1. How do you encourage your students to take responsibility for their learning?

Here are some questions you might consider when responding to my blog question:

 

·          What does taking responsibility for one’s learning mean?

·         How do you implement your approach/philosophy in the classroom?

·         How do your students react to being encouraged to assume more responsibility for their learning?

I have a site that may provide you with some interesting links to adult education theories. I believe that most of our current students are in a transition from being child learners to becoming adult learners.To find out what this means and get some additional ideas for the blog  please visit:  

http://tpanitz.jimdo.com/teaching-sites/adult-eduvation-theories/

Write a comment

Comments: 54
  • #1

    Kahleen (Sunday, 29 March 2009 11:52)

    As part of our involvement in the Campus Leadership phase of CASTL(Carnegie Academy for the Scholarship of Teaching and Learning),
    Illinois State University has focused on the role of student voices inSoTL and on promoting learner autonomy in general, and on the
    connections between these. Several faculty have received grants for local SoTL studies related to learner autonomy (broadly conceptualized).

    We have and continue to host student, faculty and staff conversations about learner autonomy and the notes that come from these. We have the start of a learner autonomy web site with a bibliography and brief reports or web snapshots of the grant work mentioned above
    (http://www.sotl.ilstu.edu/castlAahe/autoWeb.shtml). We welcome suggestions and links for this site. We plan to add a section on adult
    learning with links to Ted's theory page and other links. We will soon also be linking to information about an edited book (due out this summer or early fall (Stylus) titled Sustaining Student Voices in the Scholarship of Teaching and Learning (edited by C. Werder and M. Otis of Western Washington U) with chapters from ISU faculty-student teams and
    teams from other schools in our CASTL theme group. Our LA page, however,is about promoting learner autonomy more generally too--not just through SoTL.

  • #2

    Terry Dolson (Monday, 30 March 2009 14:36)

    One of the terms that comes up a lot in the literature on community-based learning is "self-efficacy." I believe it is related to learner autonomy. Research shows that one of the traits that students who experience CBL develop is "self-efficacy," or the belief that they can accomplish tasks that matter, the ability to act independently and persist to overcome difficulties. I am interested in how we can encourage development of autonomy and self-efficacy particularly in our first year students transitioning from high school.

  • #3

    Rick Hyland (Monday, 06 April 2009 12:04)

    One assumption that is important to consider when looking to Adult Education and Development theories is how one defines "adult."

    For those who teach undergraduates, some might argue that not all of our students are adults. Along that line of reasoning, it may not be possible for all of them to become Self-Directed/autonomous learners.

    But your question is a good one, and if I'm reading it right, it is - how can we help our students transisition through developmental stages such that one potential outcome is is a more autonomous learner?

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