Fostering Autonomous Learning: A Holistic View

By Maliheh Babaee, Si Fan and Heidi Smith.

Published by The International Journal of Pedagogy and Curriculum

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Autonomous learning has been defined from various perspectives such as constructivism, self-determined theory. Review of the literature clarifies that there is not a holistic view of the strategies fostering autonomous learning. Autonomy constitutes the core of learning; therefore, it deserves to be explored more precisely. Some educators are aware of the importance of autonomy in learning, while they do not know how autonomy can be fostered among learners. Autonomous learning provides the opportunity to transform learning from teacher-centered towards student-oriented learning. Although self-assessment, self-regulation, self-access learning ,technology, and implementing e-portfolios are different components and strategies to foster autonomy, these strategies cannot facilitate autonomous learning automatically. Educators are required to transform their traditional role as controllers of learning to facilitators of learning in order to support autonomous learning. Being aware of these strategies contributes learners and educators in this journey. The central foci of this paper include knowing the characteristics of autonomous learners, and in particular reviewing the various components of autonomous learning. Existing literature has been discussing the term autonomy descriptively, rather than focusing on the dominant strategies that foster autonomy. This paper, however, reports a list of the strategies which have considerable potential for enhancing development of autonomy learning.

Keywords: theme: pedagogy and curriculum, Autonomous Learning, Learner Autonomy, Autonomy Strategies

International Journal of Pedagogy and Curriculum, Volume 19, Issue 3, pp.47-55. Article: Print (Spiral Bound). Article: Electronic (PDF File; 313.321KB).

Maliheh Babaee

PhD Student, Faculty of Education, University of Tasmania, Launceston, Tasmania, Australia

Maliheh Babaee has been a university lecturer and syllabus designer. She is studying PhD of education at the University of Tasmania, Australia. Her research interests cover a wide range of academic areas: E-portfolio based learning, TESOL education, technology-enhanced learning, teacher education, and research methodology.

Dr. Si Fan

Lecturer, Education, University of Tasmania, Australia

Dr. Si Fan is a lecturer at the University of Tasmania, Australia. She was awarded her PhD in 2011 (UTAS) and has published a considerable number of publications, including high quality journal articles and book chapters. She has focused her research on the use of Web 2.0 technologies and digital habitats to foster education and learning. She has been involved in a number of research projects, funded externally by Australian government or internally by UTAS. She has sound knowledge in research methodologies and data analysis techniques

Dr. Heidi Smith

Lecturer, Education, University of Tasmania, Australia