Autonomous learning has been an issue that has been discussed many a time in education. But how can it be achieved to fully benefit from this kind of learning? Let's try a couple of answers to this question.
On the one hand, we have student training. David Little (1) points out that "the efficiency and effectiveness of the autonomous learner means that the knowledge and skills acquired in the classroom can be applied to situations that arise outsidethe classroom." What this implies, according to Little, is that learner autonomy starts in the classroom and then is moved out of it. It also implies that learners must be instructed (trained) to successfully use the "skills acquired" while being in class in learning contexts beyond the classroom.
On the other hand, we must consider the importance of teacher training in this matter. As Thomas F. Patterson, Jr. (2), Extension Associate Professor & Chair at University of Vermont-Burlington says, "An autonomous learner is someone who can manage information to solve problems and use new experiences to make decisions." Yet this learner learns how to "manage information" through teacher guidance and training in class. With the learning experiences undergone in class, the student can then apply his/her learning strategies to make the right "decisions" and overcome his/her learning difficulties.
By having teachers who have been previously trained to help out students with learning needs, trainees can discover their "strongest" learning strategies; pupils can then become autonomous learners. And as Little states in his article on learner autonomy, this implies "student involvement" and "learner reflection." If a student is not self-motivated to take responsibility for his/her own learning, we are ploughing in an arid land; however, if the "soil" is ready for growing learning strategies and skills, the educational "harvest" will be bountiful. If the learner mulls over his/her learning process, his/her best ways of learning can be spotted and used in other contexts.
In conclusion, autonomous learning is a twofold "enterprise." An untrained teacher cannot really help a student willing to take responsibility for his/her learning experiences. An unmotivated student needs to take the next step in his/her learning with the help of instructors. Finding the way to motivate students to be trained can turn out to be fruitful and rewarding.
References (Just click on the link to read article.)
(1) Little, David. http://www.ecml.at/mtp2/ELP_TT/ELP_TT_CDROM/DM_layout/00_10/06/06%20Supplementary%20text.pdf
Saturday, March 06, 2010
Dear Jonathan,
as your comments and the image in your blog clearly show, teaching the language is only a portion of language teaching. It is true that to be able to train the learners teachers themselves need to be aware of teacher strategies. What adds to this complexity is the presence of technology. The usage of technology which leads to higher-level thinking requires an even greater level of autonomy. Otherwise we'll end up doing what the computers tell us to do, instead of vice versa.
Gradual acquisition of strategies is what makes a huge long-term impact on the overall learning. It can be compared to tweaking a function on your computer and seeing the whole system work better afterwards.
We are taking our small steps toward learning more about it.
Good luck with your project and report.
Best regards,
Andreja
Andreja,
thanks for your comments. I couldn't agree less with you when you talk about the complexity of the teaching process if we are moving towards autonomy. If students, with the help of instructors, are able to discover their strategies, "learning" will be fun all the time, and easier.
Jonathan