“Are They Ready?” Self-Directed Learning Readiness and Acceptance of e-Learning Tools: Comparing Non-Traditional and Traditional Students

Stefanie Brunner, Svenja Bedenlier, Joachim Stoter, Gunter Hohlfeld, Carl von Ossietzky University of Oldenburg, Germany

Abstract

Accommodating ‘Non-traditional’ students’ (NTS) needs (Kerres, 2012) is an increasing concern for traditional brick and mortar universities. This also applies to teaching and learning in the online distance education context: “As the online learning environment is characterized with autonomy, self-regulation becomes a critical factor for success in online learning” (Barnard, Lan, To, Paton & Lai, 2009, p.1). This paper investigates the differences in self-directed learning readiness of non-traditional and traditional students in German higher education as well as the acceptance of digital teaching and learning approaches with respect to their self-directed learning readiness.

Abstract in German

Traditionelle Präsenzuniversitäten stehen zunehmend vor der Herausforderung, sich auf die Bedarfe sogenannter „nicht-traditionell Studierender“ (NTS) einzustellen (Kerres, 2012). Diesen Anforderungen muss sich auch das Lehren und Lernen im Online Distance Education-Kontext stellen: “As the online learning environment is characterized with autonomy, self-regulation becomes a critical factor for success in online learning” (Barnard, Lan, To, Paton & Lai, 2009, p.1). Der vorliegende Beitrag untersucht, ob es Unterschiede in der Bereitschaft von nicht-traditionellen und traditionellen deutschen Studierenden gibt, selbstgesteuert zu lernen („self-directed learning readiness”). Darüber hinaus wird ihre Akzeptanz digitaler Lehr- und Lernansätze im Zusammenhang mit ihrer Bereitschaft, selbstgesteuert zu lernen, beleuchtet.

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Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, ICT, information and communication technology, MOOCs, internet, collaborative learning, learning management system, interaction, LMS,

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