The use of self-directed learning among immigrants to access online educational resources

Abstract

This paper presents a phenomenological study focusing on understanding the experiences of how well-educated immigrants use their self-directed learning (SDL) capacity to access online educational resources to regain economic status. Our framework assumes that highly educated immigrants face accreditation and language barriers. To counteract this situation, immigrants use their self-directed learning capacity to look for and access online learning resources to acquire education including language skills. Using a phenomenology qualitative approach, three immigrants were interviewed to understand how they used their self-directed learning to access educational resources, The finding suggests that immigrants in a host country face challenges such as accreditation and language barriers, which become some of the trigger elements that foster their SDL approach to look for online educational resources. Specific examples of the use of SDL were found during the analysis. Practitioners, government and local support organisations can use the results to provide immigrants access to online educational resources.