Innovative Instructional Models: Leveraging Independent Study in Online Information Ecosystems

Sinaga, Dameria (2025) Innovative Instructional Models: Leveraging Independent Study in Online Information Ecosystems. Journal of Information Systems Engineering and Management, 10 (9). pp. 170-187. ISSN 2468-4376

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Abstract

Introduction: Digital transformation in higher education has opened new opportunities to design and deliver instructional content through online information ecosystems. However, effectively fostering autonomous and deep learning in these virtual environments remains challenging, with many courses failing to leverage self-directed study strategies to their fullest potential. Objectives: This study explores the efficacy of independent study strategies within online information ecosystems to address the growing demand for flexible, learner-centered instruction. Methods: Building on self-regulated learning and digital pedagogy theories, we employed a mixed-methods research design involving two cohorts of undergraduate students enrolled in fully online courses. Quantitative data gathered through standardized surveys captured learner autonomy, motivation, and achievement shifts over 12 weeks. Qualitative insights were gleaned from focus group discussions and reflective journals, revealing increased self-efficacy, goal-setting, and metacognitive awareness patterns. Results indicate that leveraging targeted instructional models emphasizing self-directed modules, interactive digital tools, and ongoing formative feedback fosters enhanced learner independence and engagement. In addition, students reported improved digital literacy skills and a heightened sense of ownership over their learning process. Conclusions: These findings contribute to the theoretical discourse on the significance of autonomy-supportive pedagogical frameworks in online settings and offer practical implications for instructional designers, educators, and policymakers looking to implement or refine technology-driven curricula. While the study underscores the potential of innovative instructional models to promote independent learning, it also acknowledges constraints related to sample size and institutional context. Future research should explore longitudinal impacts, cross-institutional comparisons, and variations in learner demographics to deepen understanding and strengthen the evidence base for self-directed learning in digital information ecosystems. Keywords: Independent Learning, Online Information Systems, Innovative Instructional Models, Digital Pedagogy.

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