LEARNING AUTONOMY: CRUX OF LEARNING

Padmanabha C. H

Abstract


Learning autonomy and autonomous learning a practice are one response to the challenges of the 21st century educational milieu in relation to teaching and learning theories, learning styles, and strategies and approaches that can meet the needs of the modern technology revolution and job opportunities. Learner autonomy focuses first and primarily on a learner-centred approach to learning. In learning autonomy, learners are encouraged to mirror their learning processes and develop a meaningful relation to it. There are three basic pedagogical principles in learning autonomy, viz., learner involvement, learner reflection, and appropriate target and use of language. Learners should develop a capacity for reflection and recognize strategies that help them succeed and develop learner autonomy. Psychological research indicates that autonomous learners have characteristics such as high motivation, self-efficacy, positive attitude, a nature of personality development, curiosity, need for success, and a combination of extrinsic and intrinsic motivation. Vygotsky’s theory is the more capable other’s often a teacher or parent, wants the learner to develop self-regulatory abilities that allow him or her to act intentionally and independently. The more capable other provides the learner with scaffolding consisting of various types of assistance, which can be removed as the learner becomes more self-regulated. It is in this context the present study has been undertaken, keeping the following research questions in mind: Does our education help to develop independent learners and thinkers for the future? Do we find any theoretical base regarding learning autonomy? and How can we achieve learner autonomy?


Full Text:

PDF

References


.David Gardener & Lindsay Miller (1999). Establishing self- Access from theory to practice. Cambridge University Press, The Edinburgh Building, Cambridge, UK.

Soufiane Blidi ( 2017). Collaborative learner autonomy development. Springer Publication.

David Boud (1981). Developing student autonomy in learning. Taylor & Francis Taylor and Francis London & New York Group

David Newby (2012). Insights into the European portfolio for student teachers of Languages (EPOSTL) Cambridge scholars publishing in that chapter Learner autonomy and its implications for the EPOSTL Hanna Komoroska.


Refbacks

  • There are currently no refbacks.