Self-Driven Learning
Case
Study
Self-Driven Learning
Case
Study
Koray Tekin
CODE University
Research Project
2020
Objective
Objective
Objective
This project aims to create a supportive environment that makes self-paced learning more effective and enjoyable by developing a platform to enhance independent learning experiences using principles of positive design.
This project aims to create a supportive environment that makes self-paced learning more effective and enjoyable by developing a platform to enhance independent learning experiences using principles of positive design.
This project aims to create a supportive environment that makes self-paced learning more effective and enjoyable by developing a platform to enhance independent learning experiences using principles of positive design.
Project Background
This research explored a modern learning approach where learners take control of their own education.
Unlike traditional classroom settings, this method emphasizes personal responsibility and independence in learning. Students choose their own goals and path while having access to mentors as resources rather than direct instructors.
Key Elements of the Learning Approach:
Key Elements of the Learning Approach:
Key Elements of the Learning Approach:
Personal Responsibility
#1
Personal Responsibility
#1
Personal Responsibility
#1
Learners manage their own progress
Learners manage their own progress
Learners manage their own progress
Supportive Guidance
#2
Supportive Guidance
#2
Supportive Guidance
#2
Mentors serve as resources rather than traditional teachers
Mentors serve as resources rather than traditional teachers
Mentors serve as resources rather than traditional teachers
Active Participation
#3
Active Participation
#3
Active Participation
#3
Learners set and pursue their own goals
Learners set and pursue their own goals
Learners set and pursue their own goals
Progress Tracking
#4
Progress Tracking
#4
Progress Tracking
#4
Combination of self-reflection and documentation
Combination of self-reflection and documentation
Combination of self-reflection and documentation
Project Roadmap
Research 1 — Initial Research
Research 1 — Initial Research
Research 1 — Initial Research
We began by studying existing research on self-directed learning and how people manage their educational journey, such as Zimmerman’s cycle of self-regulation.
We began by studying existing research on self-directed learning and how people manage their educational journey, such as Zimmerman’s cycle of self-regulation.
We began by studying existing research on self-directed learning and how people manage their educational journey, such as Zimmerman’s cycle of self-regulation.
Research 2 — In-Depth Interviews
Research 2 — In-Depth Interviews
Research 2 — In-Depth Interviews
We conducted detailed interviews with 15 participants, focusing on:
• Personal learning experiences
• Motivation factors
• Support systems
• Progress evaluation methods
We conducted detailed interviews with 15 participants, focusing on:
• Personal learning experiences
• Motivation factors
• Support systems
• Progress evaluation methods
We conducted detailed interviews with 15 participants, focusing on:
• Personal learning experiences
• Motivation factors
• Support systems
• Progress evaluation methods
Research 3 — Pattern Analysis
Research 3 — Pattern Analysis
Research 3 — Pattern Analysis
From these interviews, we identified several key themes:
• Relatedness
• External pressures
• Competence
• Security
• Autonomy
From these interviews, we identified several key themes:
• Relatedness
• External pressures
• Competence
• Security
• Autonomy
From these interviews, we identified several key themes:
• Relatedness
• External pressures
• Competence
• Security
• Autonomy
We used these themes to create a “Structure Tree” that visualizes patterns and connections, enabling us to develop specific hypotheses about factors that support self-driven learning.
We used these themes to create a “Structure Tree” that visualizes patterns and connections, enabling us to develop specific hypotheses about factors that support self-driven learning.
We used these themes to create a “Structure Tree” that visualizes patterns and connections, enabling us to develop specific hypotheses about factors that support self-driven learning.
Using the collected and organized data, we formulated hypotheses based on our findings and categorized them according to the relevant psychological needs.
Using the collected and organized data, we formulated hypotheses based on our findings and categorized them according to the relevant psychological needs.
Using the collected and organized data, we formulated hypotheses based on our findings and categorized them according to the relevant psychological needs.
