Description

Novice professors representing seven disciplines participated in a year-long course on teaching in higher education that featured online self-directed learning opportunities and regular face-to-face group meetings. This study examined how professional participants in this non-formal self-directed learning (NFSDL) environment made use of self-directed learning activities in the blended face-to-face and online learning professional development course. Online social networking activities were compared to face-to-face engagement, and the amount and type of self-directed learning was examined. We consider whether there is a need to adapt basic theory on formal virtual learning communities to understand self-directed learning and pedagogical practices in non-formal online learning environments.