Interpretations of independent learning in further education

Abstract

Independent learning and independent learning strategies are at present significant topics in educational research. The bulk of this research deals with independent learning in junior and higher education with little based upon the further education sector. The focus of this article is the interpretation of independent learning by 16-to 19-year-old students at a further education tertiary college. This article reports the interpretations of students of independent learning and offers explanations and reasons for these interpretations that exist in academic and vocational students. The research used a case study methodology employing a mixture of questionnaires and interviews. Data collected from staff interviews were used to structure a student focus group, whilst data collected from the student questionnaire were used to structure the staff questionnaire in both cases allowing feedback and the cross analysis of data between staff and students.

Learner Autonomy as a Factor of the Learning Process in Distance Education

“…A number of researchers have tried to define learner autonomy, resulting in inter-related definitions (Broad, 2006;Macaskill & Denovan, 2011). According to Betts (2004), the autonomous learner is an independent and life-long learner, while Benson (2001) sees learning autonomy as the learners' ability to assume control of their own learning.…”

An Investigation into Independent Learning Using the Cambridge Latin Course Independent Learning Manual with Year 9 Students

“…Independent learning does not have a universally agreed definition (Broad, 2006). Accordingly there are problems with implementing independent learning into lessons as there is no set guideline for what an independent learning lesson should look like.…”

“…As mentioned above, it is widely agreed that students must first learn certain skills in order for independent learning to be successful (Broad, 2006;Knight and Tate, 1996;Meyer et al, 2008;Rogers, 2013 Most practitioners of independent learning are agreed that for any sort of self-directed learning to occur, a student must have an end point or target in mind…”

Independent Learning And Reflective Thinking Of The Future Teachers

“…Came from the constructivist learning theory, the concept of independent learning is not new, but is it one on which there is a surprising lack of consensus as to what it means (Broad, 2006). There are a number of different terms used to describe independent learning, such as selfregulated learning (Schunk & Zimmerman, 1994;Pintrich, 2000), self-directed learning (Korotov, 1992), learning to learn (Black et al, 2006), student-centred learning (Black, 2007), self-learning (Mok & Chen, 2001), self-access learning (Chia, 2005) etc.…”

“…This allows students to become active participants in their own learning process. In short, confusion exists due to the number of terms and possible interpretation of those terms (Broad, 2006).…”