Self-directed online learning: A theoretical model for understanding elementary teachers' online learning experiences

This study involves an in-depth investigation into elementary teachers' self-directed learning in an online environment. A methodology combining a retrospective think aloud with screen recording technology was used to capture cognitive processes from 15 teachers as they used a professional development website. Resulting think aloud protocols and two additional data sources were analyzed using qualitative methods. Three phases of coding led to a theoretical model describing how teachers use and learn from a professional development website. This research offers a comprehensive model of self-directed online learning. Furthermore, the findings provide insights into how and why teachers use professional development websites.