From Curiosity to Completion: The Journey of Self-Directed Learning
More than a decade ago, I enrolled in several courses through iTunes U, which at the time felt revolutionary: Harvard, MIT, and other top institutions offering free, open access to their lectures. It was exciting, and I started with a genuine desire to learn. But as the weeks passed, my engagement faded. It was not the fault of the courses. The real challenge was internal: I lacked the structure, habits, and sustained motivation needed to continue learning on my own. The platform eventually disappeared, and I had little to show for the time I had invested.
This was not an isolated pattern. Years later, I turned to Duolingo to begin learning Japanese. The app’s gamified structure, with streaks, leaderboards, and daily challenges, provided a sense of progress and fun. During the summer months, I was consistent. But as the school year began and my responsibilities as a teacher resumed, my focus shifted. The motivation that carried me through daily practice waned under the weight of shifting priorities.
These experiences taught me that access to content, even well-designed, motivating content, is not enough. Starting is easy. Sustaining momentum requires more.
Today, the world of open online learning has matured. MOOCs (Massive Open Online Courses) have become more sophisticated, widely available, and often include credentials or recognition upon completion. More importantly, research now offers deeper insight into what helps learners not just start, but succeed.
A meta-analysis by Doo, Zhu, and Bonk (2023) confirmed that self-directed learning (SDL) plays a critical role in MOOC success. Drawing from 60 independent samples, they found that motivation and self-monitoring had a greater impact on learning outcomes than simply managing time or resources. This aligns with my own experiences: structure and external tools can help, but without intrinsic direction, persistence falters.
Zhu and Bonk (2022) also offer 15 practical strategies for supporting SDL in online learning environments. These include encouraging learners to set personal goals, develop learning plans, reflect on progress, and engage with flexible timelines. These guidelines emphasize learner autonomy while acknowledging the need for instructional scaffolding, particularly valuable for adults navigating self-paced courses without regular instructor interaction. With these strategies in mind, I find myself thinking about the possibility of enrolling in another course in the near future, this time with a clearer understanding of how to sustain my engagement and structure my learning around realistic goals.
In another study, Zhu, Bonk, and Berri (2022) interviewed MOOC learners across different countries. Participants cited a range of motivations: personal curiosity, exam preparation, career development. Those who succeeded tended to engage in consistent behaviors like note-taking, supplementing core materials, and tracking progress. Their stories reflect a broader truth: SDL is not innate. It is cultivated through intentional effort. This reinforces what I mentioned earlier: motivation was often enough to get me started, but sustaining that motivation, especially through competing priorities and long-term demands, proved to be my real challenge.
These findings are timely for anyone revisiting or considering online learning. I had not realized that MOOCs today can offer certificates, micro-credentials, and even academic credit. Knowing this has reshaped how I view their potential. It is not just about content access, it is about building a system that supports follow-through.
As I consider re-engaging with MOOCs, I do so with a more grounded perspective. Motivation matters, but so do structure, reflection, and alignment with one’s personal and professional context. For educators like myself, it is not about finding time, but about designing the conditions where time can be used meaningfully.
I also find myself wondering how MOOCs are being used by older adults, particularly retired individuals or elderly learners who wish to stay sharp and current. This thought makes me think of my own father, who remains intellectually curious and might appreciate the chance to explore subjects at his own pace, in his own time. MOOCs may represent a unique opportunity for lifelong learning in this population—something I would be interested in exploring further.
References
Doo, M. Y., Zhu, M., & Bonk, C. J. (2023). Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis. Distance Education, 44(1), 86–105. https://doi.org/10.1080/01587919.2022.2155618
Zhu, M., & Bonk, C. J. (2022). Guidelines and strategies for fostering and enhancing self-directed online learning. Open Learning: The Journal of Open, Distance and e-Learning. https://doi.org/10.1080/02680513.2022.2141105
Zhu, M., Bonk, C. J., & Berri, S. (2022). Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction. Online Learning, 26(1), 153–173. https://doi.org/10.24059/olj.v26i1.2629
