| People are self-learning on the Internet and the various eLearning freeware tools of the 21st century diffuses a whole new pedagogy; yet, generational trends from organizations, corporations, and academic institutions minimally show implementation of various blended learning approaches online into their organizational culture and climate. The general issue is the need to problem solve online and determine how the influence of various eLearning freeware tools can be used optimally by adult learners as value added; however, researchers have indicated that eLearning tools are not fully understood or optimally used by educators and learners. The specific problem involves eLearner struggles, which inhibit individual readiness and the motivation to understand web-authoring tools to enhance learning. The purpose of this qualitative multiple case study is to explore the influence of eLearning freeware tools and explain how higher-level learners, in particular those in a doctorate program, develop individual readiness for web-based technologies and selectively chose specific eLearning tools to enhance their own learning by saving time and resources. Three eLearning freeware sources for this study were used to determine learner synthesis, self-learning practices, and web self-efficacy. The eLearning freeware tools included DocuSign(TM) to collect informed consent, Survey Monkey(TM) as a tool to capture a demographic survey response, and PBworks(TM) for conducting online focus groups and data collection. Out of 13 participants from various part of the United States who met the criteria of those in a doctorate program or have completed their doctorate, only one left the group. After three weeks in an asynchronous format online, data collection reached saturation. The data was coded based on the research questions regarding eLearning strategies and practices, eLearning freewares, and perceptions. The facilitated efforts to collect and analyze data online from respondents resulted in emergent themes of the use of informal and discovery learning, application concepts of heutagogy and paragogy, and the identification of motivation and demotivation factors. Future recommendations to extend this study globally and determine implication, practical applications, recommendations to learning institutions and learning organizations, private and public sectors, to gain a better understanding of strengths and challenges in provision of online programs. |
