Strategies for Enhancing Self-Directed Learning in Open Distance and E-Learning (Odel) Contexts
Bibliographic Data
| ID | 22257535 |
|---|---|
| Authors | Mncedisi C Maphalala (0000-0002-1078-1985, University of South Africa), Ntombikayise Nkosi (0000-0002-2715-2456, University of South Africa) |
| Year | 2025 |
| Pages | 1640-1654 |
| Publication date | 2025-07-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | E-Journal of Humanities Arts and Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2720-7722 • E-ISSN: 2720-7722 |
| Publisher | Noyam Publishers (PUBLISHER) |
| DOI | 10.38159/ehass.20256827 |
| OpenAlex | W4412908807 |
| Language | EN |
| References cited | 27 |
The study investigated strategies for enhancing self-directed learning (SDL) in Open Distance and e-learning (ODeL) contexts through a systematic literature review (SLR) adhering to PRISMA protocols. The study analysed peer-reviewed empirical research published from 2014 to 2024, identifying key thematic areas such as learner autonomy, digital literacy, technological tools, and pedagogical approaches that support SDL in ODeL environments. The findings revealed five main themes advancing inclusive access and equal opportunities in education, the effect of SDL on student autonomy, utilising digital tools for transformative education, tackling challenges in ODeL, and developing effective support mechanisms for student success. ODeL is a revolutionary platform for democratising education, offering flexible, accessible, and inclusive pathways for marginalised learners for lifelong learning. Nonetheless, guaranteeing equitable access necessitates overcoming technological barriers, providing digital literacy education, and creating interventions that promote educational fairness. Institutions must implement strategies that improve autonomy and cater to learners’ psychological and practical requirements of learners, nurturing a sense of competence and belonging.The findings highlight the significance of SDL in enabling learners to assume control over their educational experiences, establish personalised objectives, and accomplish them at their own pace. However, obstacles such as motivation, time management, and feelings of isolation persist, particularly in less structured settings.The recommendations propose approaches, including the development of learner-centred pedagogies, enhanced digital infrastructure, and targeted training for educators to equip learners with the skills needed for effective self-directed learning. These strategies aim to improve engagement, academic success, and lifelong learning outcomes in ODeL settings. Keywords: Self-Directed Learning, Open Distance And E-Learning, Digital Literacy, Learner Support, Educational Technology
Autodidacticism · Distance education · Mathematics education · Computer Science · Impact of Technology on Adolescents · Innovative Teaching and Learning Methods · Psychology · Technology-Enhanced Education Studies
The Impact of Covid-19 Pandemic on Education System in Developing Countries
Conceptualizations of Intrinsic Motivation and Self-Determination
Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic
The potential for digital technology to support self-directed learning in formal education of children
Self-directed Learning
A theory of human motivation
Intrinsic and Extrinsic Motivations
Social cohesion and initial teacher education in South Africa
Self-directed learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |