Abstract:

The main post-pandemic paradigm shift in the educational philosophy of studies in higher education is the student-centered learning paradigm as the basis for all the studies from curriculum creation to its implementation to the study process.

Announced by M. Knowles (1975) and developed by other scientists, self-directed learning competencies are more and more important in the XXI century and especially in online education. Here even more than in a contact students there is a need to know how to organize and manage their learning. In its broadest meaning, “self-directed learning” describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes (Knowles, 1975 , p. 18). So, announced by M. Knowles (1975) and developed by the other scientists (McKain, 2019; Brookfield, 2013; Kazlauskiene at al., 2014; Poceviciene, 2019; etc), self-directed learning competences, are more and more important in XXI century and especially in online education. One of the most valuable features of online education is that students are able to reach the course and study it in any suitable for them time, place and duration, without direct and synchronic contact of educators. On the other hand, it’s obvious that to study independently, even in a distance and in asynchronic way students need to know how to organize and manage their learning and time, how to motivate themselves, etc. In other words, they need self-directed learning competences.

As well, teachers need to know how to develop those skills for the students, how to organize studies for self-directed learners, and how to prepare the qualitative online courses, and what the main philosophical methodological attitudes are needed for developing self-directed learning competencies.

To answer the main research questions such research methods were used: content analysis for theoretical background and the questionnaire of students and educators for the gathering of empirical data.

Empirical research showed that those students who had developed self-directed learning competencies are more successful than others. As well as the educators those who had self-directed competencies overcome all online teaching challenges easier, and those who had experience in online teaching and didactical knowledge and skills how to prepare qualitative online courses were more successful and felt less stress and had fewer problems in online teaching.
Content analysis of theoretical discourse enabled to confirm theoretical background for self-directed learning competencies’ place and relevance studying in a distance. Empirical research showed that those students who had developed self-directed learning competences (for example, such as abilities as time management, self-motivation, self-control etc.) are more successful than others to overcome all the challenges of online learning. As well as the educators – those who had self-directed competencies and knew how to organize and how to develop self-directed competences of their students, overcome all online teaching challenges easier than those who had not.

Keywords:

Self-directed Learning Competencies, Distance Learning, Paradigm Shift in Higher Education.