“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.

If you would like to read the entire contribution, please click here.

 

Tags

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

Current issue on De Gruyter Online

– electronic content hosting and distribution platform

EURODL is indexed by ERIC

– the Education Resources Information Center, the world's largest digital library of education literature

EURODL is indexed by DOAJ

– the Directory of Open Access Journals

EURODL is indexed by Cabells

– the Cabell's Directories

EURODL is indexed by EBSCO

– the EBSCO Publishing – EBSCOhost Online Research Databases

For new referees

If you would like to referee articles for EURODL, please write to the Chief Editor Ulrich Bernath, including a brief CV and your area of interest.