The Strategic Development of Learner Autonomy through Enquiry-Based Learning

Abstract

<jats:p> This paper reports on strategic developments to enhance student learner autonomy skills through the use of enquiry-based learning (EBL) in the design of higher education programmes. The UK's Sheffield Hallam University is a recognized Centre of Excellence in Teaching and Learning (CETL) in the field of developing learner autonomy. Central to the university's learning, teaching and assessment strategy is the conviction that students must become autonomous learners to acquire the skills and knowledge needed for employment, research and continuing professional development. In this context it is imperative that students are increasingly able to manage their own learning, formulate their own lines of enquiry and develop flexible approaches to their studies – the essence of acquiring learner autonomy. It is also important that they can work across discipline boundaries, often in teams, tackling problems that are essentially multidisciplinary. The central theme of this paper is the strategic use of EBL in areas that involve students working together in small groups. </jats:p>

Produsage in a/synchronous learner-led e-learning

“…A produsage approach to pedagogy meshes with*and perhaps necessitates*a shift away from teacher-led learning toward learner-led knowledge building. In such an approach, learners manage their own learning, often working together in collaborative settings (Bramhall et al 2010). Collaborative learning requires robust technology platforms to support interaction and knowledge building (e.g.…”

Students' Attitudes toward a Group Coursework Protocol and Peer Assessment System

“…This is because firms often believe that graduates lack essential employability skills (Hassall et al, 2005;Verzat et al, 2009). Such skills include the ability to communicate effectively and work collaboratively (Allan and Temple, 2000), in ways that enable ongoing professional development (Bramhall et al, 2010). As a result, many of the experiential learning projects designed to link the classroom with the real world (Barr et al, 2005) have relied on summative group coursework.…”

“…The extant literature highlights that group projects can expose students to 'real world' work settings and help them learn to work collaboratively, in diverse self-managing teams (Aggarwal and O'Brien, 2008;Maleki, 2009;Bramhall et al, 2010). Group coursework can also enable students to achieve higher-level learning outcomes (Collier, 1980).…”

“…Additionally, as the intent of group assessment is to develop team-working capabilities that prepare students for the professional world (e.g. Allan and Temple, 2000;Bramhall et al, 2010;Maleki, 2009), the scope for anonymous evaluation is important. This is because anonymous evaluation provides individuals with feedback on their behaviour (as perceived by others) and allows team members to comment on that behaviour with impunity (Strong and Anderson, 1990), without resorting to reciprocity (Magin, 2001) or developing negative attitudes (Cheng and Warren, 1997 (Strong and Anderson, 1990), it is unclear whether confidential methods might result in evaluations that more accurately reflect student experience of dealing with individual team members as well as their own behaviour.…”

“…Educators have also devised pedagogic strategies to help higher education students become independent learners within small teams, so that they can develop the knowledge and skills required for the world of work and for ongoing professional development (Bramhall et al, 2010). Yet, higher education students are still criticised for their weak teamwork and interpersonal skills (Verzat et al, 2009), despite research results which suggest students' self-reported confidence in their teamwork skills (Krassadaki et al, 2014).…”