Autonomous And Self Directed Learning
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| Author | : Michael K. Ponton |
| Publisher | : Watertree Press |
| Total Pages | : 214 |
| Release | : 2016-02-01 |
| Genre | : |
| ISBN | : 9780991104666 |
For nearly two decades, Professor Michael K. Ponton and Paul B. Carr have formulated discussions of self- directed and autonomous learning by building upon the conceptual frameworks provided by Professors Emeriti Gary Confessore (learner autonomy and conation) and Albert Bandura (social cognitive theory, human agency, and self-efficacy). Using an agentic perspective of personal agency to describe learning, the agent as a learner engages in forethought to adopt goals of personal value and formulate learning plans; reacts to this ideation by enacting plans; reflects upon consequences and outcomes; and uses this acquired information to inform future learning plans. Their work and that with their colleagues has included both theoretical discussions and original research. This edited compendium, primarily consisting of previously published articles, is the result of those efforts.
| Author | : Stewart Hase |
| Publisher | : A&C Black |
| Total Pages | : 224 |
| Release | : 2013-09-26 |
| Genre | : Education |
| ISBN | : 1441191488 |
Heutagogy, or self-determined learning, redefines how we understand learning and provides some exciting opportunities for educators. It is a novel approach to educational practice, drawing on familiar concepts such as constructivism, capability, andragogy and complexity theory. Heutagogy is also supported by a substantial and growing body of neuroscience research. Self-Determined Learning explores how heutagogy was derived, and what this approach to learning involves, drawing on recent research and practical applications. The editors draw together contributions from educators and practitioners in different fields, illustrating how the approach can been used and the benefits its use has produced. The subjects discussed include: the nature of learning, heutagogy in the classroom, flexible curriculum, assessment, e-learning, reflective learning, action learning and research, and heutagogy in professional practice settings.
| Author | : Jill E. Ellingson |
| Publisher | : Taylor & Francis |
| Total Pages | : 359 |
| Release | : 2017-03-27 |
| Genre | : Psychology |
| ISBN | : 1317378261 |
Traditionally, organizations and researchers have focused on learning that occurs through formal training and development programs. However, the realities of today’s workplace suggest that it is difficult, if not impossible, for organizations to rely mainly on formal programs for developing human capital. This volume offers a broad-based treatment of autonomous learning to advance our understanding of learner-driven approaches and how organizations can support them. Contributors in industrial/organizational psychology, management, education, and entrepreneurship bring theoretical perspectives to help us understand autonomous learning and its consequences for individuals and organizations. Chapters consider informal learning, self-directed learning, learning from job challenges, mentoring, Massive Open Online Courses (MOOCs), organizational communities of practice, self-regulation, the role of feedback and errors, and how to capture value from autonomous learning. This book will appeal to scholars, researchers, and practitioners in psychology, management, training and development, and educational psychology.
| Author | : Richard Pemberton |
| Publisher | : Hong Kong University Press |
| Total Pages | : 351 |
| Release | : 1996-06-01 |
| Genre | : Education |
| ISBN | : 9622094074 |
TAKING CONTROL: Autonomy in Language Learning focuses on an area of language learning and teaching that is currently receiving an increasing amount of attention. The book, featuring 18 chapters from key figures around the world in the field of autonomous and self-access language learning, provides insightful coverage of the theoretical issues involved, and represents a significant contribution to research in this area. At the same time, it provides a variety of examples of current practice, in classrooms and self-access centres, at secondary and tertiary levels, and in a number of different cultural contexts. This volume is a timely publication which will be of interest to all those concerned with learner autonomy and self-directed language learning.
| Author | : Brian Morrison |
| Publisher | : |
| Total Pages | : 160 |
| Release | : 2014-03-27 |
| Genre | : Language and languages |
| ISBN | : 9781909783058 |
The Autonomy Approach presents an important departure from the theoretical discussions which underpin the majority of work on learner autonomy. It introduces a practical perspective to self-directed language learning (teachable-learnable activities rooted in principles of learning), which draws on aspects of study skills and strategies as well as a variety of approaches, namely differentiated, individualised, self-directed, self-access and open-access learning.With the Autonomy Approach, emphasis is placed on students being supported in class to learn at their own pace, away from the classroom – in other words, self-directing their own learning. The authors examine and explain the theory behind metacognitive knowledge and skills, and support this with an extensive sequence of activities for the teacher and the learner to use – to help learners take the development of their language learning into their own hands. The activities in this book aim not to teach a language but, rather, to raise awareness of different aspects of language learning, to encourage learners (and teachers) to share, select and try out activities, and to reflect on the effectiveness of what they have tried. The activities are suitable for developing a self-directed learning course or for supplementing an existing course. This book is intended for:• Language teachers and learning advisors.• Trainers involved in professional development.• Materials developers for self-access centres or distance education.The Autonomy Approach contains three distinctive parts which focus in turn on theory, practice and development:Part A offers a detailed breakdown of the philosophy behind the Autonomy Approach. Clear rationales are established for promoting self-directed learning, and teachers are invited to reflect on the benefits of learners taking more responsibility for their own learning.Part B is packed with step-by-step activities to support learners through the development, implementation and modification of an emerging individualised learning plan.Part C promotes a deeper understanding of the Autonomy Approach, and includes strategies to develop professional practice for us, as language learning facilitators, to learn and grow from our own experience.
