Self-directed learning in collaborative work processes in higher education

Abstract

Self-directed learning requires students to adopt an active role in self-regulating their learning process in processes that include cognition, metacognition and motivation. This study analyses these three dimensions of self-directed learning in a collaborative work process mediated by technologies in the field of higher education. The study includes the results of a qualitative analysis based on a single case study involving 32 students. Information from different sources is analysed: group interaction processes in forums, interviews, and a discussion group. Results show that students value the opportunities presented by collaborative learning, that the autonomy of the group can promote a high-level cognitive exchange, and that this is supported by motivation. It is also evident that teaching roles multiply in self-directed learning processes.