Self-Directed Learning/Internet Support Groups

Owned by Darlene Edgar
Nov 23, 2023
2 min read

  • Herod, L., & Kop, R. (2017). It’s not just about support: Self-directed learning in an online self-help group. International Journal for Self-directed Learning, 14(2), 13-26. https://docs.wixstatic.com/ugd/dfdeaf_491f19d61009452fb51f1ec15c234be4.pdf

     Online Self-Help Groups:

    • Not just for support but also for self-directed learning about medical/psychological issues.

  • Self-Directed Learning (SDL):

    • Individuals take the initiative to diagnose learning needs, locate resources, and develop necessary skills.

    • Related to personal predisposition and environmentally determined.

  • Technology and SDL:

    • Technology, especially open networks, facilitates informal and self-directed learning on a larger scale.

  • Connectivism and Actor Network Theory:

    • Openness of online networks and diversity of participants contribute to self-directed learning.

    • Emphasizes two-way communication, relationship between people, and technology.

  • Social Interactions and SDL:

    • Self-determination theory highlights motivation influenced by social contextual factors.

    • Psychological needs (autonomy, competence, relatedness) contribute to intrinsic motivation.

  • Connecting with Peers:

    • Crucial for those dealing with less-known disorders.

    • Empowering process involves knowledge exchange and sharing experiences.

  • Web 1.0 to Web 2.0 Transition:

    • Shift from consumer to active engagement.

    • Lay expertise and lived experience valued for learning about chronic illness.

  • Symbiotic Relationship:

    • Two-way communication facilitated by social media creates symbiotic relationship between people and technology.

    • Connects, validates, and legitimizes disorders without relying on frontline healthcare providers.

  • Benefits of Online Self-Help Groups:

    • Facilitates knowledge co-construction.

    • Users make decisions on the value of knowledge to the community.

  • Self-Determination Theory in Online Groups:

    • Enhances competence and autonomy.

    • Relatability and anonymity play important roles.

  • Critiques and Concerns:

    • Some participants felt biases and self-interest among members, fearing judgment.

  • Empowerment and SDL:

    • Participants' confidence enhanced.

    • Reported learning and usefulness of resources as moderate to high.

  • Contributors in SDL:

    • Participants contribute rather than just consume in self-directed learning.

  • Social Constructivism:

    • Learners make meaning through interaction, gaining support, understanding, and validation.

  • Study Questions:

    • Role of lived expertise and knowledge building in self-directed learning.

    • Role of social media in informal, online, self-directed learning and knowledge co-construction.

    • Measures to encourage feelings of autonomy, competence, and relatedness in online self-help groups.