| Author | : Phil Benson |
| Publisher | : Routledge |
| Total Pages | : 285 |
| Release | : 2014-06-06 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1317888081 |
The topics of autonomy and independence play an increasingly important role in language education. They raise issues such as learners' responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education. This volume offers new insights into the principles of autonomy and independence and the practices associated with them focusing on the area of EFL teaching. The editors' introduction provides the context and outlines the main issues involved in autonomy and independence. Later chapters discuss the social and political implications of autonomy and independence and their effects on educational structures. The consequences for the design of learner-centred materials and methods is discussed, together with an exploration of the practical ways of implementing autonomy and independence in language teaching and learning . Each section of the book opens with an introduction to give structure to the development of ideas and themes, with synopses to highlight salient features in the text and help build upon the material of previous chapters.
| Author | : Ralph G. Brockett |
| Publisher | : Routledge |
| Total Pages | : 286 |
| Release | : 2018-11-13 |
| Genre | : Education |
| ISBN | : 0429854358 |
Originally published in 1991, this book provides the reader with a comprehensive synthesis of developments, issues and practices related to a self-direction in learning. it presents strategies for facilitating self-directed learning as an instructional method and for enhancing learner self-direction as an aspect of adult personality. The idea of self-directed learning is not a new one but has received renewed attention in education circles and has particular significance for the adult education sector.
| Author | : Bruce Morrison |
| Publisher | : Hong Kong University Press |
| Total Pages | : 199 |
| Release | : 2011-10-01 |
| Genre | : Education |
| ISBN | : 9888083643 |
Louise Ho is a Chinese poet from Hong Kong who finds her feet in English. Since her first publications more than thirty years ago, her poetry collected here has been a reflection of the fortunes of the city and its people, their hopes and anxieties, their achievements, crises, dispersals and renewals.
| Author | : Giuseffi, Frank G. |
| Publisher | : IGI Global |
| Total Pages | : 271 |
| Release | : 2017-12-15 |
| Genre | : Education |
| ISBN | : 1522534660 |
Currently, society is becoming increasingly involved in self-directed learning for both intellectual and professional development. As such, it is imperative that both researchers and educational professionals update themselves on the current research on self-directed learning and how it has created a new culture of independence. Emerging Self-Directed Learning Strategies in the Digital Age is a key resource for the latest research on the role of self-directed learning and how it is impacting society, educational professionals, and researchers in their day-to-day work. Featuring broad coverage among a variety of relevant views and themes, such as project based learning (PBL), student goal setting, and self-efficacy theory, this book is ideally designed for educational professionals working in the fields of teacher pedagogy, theory, instructional technology, and adult education, as well as academics and upper-level students looking for innovative research on one-to-one programs and learning analytics.
| Author | : John David Gresham |
| Publisher | : |
| Total Pages | : 221 |
| Release | : 2019 |
| Genre | : |
| ISBN | : 9781392197851 |
As the rapid rate of our society's technological advances increases, how can autonomous, authentic learning develop in the secondary school environment through self-directed learning? This dissertation explores the history, present, and future of self-directed learning and develops a theory that addresses the research question. A review of the literature revealed few documented attempts to provide self-direction in secondary institutions, perhaps because educators do not grasp the potential of self-directed learning to individualize learning at the high school level. Without a significant number of working models from which to draw qualitative data, this dissertation explores self-directed learning for high school students from a theoretical perspective within an arts-based research methodology. Utilizing fiction writing to explore an imagined school-wide self- directed learning program, the research considers the characters—students, parents, teachers, and administrators—and how each experiences various aspects of self-directed learning. This narrative explores the advantages and possible disadvantages of this framework of learning. Through storytelling and connected metacognitive reflections, this dissertation explores the impact of recent research on the changing learning needs and styles of the Millennial, "digital native," and "digital resource conductor" generations. The research reflects that these learners seek more authenticity, autonomy, relevancy, purpose, and meaning in their learning than did previous generations (Margaryan, Littlejohn, & Vojt, 2011; D. G. Oblinger & Oblinger, 2005; Palfrey & Gasner, 2008; Prensky, 2001). The theoretical lens of radical constructivism is utilized, which maintains that individuals learn by comparing new, direct experiences with prior knowledge and understanding (von Glasersfeld, 1995). The research investigates how self- directed learning may support increased individualized, autonomous, and authentic learning for high school students as cognitive needs, learning, and training continue to advance.
