Self-Directed Learning Instructional Model 

The Collaborative’s Self-Directed Learning (SDL) Instructional Model offers college educators three evidence-based strategies to help college students manage their online learning better. It also includes two guides for instructors and instructional leaders interested in adopting and implementing the strategies. 

Webinar Recap: Strategies to Support Self-Directed Learning in Online College Courses

Hundreds of instructors and administrators joined a panel of Collaborative researchers and partners on July 16 for a public webinar exploring how colleges can provide more deliberate support for faculty and students in online courses with the new Self-Directed Learning Instructional Model.

Panelists included Odessa College Associate Math Professor Nikki Handley and student Cheyenne Natividad, who shared their experiences using new SDL instructional strategies in real-world courses. Watch the webinar, download the transcript, and read a recap of the event on the Collaborative website. 

Supporting Self-Directed Learning in Online Courses: Findings from a Pilot Study

Online learning requires students to manage time, stay engaged, and seek help when needed. These skills are especially important for postsecondary students who are balancing coursework with work, family, and other responsibilities. A new research brief from the Postsecondary Teaching with Technology Collaborative examines an approach designed to help students strengthen these learning habits in online courses.

Making Online Groups Work: How SPIN Helps Students Connect, Collaborate, and Seek Help

The Collaborative created Student-Peer Interaction and Networking (SPIN) as a practical strategy to promote meaningful peer collaboration in online courses and support students’ motivation by helping them feel a greater sense of belonging in class.