What are the best practices for using online lectures to promote self-directed learning?

1 Design lectures with clear outcomes and structure

One of the key factors that influence self-directed learning is the clarity of the learning outcomes and the structure of the learning activities. Online lectures should have explicit and achievable learning objectives that align with the course goals and the learners' needs. Online lectures should also have a clear and logical structure that guides the learners through the content, with an introduction, a main body, and a conclusion. Additionally, online lectures should provide cues and transitions that help the learners follow the flow of the lecture, such as summaries, questions, examples, and signposts.

3 Support learners' metacognition and self-regulation

A third crucial factor that influences self-directed learning is the degree of metacognition and self-regulation that online lectures support. Metacognition is the awareness and control of one's own thinking and learning processes, while self-regulation is the ability to plan, monitor, and evaluate one's own learning outcomes and strategies. Online lectures should support learners' metacognition and self-regulation by providing scaffolds and prompts that help them reflect on their learning, such as learning journals, portfolios, rubrics, and self-assessments. These scaffolds and prompts can help the learners identify their strengths and weaknesses, set their own goals, choose their own strategies, and adjust their learning accordingly.

5 Offer flexibility and choice

A fifth important factor that affects self-directed learning is the amount of flexibility and choice that online lectures offer. Flexibility and choice are important for accommodating learners' diverse preferences, needs, and circumstances, as well as for fostering their autonomy and responsibility. Online lectures should offer flexibility and choice in terms of the pace, place, mode, and content of the learning, such as allowing learners to access the lectures anytime, anywhere, on any device, and to skip, rewind, or replay the lectures as needed. Online lectures should also offer flexibility and choice in terms of the assessment, resources, and activities of the learning, such as allowing learners to select their own topics, formats, materials, and methods.

6 Model and inspire self-directed learning

A sixth and final factor that influences self-directed learning is the role model and inspiration that online lectures provide. Online lectures should not only teach the content, but also model and inspire the process and attitude of self-directed learning. Online lectures should demonstrate and explain how the instructor approaches the topic, what strategies and tools they use, how they overcome challenges, and what they learn from the experience. Online lectures should also motivate and inspire the learners to pursue their own learning interests, passions, and goals, by sharing stories, examples, and testimonials of self-directed learners.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?