1. Home

THE STRUCTURE OF INDEPENDENT LEARNING IN HIGHER EDUCATION: STUDENTS’ ATTITUDE

Vilma Žydžiūnaitė, Margarita Teresevičienė, Genutė Gedvilienė

Abstract


The search for self-identity is a key determinant of postmodern society while correlating with the independent learning being conceptualized by the higher education students; it refers their intensions to express the ‘self’ and be identified. Most researchers have studied independent, self-directed, self-regulated and self-managed learning by paying attention to the different aspects covering learning styles, interactions, cognition, emotions, or volition, learning processes, metacognitive control system with the focus on students’ ability to direct, regulate and manage their independent learning. However, there is no research with the intention to explore the structure of the independent learning in higher education. Research results showed that despite perception of the independent learning structure the achievement of its outcomes cannot be ensured.

Keywords


higher education; independent learning; self-directed learning; self-managed; learning; self-regulated learning

Full Text:

PDF

References


Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow, England: Pearson.

Benson, P. (2002). Rethinking the relationship of self-access and autonomy. Self-Access Language Learning, 5( 2): 3-7.

Bolliger D.U., Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1): 103-116.

Bracey, G.W. (2006). Reading Educational research: How to avoid getting statistically snookered. Portsmouth, NH: Heinemann.

Chan, V. (2010). Autonomous Language Learning: The teachers’ perspectives. Teaching in Higher Education, 8(1): 33-54.

Harrison, R. (2000). Learner managed learning: managing to learn or learning to manage? International Journal of Lifelong Education, 19(4): 312-321.

Healey, D. (2007). Theory and research: Autonomy and language learning. In CALL environments: Research, practice and critical issues, eds. J. Egbert and E. Hanson-Smith. Alexandria, VA: TESOL. pp. 377 - 389

Hiemstra, R. (2004). Self-directed learning lexicon. International Journal of Self-Directed Learning, 1(2): 1-6.

Hoban, Sh., Hoban, G. (2004). Self-esteem, self-efficacy and self-directed learning attempting to undo the confusion. International Journal of Self-Directed Learning, 1(2): 7-25.

Lawler, E.E. (1998). Strategies for high performance organisations. San Francisco, CA: Jossey-Bass.

Lizzio, A., Wilson, K. (2006). Enhancing the effectiveness of self-managed learning groups: understanding students’ choices and concerns. Studies in Higher Education, 31(6): 689-703.

Merriam, Sh.B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. In New Directions for Adult and Continuing Education, 89: 3-13. San Francisco, CA: Jossey-Bass Publishers.

O'Hara, S., Bourner, T., Webber, T. (2004). The practice of self-managed action learning. Action Learning: Research and Practice, 1(1): 29-42.

Polit, D.F, Beck, Ch.T., Hungler, B.P. (2001). Essentials of Nursing Research: Methods, Appraisal and Utilisation. Philadelphia: Lippincott.

Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation, eds. M. Boekaerts, P. Pintrich, and M. Zeidner. New York: Academic. pp. 452-502.

Schunk, D.H., Ertmer, P.A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In Handbook of self-regulation, eds. M. Boekaerts, P. Pintrich, and M. Zeidner. New York: Academic. pp. 631–649.

Stockdale, S.L., Brockett, R.G. (2011). Development of the PRO_SDLS: A Measure of Self-Direction in Learning Based on the Personal responsibility Orientation Model. Adult Education Quarterly, 61(2): 161-180.

Paris, S.G., Paris, A.H. (2001). Classroom Applications of Research on Self-Regulated Learning. Educational Psychologist 36(2): 89-101.

Patrick, H., Middleton, M.J. (2002). Turning the Kaleidoscope: What We See When Self-Regulated Learning is Viewed With a Qualitative Lens. Educational Psychologist, 37(1): 27-39.

Roberson, D.N., Merriam, Sh.B.M. (2005). The Self-Directed Learning process of Older, Rural Adults. Adult Education Quarterly, 55(4): 269-287.

Wallace, R.M. (2010). Online Learning in Higher Education: a review of research on interactions among teachers and students. Education, Communication  Information, 3(2): 241-280.

Zeegers, P. (2007). Student learning in higher education: path analysis of academic achievement in science. Higher Education Research  Development, 23(1): 35-56.

Zimmerman, B.J., Schunk, D. (2001). Self-regulated learning and academic achievement. New York: Springer-Verlag.




DOI: https://doi.org/10.17770/sie2014vol1.774

Refbacks

  • There are currently no refbacks.
Rēzeknes Tehnoloģiju akadēmija, 2016 © Atbrīvošanas aleja 115, Rēzekne, Latvija. Tālrunis: 28325368;
Jautājumus un ierosinājumus sūtiet uz helpdesk@rta.lv