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Design/Approach/Methods: Use surveys, interviews, focus groups, and content analyses, shifting from open educational resources and OpenCourseWare toward learning from MOOCs, supported by a database of 3,000+ MOOC instructors. 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Bonk  Indiana University  \nECNU Review of Education 2024, Vol. 7(2) 406–419 © The Author(s) 2023 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231169795](DOI: 10.1177/20965311231169795)[ ](DOI: 10.1177/20965311231169795)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nMeina Zhu (朱美娜)  \nWayne State University  \nAbstract  \nPurpose: We describe a series of more than a dozen studies on self-directed online learning spanning over a decade.  \nDesign/Approach/Methods: We incorporated surveys, interviews, focus groups, and content analyses into these research studies, which initially targeted the goals, motivations, and challenges of learners using open educational resources and OpenCourseWare and then focused on learning from massive open online courses (MOOCs). This research accelerated after creating a database of over 3,000 MOOC instructors, through which we explored cultural sensitivity and personalization practices in MOOCs as well as instructional design considerations and challenges, MOOC instructor professional development and career development, instructor motivation and engagement, and student and instructor perceptions of self-directed learning.  \nFindings: This study reveals that self-directed online learners (SDOLs) seek learning environments offering freedom, choice, control, and a sense of autonomy and that both learners and instructors have intrinsic motivation for engaging in open online learning environments. Originality/Value: Based on this research with both MOOC instructors and MOOC learners, we offer instructional design guidelines to address SDOLs’ needs and assist in efforts to foster a new generation of SDOLs.  \nCorresponding author:  \nCurtis J. Bonk, School of Education, Indiana University, 201 N. Rose Avenue, Bloomington, IN 47401, USA. Email: [cjbonk@indiana.edu](cjbonk@indiana.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nMOOCs, motivation, online learning, self-directed learning, self-management, self-monitoring Date received: 27 May 2022; revised: 24 November 2022; accepted: 1 March 2023  \nLocating the trailhead  \nFor approximately a decade, we have jointly pursued self-directed online learners (SDOLs), asking what their goals and motivations are. What are their experiences, challenges, and barriers? What are their learning and resource preferences? How can resources, tools, and courses be designed to meet students’ highly diverse learning needs? Ultimately, we aim to document life changes from selfdirected online learning endeavors, such as finishing college, obtaining a promotion, or a new job. Basically, we keep asking what is going on in the world of SDOL as it dramatically shiftsand expands right under our eyes and within our fingertips.  \nMany waves of learning technology innovations and advancements (Bonk & Wiley, 2020; Martin et al., 2020a, 2020b), including the creation of myriad forms of open online resources, have elevated the possibilities for self-directed learning (SDL) across disciplines and all aspects of life while rotating preferred learning activities from formal to informal ones. SDL has been refined over the past few decades (Brookfield, 2013) . Sze-Yeng and Hussian (2010, p. 1913) view it as “a learner’s autonomous ability to manage his or her own learning process, by perceiving oneself as ","cbCaio2yaQau6xBf","https://ap.wps.com/l/cbCaio2yaQau6xBf","pdf",394925,14,"English","# Locating the trailhead\n## Understanding SDOL goals and motivations\n## Preferences, challenges, and resource design\n# Retracing one’s steps","[{\"question\":\"What does the research focus on regarding self-directed online learners?\",\"answer\":\"It investigates learners’ goals, motivations, experiences, challenges, and barriers, along with their resource and learning preferences.\"},{\"question\":\"What methods were used across the studies?\",\"answer\":\"The studies used surveys, interviews, focus groups, and content analyses, initially centered on open resources and OpenCourseWare and later on MOOCs.\"},{\"question\":\"What main needs and motivations do self-directed online learners seek?\",\"answer\":\"Self-directed online learners seek environments with freedom, choice, control, and autonomy, and both learners and instructors demonstrate intrinsic motivation to engage in open online learning.\"}]","On the Trail of Self-Directed Online Learners - Instructional design guidelines for SDOLs | PDF",1792092744,35]