Relevant bibliographies by topics / Learner autonomy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learner autonomy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Learner autonomy"

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Diao, Li Jing. "On Relationship between Teacher Autonomy and Learner Autonomy." Applied Mechanics and Materials 411-414 (September 2013): 2781–85. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2781.

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In the process of the development of learner autonomy, teachers play a very important role, even determining to some extent whether learner autonomy can be realized. However, there is a lack of strong finks in theories concerning the relationships of learner autonomy, language proficiency, and teacher autonomy. This article explores the relationships between teacher autonomy and learner autonomy in terms of autonomy theory and teaching application and formulates the opinions that teacher autonomy does have positive effects on learner autonomy to some extent and learners with autonomous learning ability can make faster progress in language proficiency than those without learner autonomy
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Yu, Rongmei. "On Fostering Learner Autonomy in Learning English." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1414. http://dx.doi.org/10.17507/tpls.1011.09.

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With the teaching of English being more and more communicative, the tradition teacher-centered approach is facing a big challenge and is being replaced by the learner-centered one. It means that learners will assume greater responsibility for their own English learning. Therefore, fostering learner autonomy is of the utmost importance in the teaching of English. Over the last ten years, fostering learner autonomy has become the chief concern in the field of English language teaching. As a result, many records have been obtained in different studies of learner autonomy. This paper aims at an exploration of fostering learner autonomy in the teaching of English and learners' attitudes, motivation and strategies. Because, serve as three important conditions for learner autonomy in the teaching of English. These conditions will largely influence the learning of learner autonomy. On the basis of the above exploration learner training for fostering learner autonomy, must entail two aspects. Firstly, setting up self-access centers can provide learners with an autonomy-supportive learning environment, which will contribute to enhancing learners' motivation and can strengthen their confidence in their English learning. Secondly, teachers themselves should reconsider their roles in fostering learner autonomy. They should act as facilitators, counselors and resource rather than classroom controllers. In this way, learners can feel more willing to accept responsibility for their own learning and strengthen their ability to do so.
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OUSSOU, Said. "Promoting Learner Autonomy." International Journal of Language and Literary Studies 2, no. 2 (June 8, 2020): 156–67. http://dx.doi.org/10.36892/ijlls.v2i2.278.

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Learner autonomy has been the concern of a number of researchers in English language teaching. The concept has begun life since the 1980s. It has been considered in the Moroccan EFL context among the priorities of education, which English language teachers try to implement in their classes. Studies revealed that there are correlations between learner autonomy and other variables related to learners, which makes autonomy a subject of interest and thus an ability that should be fostered. As such, the present study aims at investigating the extent to which secondary EFL teachers promote autonomy in their learners. To achieve this purpose, a quantitative research design was employed in the study, generating and analyzing quantitative data. Therefore, a sample of 96 (57 males and 39 females) EFL teachers completed the questionnaire. Drawing on the findings, it was found that EFL teachers promote learner autonomy to a great extent and that the results were conclusive among the teachers’ rates of levels of agreement and disagreement regarding the strategies for promoting learner autonomy. Thus, it is concluded that the study reported on the extent to which teachers employ a number of strategies to promote learner autonomy and that it does not necessarily mean that the study explained the degree to which teachers know how to implement those strategies, as this would be beyond the purpose of the present study.
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Mohammadi, Mohammad, and Ziba Mahdivand. "Is Willingness to Communicate a Reliable Predictor of Learner Autonomy in an EFL Context?" Center for Educational Policy Studies Journal 9, no. 1 (March 25, 2019): 9. http://dx.doi.org/10.26529/cepsj.667.

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The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner autonomy. Moreover, correlational analysis revealed that gender modified this relationship in that the relationship between WTC and learner autonomy was stronger and more positive among female learners. The results revealed that WTC was a partial predictor of learner autonomy in this EFL context.
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Wirapatni, Anak Agung Istri Sri, P. K. Nitiasih, and L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy." Journal of Education Research and Evaluation 5, no. 1 (January 14, 2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.

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Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to obtain the data. The participants of this study were 18 senior high school EFL teachers. The result of the study shows that teachers hold very positive beliefs toward learner autonomy. Most of the teachers believe their learners are less autonomous in learning. Learners tend to be passive and less independent of teacher. