1. Senior Lecturer, Department of Sociology, De La Salle University, Manila, Philippines.

*             Correspondence: rbsoriano@dlsu.edu.ph

Keywords: teacher-led online learning, self-directed learning, social development, children, online education, blended learning

1. INTRODUCTION

The advent of digital technologies has significantly transformed the educational landscape, introducing new modalities of learning that extend beyond traditional classroom settings. Online learning, encompassing both teacher-led and self-directed approaches, has become increasingly prevalent, especially in the context of global events such as the COVID-19 pandemic, which necessitated widespread adoption of remote education [1]. This shift has prompted educators and researchers to examine the implications of these learning models on various aspects of child development, particularly social development. Teacher-led online learning refers to a structured educational approach where instructors guide students through lessons, discussions, and collaborative activities via digital platforms. This model aims to replicate the interactive dynamics of a traditional classroom, fostering real-time communication and peer interactions [2]. Research indicates that such structured environments can enhance children’s social skills by providing opportunities for collaborative problem-solving, group discussions, and peer feedback [3]. Moreover, teacher-led online learning often incorporates synchronous sessions, allowing for immediate interaction and support. These interactions are crucial for developing communication skills, empathy, and teamwork, which are foundational components of social development [4]. However, challenges such as technological barriers and the need for digital literacy can impact the effectiveness of this model, potentially hindering social engagement [5]. In contrast, self-directed learning emphasizes learner autonomy, where students take initiative in their learning process, setting goals, selecting resources, and evaluating their progress [6]. This approach is facilitated by digital tools that provide access to a vast array of information and learning materials, allowing students to pursue interests at their own pace. While self-directed learning promotes independence and intrinsic motivation, its impact on social development is a subject of ongoing research. Some studies suggest that the solitary nature of this learning model may limit opportunities for social interactions, potentially affecting the development of social skills [7]. However, other research highlights that when combined with collaborative online platforms, self-directed learning can still support social engagement through virtual communities and peer interactions [8]. Comparing the social developmental outcomes of teacher-led and self-directed online learning involves examining various dimensions, including communication skills, teamwork, and emotional intelligence. Teacher-led environments typically provide structured opportunities for students to engage in social interactions, which are essential for developing interpersonal skills [9]. In contrast, self-directed learning environments may require students to seek out social interactions independently, which can be challenging for some learners [10]. Furthermore, the role of educators in facilitating social development within these models is critical. In teacher-led learning, instructors can actively promote social skills through guided activities and feedback. In self-directed learning, educators may need to design learning experiences that encourage social interaction, such as collaborative projects or discussion forums [11]. Despite the growing prevalence of online learning, there is limited understanding of how different digital learning modalities—specifically teacher-led versus self-directed learning—affect children’s social development. While teacher-led online learning emphasizes structured interactions and guided social engagement, self-directed learning prioritizes autonomy, potentially limiting peer interaction [12]. The lack of clarity on the social implications of these approaches presents a significant challenge for educators, policymakers, and curriculum designers who seek to balance academic achievement with the development of essential social competencies such as communication, empathy, and collaboration. Furthermore, the rapid adoption of online learning during crises, such as the COVID-19 pandemic, has highlighted gaps in educational strategies that effectively foster both academic and social growth in children [13]. This study addresses these gaps by systematically examining the effects of teacher-led and self-directed online learning on children’s social development. Understanding the effects of different online learning models on children’s social development has significant implications for educational practice. It informs decisions regarding curriculum design, instructional strategies, and the integration of technology in education. For instance, incorporating elements of both teacher-led and self-directed learning can create a balanced approach that supports both academic achievement and social development [14]. Moreover, this understanding can guide policy decisions related to online education, ensuring that programs are designed to foster not only academic skills but also essential social competencies. As digital learning continues to evolve, ongoing research is necessary to assess its impact on various aspects of child development and to adapt educational practices accordingly. The primary aim of this study is to examine and compare the effects of teacher-led online learning and self-directed learning on children’s social development.

2. LITERATURE REVIEW

The proliferation of online learning has transformed the educational landscape, offering diverse modes of instruction that extend beyond traditional classrooms. Two primary approaches dominate the online learning environment: teacher-led online learning, characterized by structured, instructor-guided sessions, and self-directed learning, where learners independently manage their educational activities [15]. Understanding the impact of these approaches on children’s social development—encompassing communication, collaboration, empathy, and emotional intelligence—is crucial, as social skills are foundational for academic success and overall well-being [16]. This literature review synthesizes existing research to examine how these two learning modalities influence children’s social development, highlighting key findings, gaps, and theoretical perspectives. Teacher-led online learning emphasizes structured instruction, synchronous interaction, and guided activities, simulating aspects of traditional classroom learning in digital environments. Research indicates that teacher-led online learning can positively influence children’s social development through several mechanisms:

• Structured Interaction: Teacher-guided online sessions provide opportunities for real-time communication and collaborative problem-solving, which support the development of social skills. An author [4] found that students participating in teacher-led online classrooms demonstrated higher levels of peer collaboration and improved communication abilities compared to peers in less structured environments.
• Peer Collaboration: Structured group activities, discussion forums, and collaborative projects foster teamwork and conflict resolution skills. An author [11] highlight that teacher-led online learning allows instructors to scaffold interactions, ensuring equitable participation and reinforcing positive social behaviors.
• Emotional and Social Guidance: Instructors can monitor student engagement and provide feedback on social interactions, which helps develop empathy, emotional regulation, and social awareness [17]. By modeling appropriate social behavior and guiding interactions, teachers help children internalize effective communication and collaboration strategies.

However, some studies note challenges associated with this model. An author [18] emphasizes that technological barriers, such as unstable internet connections or insufficient digital literacy, can impede meaningful interactions, potentially reducing the social benefits of teacher-led online learning.

3. SELF-DIRECTED LEARNING AND SOCIAL DEVELOPMENT

Self-directed learning (SDL) focuses on learner autonomy, allowing children to manage their goals, select resources, and monitor their own progress [19]. While SDL promotes independence and intrinsic motivation, its effects on social development are more complex:

• Autonomy and Independence: SDL encourages problem-solving, decision-making, and critical thinking, which are valuable cognitive and personal skills. An author [20] notes that self-directed learners often develop stronger self-regulation, which indirectly supports social functioning by fostering confidence and resilience.
• Limited Peer Interaction: A common critique of SDL is its solitary nature, which can limit opportunities for collaborative learning and peer engagement. An author [8] highlight that without structured social interactions, learners may miss important experiences for developing empathy, communication, and teamwork skills.
• Online Communities as Social Platforms: Recent research suggests that SDL can still support social development if it incorporates collaborative tools such as forums, discussion boards, and virtual learning communities [21]. These platforms allow learners to engage socially while maintaining autonomy over their learning processes.

Overall, SDL has significant benefits for autonomy and self-motivation but may require intentional design to foster social skills development, particularly for younger learners who are still acquiring foundational social competencies.

4. COMPARATIVE STUDIES ON TEACHER-LED VS. SELF-DIRECTED LEARNING

Several studies have compared teacher-led and self-directed online learning regarding social development outcomes:

• An author [4] conducted a quasi-experimental study comparing 120 students in teacher-led and SDL environments. Their findings indicate that students in teacher-led environments showed higher engagement in peer discussions and collaborative problem-solving, while SDL participants exhibited stronger independent learning skills but lower levels of social interaction.
• Aan author [1] suggests that combining teacher-led guidance with SDL elements—such as allowing students to pursue independent projects within a structured framework—can maximize both social and academic outcomes.
• An author [18] sociocultural theory emphasizes that learning is inherently social; thus, environments that promote interaction with peers and instructors are crucial for developing higher-order social and cognitive skills. In this context, teacher-led learning aligns more closely with Vygotsky’s principles, although SDL can complement this by fostering autonomy and self-regulation.

Existing literature suggests that teacher-led online learning is generally more effective in fostering structured social interactions and peer engagement, while self-directed learning promotes autonomy, independence, and self-regulation. Both modalities offer distinct advantages, but their impact on social development varies depending on the degree of interaction and guidance provided. There is a clear need for research that systematically compares these approaches in child populations and explores how online learning environments can be designed to promote both academic and social competencies.

5. IMPLICATIONS

5.1 Implications for Educational Practice

The findings from the literature suggest that both teacher-led and self-directed online learning models have distinct advantages and limitations in promoting children’s social development. For educators, this highlights the need to carefully design online learning experiences that balance structured interaction with opportunities for learner autonomy. Teacher-led approaches can be strategically used to foster collaborative skills, guided discussions, and social engagement, particularly for younger children who may require more scaffolding to develop interpersonal skills [4,11]. Conversely, self-directed learning can be employed to cultivate independent problem-solving, intrinsic motivation, and self-regulation, but should be complemented with collaborative projects or online forums to mitigate potential social isolation [1,13]. In practice, this suggests a blended approach may be most effective, where students engage in teacher-guided activities to build social skills while also having opportunities for self-directed projects that foster autonomy. Curriculum designers can integrate collaborative digital tools, such as discussion boards, peer review systems, and group assignments, to enhance interaction in self-directed contexts, thereby promoting holistic development.

5.2 Implications for Policy and Educational Leadership

Policy makers and educational leaders can draw from these findings to create guidelines and frameworks for online learning that prioritize both academic and social outcomes. For instance, professional development programs for teachers should include training on online facilitation strategies, scaffolding social interactions, and supporting self-directed learning skills in children. Policies may also incentivize the integration of digital platforms that encourage peer collaboration and communication skills, ensuring that children’s social development is not overlooked in virtual learning contexts. Additionally, equity considerations are crucial, as not all children have equal access to digital tools and reliable internet connections. Ensuring equitable access to both synchronous and asynchronous learning platforms is necessary to support social development opportunities across diverse student populations [17].

5.3 Implications for Theory and Research

The comparison of teacher-led and self-directed online learning highlights the importance of integrating sociocultural and self-determination theories in understanding children’s social development in digital contexts. An author [14] emphasis on guided interaction and [4] focus on autonomy provide complementary perspectives for designing effective online learning experiences. Researchers are encouraged to explore hybrid models that combine structured guidance with learner autonomy to optimize social and academic outcomes. Moreover, the literature reveals a need for more empirical studies focused on younger children, particularly longitudinal research assessing how different online learning models impact social skills over time. Investigating variables such as age, developmental stage, digital literacy, and socio-emotional support can further refine our understanding of best practices for online learning that promotes holistic development.

5.4 Implications for Parents and Caregivers

Parents and caregivers play a critical role in facilitating social development in online learning contexts. Understanding that teacher-led learning supports structured social interactions while self-directed learning encourages independence, parents can actively support children’s engagement in both modalities. For example, they can monitor online group activities, encourage reflection on social interactions, and facilitate opportunities for peer collaboration outside the digital classroom [18].

6. CONCLUSION

The rapid integration of online learning into children’s education has highlighted the need to understand its effects on social development, a critical component of holistic child growth. This study has examined the distinctions between teacher-led online learning and self-directed learning, emphasizing their respective influences on communication skills, teamwork, empathy, and emotional intelligence. Teacher-led online learning, characterized by structured guidance and synchronous interactions, provides ample opportunities for peer collaboration and social engagement, fostering essential interpersonal skills. Conversely, self-directed learning emphasizes autonomy, intrinsic motivation, and self-regulation, which contribute to independence but may limit structured social interaction unless complemented by collaborative digital platforms. The literature indicates that neither model is universally superior; rather, each supports different aspects of social and cognitive development. Teacher-led approaches are particularly beneficial for developing social competencies in younger children or those requiring more guidance, while self-directed learning strengthens autonomy and self-management skills. The integration of both approaches, through blended or hybrid learning models, appears to offer the most balanced pathway, enabling children to cultivate both social and independent learning skills. Furthermore, the findings underscore the importance of intentional educational design, teacher training, and parental involvement to maximize social development in digital learning environments. Policymakers and educators should ensure equitable access to digital resources, scaffold social interactions, and encourage reflective and collaborative activities that support peer engagement. In conclusion, the effects of online learning on children’s social development are multifaceted, with structured guidance and learner autonomy offering complementary benefits. Future research should continue to explore how these modalities can be effectively combined and tailored to different age groups, developmental stages, and learning contexts, ensuring that online education nurtures both academic and social growth. By strategically leveraging teacher-led and self-directed approaches, educators can create online learning environments that foster holistic development, preparing children not only for academic success but also for meaningful social participation in an increasingly digital world.

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