Abstract
The need for accessible online learning has been in huge demand. Not just in higher education but also among private organisations and institutions. Although the world came to a complete standstill due to the pandemic, learning did not stop and everyone had to rethink fast and ensure learning continues. The need to develop a set of guidelines to aid the creation of online learning which promotes self-directed learning in adult learners is therefore needed to ensure that learners can continue to work independently and still meet the necessary learning outcomes. As organisations are embracing the digital age enforced by the fourth industrial revolution (4IR) and catalysed by the COVID-19 pandemic. Anyone who is engaging in the learning process is expected to complete their learning solely online, however, there is the added expectation that adult learners are self-directed and motivated to complete courses independently (Ferreira et al., 2018).
The study involved two major parts: a systematic review of the literature on self-directed learning and the development of guidelines for online course creation which promotes self-directed learning. Many corporate organisations have now had to adapt to the changing climate. Instructional and learning designers have been highly sought after in these environments to drive online course creation. Blended solutions could not be offered during this interaction and full online solutions had to be offered in order for the learning culture and learning to continue during the pandemic. Now, fast forward, two years after the pandemic, we are left to review, have we done enough to ensure that learners were/are self-directed and able to make sense of learning and successfully finish their online learning or is this set of guidelines useful and needed for future use?