Participant Engagement in a Non-Formal, Self-Directed and Blended Learning Environment

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Authors

Richard Schwier, Dirk Morrison, Ben Daniel, Jaymie Koroluk, University of Saskatchewan, Canada

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 26, 2009 in Vancouver, Canada ISBN 978-1-880094-76-1

Abstract

Novice professors representing seven disciplines participated in a year-long course on teaching in higher education that featured online self-directed learning opportunities and regular face-to-face group meetings. This study examined how professional participants in this non-formal self-directed learning (NFSDL) environment made use of self-directed learning activities in the blended face-to-face and online learning professional development course. Online social networking activities were compared to face-to-face engagement, and the amount and type of self-directed learning was examined. We consider whether there is a need to adapt basic theory on formal virtual learning communities to understand self-directed learning and pedagogical practices in non-formal online learning environments.

Citation

Schwier, R., Morrison, D., Daniel, B. & Koroluk, J. (2009). Participant Engagement in a Non-Formal, Self-Directed and Blended Learning Environment. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 1948-1956). Chesapeake, VA: AACE. Retrieved September 23, 2014 from http://www.editlib.org/p/32747.


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