What Does Independent Learning Look Like?

Based on over one hundred hours of the observed independent learning of university level students, this presentation will introduce a model of naturally occurring thought processing during such learning. It will show how learners move between cognitive, metacognitive, affective, physical and off-task processing as they attempt to learn. These data-driven and defined categories will be unpacked and explained. The interplay between these categories will be illustrated. In our knowledge society, lifelong learning is prevalent and necessary, occurs volitionally and non-volitionally, and increasingly happens without a __teacher__ by our side. Therefore, it follows that educators need to prepare their students for such learning situations. A traditional educational model where control and decisions rest firmly with the educators in all learning contexts would seem at odds with such needs. Through a process of reverse engineering, we can reveal a clearer picture of the reality of independent learning __ how learners currently engage with content to be learned, tasks to be completed without the guiding hand of a teacher. What actually happens? What can learners do well, and where do they stumble? How should we help them? From this new starting point, which mirrors how much of their future learning will unfold, educators can better create teaching and learning opportunities that allow learners to experience, fail, remediate and succeed in autonomous learning. Such educational pedagogy will help to make learning and teaching last, and to graduate students who are ready to effectively and confidently tackle their future learning.

Print this pageShare on LinkedInTweet about this on TwitterShare on Google+Email this to someone

Author Information
Luke Carson, Hiroshima City University, Japan

Paper Information Conference: ACE2014
Stream: Higher education

Added on Monday, January 18th, 2016
The full paper is not available for this title

Posted by amp21