Measurement of self-directed learning in online learners

Self-directed learning has been in the field of adult education for many decades. Several studies have examined characteristics of self-directedness in the traditional environment and several conclusions have been reached; the role of self-directedness in the online learning environment is a new area of study. This study examined self-directed learning characteristics in online doctoral learners from the School of Education at Capella University. Fifty participants were randomly selected to participate in this study. Qualitative and quantitative research approaches were utilized in the data collection and analysis of this study. Participants were in the twenty-four through seventy-five age range and have all taken at least one course successfully in the online learning environment. All participants were forwarded the quantitative questionnaires; a smaller sample of the study participants was randomly selected to participate in the journal logs and the interviews. Three quantitative assessments: Distance Learning Readiness Assessment (DLRA), Self-Directed Learning Readiness Scale (SDLRS) and Index of Learning Styles (ILS) were administered and two qualitative data gathering methods (journals and interviews) were employed to gather the data that supported the research questions in this study. Five research questions were posed and the questions focused on self-directedness, learning styles, motivation, learner control and convenience of online learning and transformative learning. These questions were derived from the researcher's experience as an online doctoral learner. Literature review focused on self-directed learning characteristics, online learning, motivation, learning styles, learner control, and transformative learning. This researcher theorized that the factors which formed the focus of the research questions were integral to the ability to self-direct in the online learning environment. All the data for this study were gathered electronically. Quantitative data were gathered with the DLRA as the first instrument participants responded to, followed by the ILS and lastly the SDLRS. Qualitative data were then collected; the journal logs were forwarded to participants and upon receipt, participants were forwarded the interview questions. The data were collected over a five month period. Data analysis focused on the five research questions posed in this study and findings revealed that these learners understood self-directed learning. Findings also revealed that factors theorized as mitigators of self-directed learning in the online environment influenced these learners' abilities to successfully learn in this environment. This study concluded that these doctoral learners possessed self-directed learning characteristics and they applied these characteristics to their learning. This study also concluded that learning styles, motivation, learner control and convenience of learning online, and transformative learning influenced these learners' abilities to self-direct their learning in this online environment.