In her 2017 article “Self-Direction in Online Learning: The Student Experience,” Plews centers on identifying students’ perceptions of knowledge acquisition through online classes. Plews (2017) states that the number of learners enrolling for online lessons is drastically increasing. In 2002, about 1.6 million students were registered for at least one virtual course; by 2011, the number was approximately 6.7 million. The article identifies the impact of self-directed learning (SDL) on traditional and non-traditional learners undertaking online lessons and how it can be facilitated.
Self-Direction Learning in the Online Context
According to Plews (2017), traditional learners attend college full-time immediately after high school. In contrast, non-traditional students attend school part-time as they have other responsibilities like work or family. Online education is passed electronically using devices like laptops, smartphones, and desktops with the integration of internet services. Plews (2017) identified age, gender, family, and motivation as internal and external factors impacting the students’ decision to participate in virtual schooling. According to Plews (2017), as learners mature, they tend to be more self-directed, thus engaging in personal education. Plews (2017) further states that SDL in an online environment relies on attributes like resources and motivation and processes involving planning, monitoring, and evaluating. In the online context, SDL is shaped through virtual collaboration, online communities, global connectivity, and digital creativity. There is a need for high self-direction to engage in online education successfully.
Critique
The strengths of the study by Plews (2017) include clearly describing all main terms, such as online context, SDL, and traditional and non-traditional learners. The illustrations impact readers who might not understand the vocabulary and how they relate to the subject. The author’s claims were fully supported with relevant examples and data. The research presented no weaknesses, as all aspects were fully covered. The author identified future potential issues and recommended the necessary step to the incoming researchers. All paraphrased information was cited, and full sources were presented under the reference section. The article is very useful in understanding the relationship between virtual education and SDL. Through the information presented in the research, online educators and students can identify the processes and attributes to take to teach and learn efficiently.
Reference
Plews, R. C. (2017). Self-direction in online learning: The student experience. International Journal of Self‐Directed Learning, 14(1), 37-57. Web.