Using technology-based interventions to improve students’ self-directed learning and achievement in online postsecondary STEM courses: Evidence from a mixed-methods analysis

To support success in online STEM courses, we developed three strategies to build students’ self-directed learning (SDL), defined to include motivation, metacognition, and applied learning skills. Grounded in evidence and designed for easy integration into learning management systems, the strategies are (1) prompts for students to set goals, plan, and reflect; (2) videos on developing classroom connections, time management, and growth mindset; and (3) structured social support among students. We conducted rapid-cycle evaluations of the strategies with 21 instructors and more than 1,600 students across four broad-access institutions. We found positive, statistically significant impacts on students’ learning strategies and evaluation. Impacts on end-of-course grades were insignificant, but given these estimates and prior evidence from studies conducted in postsecondary settings, Bayesian analyses indicate a 78% probability of a positive impact. Qualitative analyses showed feasible instructor implementation and value to students and illuminated how students used the strategies to develop SDL skills.