Self-directed learning (SDL) is key to student success online. We foster self-directed learning through four principles of good practice: scaffolded and supported, active and authentic, social and connected, and accessible and inclusive — helping learners take ownership with confidence.
SDL is increasingly vital in higher education, particularly in online programmes where learners must take ownership of their study journey. This reflects the Queen Mary Graduate Attribute Take responsibility — identifying clear personal, study, and career goals, and taking ownership of one’s own growth and development.
Online students often need to balance their independence with structured guidance. Without appropriate support, they may struggle with time management, motivation, and the effective use of digital tools. Research shows that SDL readiness and metacognitive awareness are strong predictors of success (Kim, 2024). Digital literacy also plays a decisive role in shaping their capacity to manage self-directed study, influencing both access and outcomes (Alanoglu, 2025). Supporting students to take responsibility for their learning therefore requires strategies that build digital literacy, foster critical reflection, and sustain motivation.
What we can do to cultivate online self-directed learners
To help online students navigate SDL successfully, the Digital Education Studio promotes four principles of good learning practices: scaffolded and supported, active and authentic, social and connected, accessible and inclusive. Each principle offers practical ways to strengthen self-directed learning.
1. Scaffolded and Supported
Scaffolding helps learners exercise autonomy with greater clarity and confidence, while reflective prompts have been shown to enhance their capacity for self-regulation and persistence in online learning (Rivas et al., 2022). Put this principle into practice by:
- Providing weekly study roadmaps and staged deadlines to guide learners
- Offering exemplars and rubrics to clarify expectations, and embed reflective prompts within learning activities to support self-assessment and ongoing reflection
Read about our work with academics in the Cadmus pilot project to see how these strategies can be effectively put into practice around assessment.
2. Active and Authentic
Authentic tasks connect SDL to meaningful practice, fostering deeper engagement. Learners who engage in real-world applications and reflection tend to demonstrate stronger critical thinking and higher satisfaction with online learning. (Cortázar et al.,2021) Put this principle into practice by:
- Designing case studies or projects that mirror professional problem-solving
- Encouraging reflective journals or blogs to help learners track growth
Explore how Dr Joanna Riddoch Contreras (Blizard) designs authentic online assessments that boost student engagement and skill development.
3. Social and Connected
Autonomy should be balanced with interaction to sustain motivation. Peer and tutor engagement significantly reduce feelings of isolation and improve learners’ capacity to regulate their progress. (Hardt et al., 2022) Put this principle into practice by:
- Facilitating peer review and group projects with clear roles
- Maintaining teacher presence through timely feedback in forum and personalised check-ins
Explore how Dr Spyridon Karageorgos (Blizard) is building vibrant online learning communities through strategies such as forum-based problem solving, peer feedback, mentoring, writing groups and journal clubs to boost student engagement and foster connection.
4. Accessible and Inclusive
Universal Design for Learning (UDL) creates the flexible conditions that empower learners to choose how they engage, access content, and show their understanding. These choices strengthen self-directed learning (SDL) by fostering autonomy, responsibility, and sustained motivation. (Rosa et al., 2025) Put this principle into practice by:
- Providing captions, transcripts, and multiple formats for core materials to improve digital accessibility
- Considering varied assessment modes to enable students to demonstrate their learning outcomes in the best possible means
Explore how Digital Education Studio works with Dentistry in TINALP pilot to engage students through other means during the learning journey.
Beyond online learning
When learning is scaffolded and supported, active and authentic, social and connected, and accessible and inclusive, students are more likely to feel confident in taking ownership of their progress and become self-directed learners. While these practices are particularly valuable in online contexts, they are equally applicable to blended and onsite learning. Ultimately, strengthening SDL prepares our students to graduate with resilience and flexibility, critical engagement and self-responsibility.
References
Alanoglu, M. (2025). The role of digital literacy and online learning readiness in self-directed online learning. Journal of Computing in Higher Education.
Cortázar, C., Nussbaum, M., Harcha, J., Alvares, D., López, F., Goñi, J., & Cabezas, V. (2021). Promoting critical thinking in an online, project-based course. Computers & Human Behavior, 119, 106705.
Hardt, D., Nagler, M., & Rincke, J. (2022). Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic. Labour economics, 78, 102220.
Kim, S. (2024). The effect of metacognition and self-directed learning readiness on learning performance of nursing students in online practice classes during COVID-19. Nursing Open, 11(1), e2093.
Rivas, S. F., Villacís, C., & Pazmiño, J. (2022). Metacognitive strategies and development of critical thinking. Frontiers in Psychology, 13, 913219.
Rosa, N. M., Raftery-Helmer, J. N., Frazier, K. E., Sullivan, C. J., & Baraklilis, E. (2025). Motivational Needs Satisfaction and Universal Design for Learning. Teaching of Psychology, 0(0).