Developing Self-Direction in an Online Course Through Computer-Mediated Interaction

Abstract

Using content analysis to analyze transcripts from a graduate course conducted via computer conferencing, this study confirmed that students exhibit self-direction as indicated by both the variety and the extent of concrete self-directed activities. Furthermore, the study explained how students are self-directed in a computer conferencing course by focusing on the instructor and peers roles. Results indicated that the computer conferencing course was learner-centered through a high degree of student participation and initiation, and self-direction was developed through both learner-instructor and learner-learner interaction.