Perhaps that's how you were required to learn self directedly

L6: I’m not sure.

(R = researcher; L6 = Learner)

The questions that arise are whether “informed learner control” is crucial to increase effectiveness and efficiency in instruction as asserted by Reigeluth & Stein (1983:362)?

How effective are instructions like this, where learning conditions are designed to provide opportunities and experiences of self-directed learning? At least, the case of L6 is found to be an outlier situation. Self-directed learning was task-specific because in the specific task

“actually i did not find it relevant with my learning needs…it was alittle bit complicated”.

Also the group dynamics showed that L6 could not enjoy in-depth discussion with the group due to socio-cultural-linguistic barriers.

“some times they were talking mandarin among themselves so i couldn’t hang up all the discussion but they always informed me of the summary of discussin”(L6)

Other socio-cultural issues manifest in some learners’ lack of initiative to comment on others performance in other’s learning contract because it is seen as ‘intrusive’ or

‘impolite’ (L8); especially among peers with less rapport. However compared to peer review for the instructional video assignment, which is conducted in a face-to-face situation, learners tend to show more involvement in discussing controversial issues, taking risks to give constructive criticism on others’ work (however limited to those with closer relationship) and defending differing ideas on virtual platforms.

The phases of transition lead to transformation of perspective; in ownership and responsibility for learning as characterized by self-directed learners. It is discovered that the instructor has a role to provide psychological support so that learners like L12 could develop from someone with unconscious self-directed learning incompetence to one with unconscious self-directed learning competence (Figure 5.10), in which L12 would focus not on things he already knows but on developing his capacity to learn more. Learner’s unconscious incompetence could be detected through mindsets such as L12:

“maybe because the assignments assigned to me largely revolved around things that i know…So i just used the LC to state things that i did not know, and things that i want to achieve, which at that time, wasn't a lot. I assume, unlike me, my teammates would have goals like 'learning how to shoot videos', 'learning how to set up cameras', 'learning how to edit videos'... etc which for me, i didn't have to undergo such learning, because of my preconceived knowledge” (L12)

Figure 5.10 Conscious competence Learning Matrix (www.mftrou.com)

The phases of transition involve tensions and contradictions learners experience in the context of the activity system. Those who are able to perceive conscious incompetence and

work towards conscious or inconscious competence would be inculcated with the skills of life-long self-directed learning.

Conditions that Facilitate Self-Directed Learning in the eSCLE

Having uncovered the processes of developing self-directed learning through designed activity systems, mediating web technology and phases of transition, several conditions that facilitate self-directed learning, as observed in the eSCLE are:

i) Concerted effort to work on a task continuously “in and out of the classroom…

working seriously”(L12) and with full dedication and commitment. Positive thinking and self-motivation helps propel self-directed learning from formal to informal learning situations.

“That’s right, my group is facing a chaotic work table. We don’t have all the theories but yet have to work based on ID models and principles. But, I’m motivating myself to think positive…perhaps things just hasn’t fallen in place yet”. (L3)

ii) Appropriate web tools extend collaborative independent learning, providing valuable

‘serendipitious’ learning experiences that transcend the formalities of the course. Through this, learners encounter “… a really good experience…more than a usual course”(L6)

iii) The balance of instructor-learner control empower collective choice. Learners, especially ‘digital native’ learners should be able to negotiate their preference of web tools, which could lead to better productivity as in the case of this study where learners negotiate to use other wiki applications such as wikispaces and google sites.

“Moodle wiki is old fashion, giving us recurrent problems in layout, fonts, embedding graphics, external linking…very disorganized. Fortunately, we could choose other wiki applications.” (L12)

iv)In an eSCLE, multi-modal interaction and collaboration facilitates self-directed inquiry into new knowledge grounds. Dynamic web tools that provide participatory input provide looped feedback for deeper learning. In this study, interaction and collaboration happens in three modes: learner-content, learner-learner and learner-facilitator.

Mode of Interaction Learner Activity

Learner-Content Learners interact with content shared in the virtual learning spaces (Moodle, Wiki, Googledocs)

Learner-Learner Learners collaborate with peers through discussions, reflections, projects.

Learner-Facilitator Learners interact with facilitator through mentoring and questioning sessions. Iterative feedback from mutual discussion helps to solve teaching and learning problems.

v) Web tools need to be selected appropriately as different tools afford different collaboration mode for different types of media. Some enable learners to work on a task at the same time or work in parallel on different parts. The channel of feedback, coordination and sharing should be taken into consideration.

“When we were not working with the technical stuff, the LC and wave helps a lot, especially with the project. Moodle is good for discussing academic views”. (L7)

vi) The instructor’s presence is needed according to ‘immediacy’ of help; to model

(‘demonstrate to learner how and why to perform necessary activities/actions to complete a task’), to coach (intervening at critical junctures with instruction, encouragement, feedback etc) and to scaffold (giving help at learners’ level of understanding).

Conclusion

This chapter has resolved to answer the study’s three research questions, leading to findings that show how the designed instruction within an activity system support the development of self-directed learning (RQ1), how introduced web technology tools mediate the shift in pedagogical practice (towards more learner-control and SDL) within the contexts of the innovated activity system (RQ2) and how the systemic tensions experienced within the activity system could be resolved through phases of transition leading to transformed self-directed learning (RQ3). Further discussion on the findings shall be presented in the subsequent concluding chapter.

CHAPTER 6