The Power of Collaboration
We predicted that structured group activities would enhance learning outcomes by:
The Power of Collaboration
We predicted that structured group activities would enhance learning outcomes by:
The Power of Collaboration
We predicted that structured group activities would enhance learning outcomes by:
• Creating natural accountability
• Providing peer support systems
• Establishing organized learning frameworks
• Creating natural accountability
• Providing peer support systems
• Establishing organized learning frameworks
• Creating natural accountability
• Providing peer support systems
• Establishing organized learning frameworks
Real-World Relevance
We theorized that learners would be more engaged when they could:
Real-World Relevance
We theorized that learners would be more engaged when they could:
Real-World Relevance
We theorized that learners would be more engaged when they could:
• See practical applications of their knowledge
• Connect learning material to real-life situations
• Understand the broader context of what they're learning
• See practical applications of their knowledge
• Connect learning material to real-life situations
• Understand the broader context of what they're learning
• See practical applications of their knowledge
• Connect learning material to real-life situations
• Understand the broader context of what they're learning
Community Motivation
We anticipated that learning alongside peers would:
Community Motivation
We anticipated that learning alongside peers would:
Community Motivation
We anticipated that learning alongside peers would:
• Increase consistent participation
• Maintain long-term motivation
• Create a supportive learning environment
• Increase consistent participation
• Maintain long-term motivation
• Create a supportive learning environment
• Increase consistent participation
• Maintain long-term motivation
• Create a supportive learning environment
Research 4 — Daily Learning Journals
Research 4 — Daily Learning Journals
Research 4 — Daily Learning Journals
We implemented a digital diary study to track participants' daily learning experiences. This helped us understand their real-world challenges and successes in a natural setting.
After creating the Journey Map, I developed two distinct User Personas based on the interview data. These personas capture the experiences and needs of working parents, reflecting the common challenges, aspirations, and circumstances they encounter.
After creating the Journey Map, I developed two distinct User Personas based on the interview data. These personas capture the experiences and needs of working parents, reflecting the common challenges, aspirations, and circumstances they encounter.
Research — Key Insights
Research — Key Insights
Research — Key Insights
Community Impact
Community Impact
Community Impact
Learning with others provides structure and emotional support
Learning with others provides structure and emotional support
Learning with others provides structure and emotional support
Practical Application
Practical Application
Practical Application
People learn better when they see real-world applications
People learn better when they see real-world applications
People learn better when they see real-world applications
Independence
Independence
Independence
The ability to set personal goals increases motivation notably
The ability to set personal goals increases motivation notably
The ability to set personal goals increases motivation notably
Safe Learning Environment
Safe Learning Environment
Safe Learning Environment
A supportive atmosphere encourages experimentation and growth
A supportive atmosphere encourages experimentation and growth
A supportive atmosphere encourages experimentation and growth
Design — Peer-2 - A Collaborative Learning Ecosystem
Design — Peer-2 - A Collaborative Learning Ecosystem
Design — Peer-2 - A Collaborative Learning Ecosystem
Based on our extensive research, we developed Peer-2, an innovative platform that transforms how people share knowledge and learn from each other. This platform bridges the gap between those eager to teach and those excited to learn, creating a dynamic community of lifelong learners.
Based on our extensive research, we developed Peer-2, an innovative platform that transforms how people share knowledge and learn from each other. This platform bridges the gap between those eager to teach and those excited to learn, creating a dynamic community of lifelong learners.
Based on our extensive research, we developed Peer-2, an innovative platform that transforms how people share knowledge and learn from each other. This platform bridges the gap between those eager to teach and those excited to learn, creating a dynamic community of lifelong learners.
Skill Marketplace
Skill Marketplace
• Teach skills you're passionate about
• Find new areas of learning that interest you
• Explore diverse topics from arts to technology
• Match with classes based on your level and interests
• Teach skills you're passionate about
• Find new areas of learning that interest you
• Explore diverse topics from arts to technology
• Match with classes based on your level and interests
• Teach skills you're passionate about
• Find new areas of learning that interest you
• Explore diverse topics from arts to technology
• Match with classes based on your level and interests
Smart Learning Experience
Smart Learning Experience
• Real-time feedback mechanisms
• Quality ratings for teaching style
• Engagement level indicators
• Learning atmosphere assessments
• Real-time feedback mechanisms
• Quality ratings for teaching style
• Engagement level indicators
• Learning atmosphere assessments
• Real-time feedback mechanisms
• Quality ratings for teaching style
• Engagement level indicators
• Learning atmosphere assessments
Community-Driven Class Management
• One-click session sharing
• Built-in communication channels
• Community discussion boards
• Progress tracking features
• Structured event calendars
• One-click session sharing
• Built-in communication channels
• Community discussion boards
• Progress tracking features
• Structured event calendars
• One-click session sharing
• Built-in communication channels
• Community discussion boards
• Progress tracking features
• Structured event calendars
Design — User Interface
Design — User Interface
Design — User Interface
// Get in touch with me
// Get in touch with me
// Get in touch with me