Preferencje uczących się wobec czynności nauczyciela wspierających autonomię w opanowywaniu wiedzy i umiejętności

Anna Studenska

doi:10.31261/CHOWANNA.2021.56.01

Published: 2021-06-29

No. 1(56) (2021)

Students’ Preferences Towards Fostering Their Learning Autonomy by Teachers

Anna Studenska

Section: Studia i eseje

https://doi.org/10.31261/CHOWANNA.2021.56.01

Abstract

Assisting students in the process of becoming independent learners is regarded as one of the goals of education. Achieving this goal has currently become more urgent because of the increasing amount of available information. Moreover, the COVID-19 pandemic has made common the usage of remote education, which often demands more independent decisions concerning the acquisition of skills and knowledge on the part of the learner than in the classes where the teacher is in person available for students. Research shows that people differ in their preferences for situations which demand making independent decisions from them. Also, there are also a few instruments which allow to measure learners’ preferences for the teacher’s activities aimed at increasing the learning autonomy of class participants. For this reason, the aim of this study has been to investigate students’ preferences as regards the fostering of their learning autonomy by teachers. Fostering Learner Independence Inventory was constructed for the purpose of the research. Data was gathered in 2019 and 2020 among 137 and 87 university students respectively. The results have shown that out of the analyzed teachers’ activities aimed at fostering learners’ autonomy the ones most preferred by the students who participated in the research were listening to class participants and providing them with the opportunity to express their opinions. The results from the two research groups show a significant increase in the data gathered in 2021 in comparison to the data from 2019 in the respondents’ preferences for the teacher’s messages expressing their understanding of students’ experiences of difficulties in learning and motivating them to study. Practical conclusions from the research results have been drawn.

Keywords:

fostering learning autonomy , preferences towards fostering learning autonomy , learning autonomy

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Studenska, A. (2021). Students’ Preferences Towards Fostering Their Learning Autonomy by Teachers. Chowanna, (1(56), 1–28. https://doi.org/10.31261/CHOWANNA.2021.56.01

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No. 1(56) (2021)
Published: 2022-12-22

ISSN: 0137-706X

eISSN: 2353-9682

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

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Students’ Preferences Towards Fostering Their Learning Autonomy by Teachers

Abstract

Keywords:

Anna Studenska

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