Abstract
In an era of constant innovation and change, the necessity for lifelong learning has surged, positioning self-directed learning (SDL) as a pivotal skill for individual success and relevance. The transition to online education further underscores the need for students to take control of their learning processes and adapt to digital environments. This study explores SDL within online postgraduate programmes utilising a carousel model at a specific university. Grounded in the modified Community of Inquiry Framework, the research employs a qualitative case study approach, drawing on semi-structured interviews with six lecturers, four teaching assistants, and 10 students. Using thematic analysis and ATLAS.ti, five key themes were identified, namely: the influence of course structure on SDL, characteristics of students in relation to SDL, challenges encountered in the course, practices that support SDL and student achievements in their SDL development. The findings show that while the carousel model enhances SDL flexibility, it can hinder deep learning and SDL development due to condensed schedules and heavy workloads. Additionally, the study revealed that students display varying levels of SDL in terms of competencies, preparedness, engagement, motivation, and course expectations. Time constraints, personal challenges, technological obstacles, lack of consistency, and insufficient student orientation were found to hinder SDL. Despite these challenges, the study highlighted significant student successes facilitated by supportive practices. Based on the findings, the study makes several recommendations to enhance SDL in online carousel programmes. Firstly, it proposes a structured model to build students' SDL capacity. Secondly, the study recommends introducing a comprehensive orientation programme. Thirdly, implementing a mandatory self-paced support module is suggested to bolster students' SDL development. In addition, extensive professional development workshops should be conducted for faculty to embed SDL principles in their course designs and pedagogical methods. Moreover, lecturer expectations and processes across the modules require greater consistency. Finally, this research encourages students themselves to actively engage in SDL processes.
Keywords: self-directed learning, carousel model, online learning, higher education, self-leadership