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Kate Lewis, Manukau Institute of Technology, New ZealandAbstract
This research addressed the importance for educators to develop self-determined learning and empower students to take ownership of their learning in the contemporary educational landscape. Reflections highlighted that there were gaps in understanding and application of self-determined learning among teachers and students, prompting the development of this research, which fostered self-determined learning through a blended learning model that harnessed the potential of collaborative groups. Conducted in an innovative learning environment in a South Auckland school, students were interviewed, observed, and samples of their work were taken. This research explored the implementation and impacts of the blended learning model and collaborative groups, demonstrating reduced dependency on teacher support and enhanced collaborative dispositions among students. It highlighted the importance of ongoing research into self-determined learning and the evolving role of teachers in facilitating it. The findings also highlighted the importance of shared responsibility between teachers and students in fostering self-determined learning. Overall, this research contributed to understanding and improving self-determined learning through carefully structured group interactions, assigned group roles, and reflective practices.
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