This paper presents a study that was conducted to explore the effectiveness of conducting self-directed learning (SDL) in a blended and self-directed group learning environment to motivate learners to learn by themselves. Many of our learners tend to be extrinsically motivated by the attainment of course credits, and that often results in poor participation and completion rate for topics delivered through SDL. With the implementation of SDL in a blended and self-directed group learning environment, we hope to tap on a different set of motivation that is proposed in the self-determination theory to encourage learners to participate and complete the SDL topics presented to them. The study gathered perceptions and opinions of learners on their SDL experiences in the blended and self-directed group learning environment. We analyzed to see if their needs for competence, autonomy, and relatedness could be met and whether the initial exposure of SDL in the blended and self-directed group learning environment could help them become more independent to self-direct their learning in more advanced topics. Initial results found that participation and completion rate for this SDL implementation was encouraging. Most learners reported that they faced less stress and found it easier to clarify doubts they had had the option to interact with other learners face-to-face.
