The challenge of challenges

One of the recurring themes in my studies has been the tension between structured learning and self-directed learning. The article Optional Embedded Microlearning Challenges: Promoting Self-Directed Learning and Extension in a Higher Education Course (Dennen et al., 2024) explores that tension through a series of optional "tech-flex" challenges that were embedded within a university course. Students were given opportunities to complete short learning activities, earn digital badges, and develop skills beyond the required curriculum.  The researchers observed that although students viewed the challenges positively, participation rates remained low.

What stood out to me was not the finding that participation was low, but rather why it was low. Students consistently cited time and competing priorities as barriers. As someone who spent decades leading teams in casino operations and now in my personal educational quest, I find that reality very familiar. Employees would often express enthusiasm for professional development opportunities, yet participation remained low until they experienced promotion opportunities that were contingent on their attending the training.  The issue was rarely whether people valued learning; it was whether they could justify investing limited time in activities that weren’t directly tied to immediate performance expectations.

This study raised an interesting question about motivation. The researchers found that students were more interested in learning new skills than in earning digital badges. That finding suggests that meaningful learning may be a stronger motivator than rewards alone. In workplace settings, we focus on incentives and recognition programs but this research reminds us that people are often most engaged when they can clearly see how learning helps them solve real problems or improves their capabilities.

I guess my biggest takeaway is that self-directed learning is a critical skill, but it may require more structure and support before learners fully embrace it. Whether in higher education or the workplace, it seems that simply offering learning opportunities is not enough enticement for majority participation.  I’m personally more motivated by the benefit of a challenge than the recognition.  This is evidenced by my strict adherence to my fitness and nutrition apps, although I never view the badges and tier levels I’ve achieved each month.  

As far as a solution to bridging the gap, I’m still unsure.  The only parallel to this that I can think of is the fact that I spoon-fed my daughters their vegetables when they would have never chosen to eat them.  Eventually, I was able to ‘hand over the reigns’ to them, but only after vegetable consumption became their norm (albeit forced) and they better understood the benefits of a balanced diet. 

Reference

Dennen, V.P., Arslan, O., & Bong, J. (2024). Optional embedded microlearning challenges: Promoting self-directed learning and extension in a higher education course. Educational Technology & Society, 27(1), 166-182. https://doi.org/10.30191/ETS.202401_27(1).SP04