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Enhancing Self-Directed Learning Through Self-Assessment and Peer Feedback in Open, Distance, and E-learning (ODeL) Contexts
Abstract
This study used a Systematic Literature Review (SLR) to examine how self-assessment and peer feedback enhance self-directed learning (SDL) in Open, Distance, and E-learning (ODeL) environments. Drawing on empirical studies published between 2014 and 2024 and following PRISMA guidelines, the review ensured rigour, transparency, and relevance. Findings show that self-assessment and peer feedback strengthen learner autonomy, critical thinking, and collaboration, which are essential for SDL. Their success, however, depends on effective digital tools, strong institutional support, and targeted training for both learners and educators. The study highlights challenges in implementation and stresses the need for comprehensive approaches that promote accessibility and participation. It concludes that integrating these strategies meaningfully can unlock their full potential, offering valuable insights for enhancing SDL in ODeL and guiding future research and practice.
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