one’s characteristics and nature also. Song and Hill (2007) suggested to do the in-depth analysis of the characteristics of learners and examine its effect on learners’ ownership of learning. Because often education researchers study the effect of different strategies on achievement and attitude, but the attention should be paid on analyzing students’ characteristics in online mode and its effect on students’ ownership. The major challenges while learning through online mode faced by the learners are leading independently, self-directing, and acquiring digital competencies. It is observed that adult learners are not prepared to take complete ownership for self-learning. When readiness of adults toward self-directed learning was observed, few factors were emerged to be the predictors of willingness of adults toward self-directed learning such as “continuing education support” and creation of encouraging environment for learning (Mayhew, 2008). It indicated learners are motivated for self-direction if they learn in encouraging and supportive environment.

Blended and online learning are closely associated with self-direction and self-regulation. Self-direction means freedom or autonomy, which is laid out partially in the online learning environment. However, freedom is coupled with responsibility, taking the right decisions during learning, and setting goals for the learning tasks. The term self-directed learning came from the literature on adult education, while self-regulation originated in educational psychology. Self-regulation can be seen as a portion of self-directed learning, and this term came later than self-directed learning as an articulated concept. Self-regulation is primarily practiced in a brick-and-mortar classroom rather than self-directed learning which has been applied more frequently for adults in an informal school environment (Saks & Leijen, 2013). Therefore, self-regulated learning should not be used interchangeably with self-directed learning. Other terms that are used in replacement of self-regulation, such as self-monitoring, self-management, personal responsibility, and self-control, are a part of the bigger picture which is self-directed learning.

Established upon the brief introduction of the concept of self-directed learning and new pedagogical innovations in technology such as blended learning, the author of this chapter reached a decision to investigate the related studies on the concept and models of self-directed learning and reveal a new understanding of its model in the blended learning context. The next sections will offer deeper understanding of self-directed learning and it will provide perspectives on the construct from different viewpoints while highlighting the concept of self-directed learning in a blended learning context.