Self-directed learning is an essential skill to be acquired for the promotion of life-long learning. In this study, a socio- constructivist learning environment was designed for an Instructional Design and Development module to facilitate self-directed learning within a higher education setting. The course supported a student-centred and self-directed approach, integrating technological, pedagogical and content knowledge. Findings from interviews, online document analysis and observation provided evidence that self-directed learning was empowered through learning tasks that support constructivist collaboration in both physical and virtual learning spaces. The participants inquired new skills, knowledge and attitude through self-directed learning in a blended learning environment. Web technology platforms such as Moodle online discussion forums, Google Docs and Wikispaces empowered self-directed learning among the adult participants. The processes and conditions that facilitate self- directed learning are discussed in this paper. ? 2010 Published by Elsevier Ltd.
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