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Self-Directed Learning in Cooperative Online Networks: Faux Learning or Genuine Education?
Abstract
The past decade has seen an exponential rise in online courses, platforms, modules, as well as general online networks that contribute in a general way to learning and education. The more formal structures promise certification and accreditation for short modules or extended courses. Research shows that in terms of learner engagement of those enrolled in MOOCs, either drop out, or else passively lurk without any active participation. On the other hand, other figures show that with certain thematic online forum and discussion boards, users participate more enthusiastically, often at times contributing to content which may or may not be trustworthy. The characteristics and traits of the online learner can affect the outcome of the learning trajectories and this has to be taken into consideration when designing self-directed courses. In this chapter, the authors aim to provoke some thoughts on designing self-directed learning using cooperative online networks. In the discussion, they explore possibilities of setting up alternative pathways for a more genuine approach to education.
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