Self-Directed Learning/Internet Support Groups

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.