Fostering Student Support and Self-directed Learning in Online Environments: A Qualitative Study of Higher Education Practices

Résumé

The rapid shift to online learning in higher education institutions has underscored the need for effective strategies to support students and promote self-directed learning (SDL) in virtual environments. Benson (2021) emphasizes the importance of designing learning environments that foster learner autonomy, particularly relevant to online education where students often need to manage their own learning processes. Many students who participate in online courses experience frustration and failure due to inadequate preparation for the demanding and isolated learning experience (Kim et al., 2014). However, robust student support systems and SDL provide a foundation for developing personalized systems that empower students to better organize their learning activities and track their progress. This qualitative study employs a phenomenological approach to investigate the relationship between SDL strategies, student support systems, and online learning environments in higher education. Data were collected through semi-structured interviews with a purposive sample of six educators and twelve students from diverse disciplines across multiple institutions. Thematic analysis, guided by Braun and Clarke’s (2006) framework, was utilized to identify recurring patterns within the data. The findings reveal that online environments can enhance student engagement, improve learning outcomes, and foster the autonomy necessary for lifelong learning. Thus, the study revealed a subtlety landscape of online learning which is that: technology as an enabler, not a solution; support structures must be holistic and adaptive; and that autonomy requires careful, intentional pedagogical design. Participants emphasized the importance of designing virtual spaces that promote autonomy while offering necessary support structures.

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