Personalised Approach to Learner Autonomy

  1. Lookup NU author(s)
  2. Chandra Vemury
  3. Marie Devlin
Author(s)Vemury C, Devlin M
Editor(s)Kestell, C., Grainger, S., Cheung, J.
Publication type Conference Proceedings (inc. Abstract)
Conference NameProceedings of the 20th Annual Conference for the Australasian Association for Engineering Education
Conference LocationUniversity of Adelaide, Adelaide, Australia
Year of Conference2009
Date6-9 December 2009
Volume
Pages150-157
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This paper attempts to address some of the issues that exist in achieving learner autonomy in large learner group settings. As suggested by Grow (1991,1996), the ability to self-direct one’s own learning is a function of number of factors such as familial and genetic conditions and individual personality traits such as persistence. An institution has to have an understanding of the factors affecting each learner in order to generate resources to help the learner become self-directed. The problem becomes more difficult when an institution intends to create an environment of self-directed learning among a large group of learners. Raya and Fernandez (2002) suggested that in order to become autonomous each learner needs guidance in that goal. This can only be achieved if there is greater understanding of the learner’s personal circumstances and context (Bishop, 2006). The personalised bond with the learner may then be extended by inviting them to participate in structuring the layout of their course as discussed by Devlin et al (2008).
PublisherAustralasian Association for Engineering Education
URLhttp://www.aaee.com.au/
NotesConference theme: Engineering the Curriculum.