The influence of a fully online postgraduate carousel model course structure on self-directed learning

Abstract

The rise of online learning has underscored the importance of Self-Directed Learning in higher education, particularly in programmes using a carousel delivery model. This study, grounded in the modified Community of Inquiry Framework, explores SDL through the lens of cognitive, social, teaching, and learning presences. A qualitative case study of two established online postgraduate programmes involved interviews with lecturers, teaching assistants, and students. Findings reveal that while the carousel model offers flexibility conducive to SDL, its condensed schedule and structure impede deep learning and hinder SDL development. To address these challenges, the study recommends extending module durations from seven to at least ten weeks to allow for more in-depth learning and reducing cognitive overload. Additional suggestions include implementing personalised learning pathways, manageable workloads, and a comprehensive orientation programme to cultivate SDL skills. Enhancing the use of Learning Management System features through standardised practices among lecturers is also proposed to foster consistent engagement and cognitive presence.