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Promoting Self-directed Learning in Three Online Health Promotion and Wellness Courses

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dc.contributor.author Brouse, Corey
dc.date.accessioned 2007-06-13T14:21:56Z
dc.date.available 2007-06-13T14:21:56Z
dc.date.issued 2007-06
dc.identifier.issn 1558-7320
dc.identifier.uri http://hdl.handle.net/1951/41486
dc.description.abstract This study assessed undergraduate students’ perceptions concerning the extent to which participating in online courses may have facilitated self-directed learning. This qualitative study involved a convenience sample of 36 students from three online, undergraduate level health promotion and wellness classes at the State University of New York at Oswego. Students were surveyed and responses were grouped according to each class. Findings suggest that students were able to self-select and self-direct certain assignments, presentation topics, and readings. Considering different viewpoints, involving the students in the Socratic Method, allowing ample time for assignments and self-reflection, and making assignments enjoyable were also beneficial. Considerable work is needed to effectively define best practices for promoting self-directed learning in distance education classes. This study supports the importance of considering students’ opinions in creating assignments and designing online courses to enhance self-directed learning. en
dc.format.extent 72936 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.relation.ispartofseries Journal of Authentic Learning en
dc.relation.ispartofseries vol. 4, no. 1 en
dc.subject self-directed learning en
dc.subject health and wellness en
dc.subject self-reflection en
dc.title Promoting Self-directed Learning in Three Online Health Promotion and Wellness Courses en
dc.type Article en

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