Chapter 22: The Learning Contract Process: Scaffolds for Building Social, Self-Directed Learning

The advent of online learning has created a demand for structures to facilitate the construction of knowledge, the formation of learning communities, and the reinforcement of adult learning pedagogies. Therefore, this study investigates the instructional design necessary to develop social, self-directed learning processes in an online course. Educational Leadership master’s students (81 subjects) participated in this 3-phase action research study. Self-directed learning tools, learning styles, meta-cognitive approaches, and specialized content framed the virtual, social learning experience. Using scaffolds to assist with an autonomous group learning process was found to be very successful, increasing student satisfaction and overall learning outcomes.

This article focuses on the online classroom space in which social, self-directed learning scaffolds were used to improve course outcomes, enhance student satisfaction, and extend course impact. Social learning theory emphasizes the import of the contextual social environment and the exchange that occurs between an individual, his or her surroundings, and other people (Berk & Winsler, 1995). Learning is not only tied to the context in which it is embedded, but also to relationships with others. The act of knowing in social learning theory becomes mediated by the competences that are displayed in social communities (Wenger, 2000). Communities have also been found to be contextual in nature, varying from setting to setting involving attitude, thought, and interest.