study of adult learners' self-reported levels of motivation, self-direction, and metacognitive behaviors in online graduate courses
This study sought to address the fundamental disconnect between widely articulated goals of higher education, which include helping students develop motivation and self-direction skills, and the teaching methods commonly used in online courses, which often do not further those goals. Andragogy, the...
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| Online Access: | http://hdl.handle.net/2047/D20316476 |