Facilitating and Understanding Autonomy in Adult Learners

Abstract

Confessore (1992) proposed that desire, initiative, resourcefulness and persistence are critical factors for understanding why adults engage in independent and self‐directed learning endeavors. A series of four studies identified the conative factors associated with each construct through the development of a conceptual model that provides a framework for understanding autonomous learning. It is proposed that these constructs are embedded in the larger construct of learner autonomy. A learner who can exhibit personal autonomy will exhibit all of the identified behaviors identified as characteristic behaviors of autonomous learning. The series of four studies (desire, resourcefulness, initiative, and persistence) individually produced valid and reliable instruments, and ultimately produced a single instrument, The Learner Autonomy Profile, that quantifies an individual's intentions to engage in autonomous learning endeavors.

The Importance of Course Design on Classroom Performance of Marketing Students

“…Active course design, in all its forms, incorporates increased student involvement and engagement in the classroom, whereas passive designs are more instructor centered. Active course designs are based on the assumption that an active learner, or one who is more engaged in the learning process, learns much more effectively than a passive learner and active learning experiences are more intense and permanent than the passive experiences of a traditional lecture-style course (e.g., Derrick and Carr 2003;Hargrove 2003;Kolb 1983;Orsmond and Stiles 2002). Active learning means students learn by doing something, rather than by sitting and passively listening (Wolfe 2006).…”

Student retention in higher education: the role of creativity, emotional intelligence and learner autonomy

“…Each person is unique and his [or her] actions spring from a highly individualized and complex interaction of personal and social factors” (p. 80). According to Houle, behind any decision to learn something new lies a complex network of motives, interests and values, and behind them, yet another layer of complex interlinked factors (Derrick and Carr, 2003). This study seeks to expand understanding of these factors.…”

Beyond Expectations: Autonomy and the Iranian Postgraduate Students in Malaysian Public Universities

“…One of the much discussed issues in educational context worldwide is the role of autonomy in enhancing learners learning experiences and academic performance (Derrick & Carr, 2003;Scharle and Szabό, 2000;Suharmanto, 2003). Its importance has made it to be seen as a global educational goal, especially in higher education settings (Aoki & Smith, 1999;Benson & Huang, 2008;Ponton & Hall, 2003;Crome et al, 2011).…”