Toward self-directed learning: How do Nepali adolescents learn with MOOCs?

AbstractThe study investigated how adolescent students in Nepal explored massive open online learning courses (MOOCs) in a self-directed learning manner. It used a qualitative approach by conducting 13 individual interviews with these youth. Findings suggest that Nepali adolescent MOOC learners are strongly motivated by natural curiosity toward learning as well as encouragement and inspiration through the local learning community, which is significantly different from adult learners’ motivation. In terms of self-monitoring in self-directed learning, adolescent learners need scaffolding to support them in making metacognitive decisions. Furthermore, while self-management skills are necessary for successful MOOC learning, in turn, MOOCs improve self-management skills that can be transformed into other life activities. As shown in this study, the local community of practice plays a critical role in motivating adolescents to continue learning from MOOCs and serves as a significant resource to complement MOOC learning.Keywords: MOOCsself-directed learningmotivationself-monitoringGlobal Southadolescent youth AcknowledgmentsAspects of this study were presented at the 2021 Association for Educational Communications and Technology International Convention. Additionally, some of the findings were shared in invited talks at the Global Online Teacher Education Center in George Mason University in 2023 and the Science and Mathematics Education Seminar/Lecture series at Addis Ababa University, Ethiopia, in 2023.Disclosure statementNo potential conflict of interest was declared by the author(s).Funding informationThe authors acknowledge the financial support received from the Jerrold E. Kemp Award, which funded the participant recruitment and transcription services for this research.Data availability statementThe participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research supporting data is not available.Additional informationNotes on contributorsZixi LiZixi Li is a PhD student in the Instructional Systems Technology program at Indiana University Bloomington, School of Education. She holds a BA (University of Washington) in communication and MS (University of Michigan) in science of information. Her research interests include self-directed learning, professional development, online language learning, and instructional design.Meina ZhuMeina Zhu is an assistant professor in the Learning Design and Technology program in the College of Education at Wayne State University. Her research interests include online education, self-directed learning, open education, STEM education, learning analytics, and emerging learning technologies.Dilnoza KadirovaDilnova Kadirova is a PhD student in the Department of Instructional Systems Technology, at Indiana University. Prior to joining the program, she was a Fulbright Scholar. Her research interests include instructional design, teacher education, online teaching and learning, and computer science education.Curtis J. BonkCurtis J. Bonk is a professor at Indiana University who specializes in research on nontraditional and informal learning at the intersection of psychology, technology, education, and business. He believes the world should be open for learning, per his book The World is Open. You can contact Curt at cjbonk@indiana.edu or http://curtbonk.com.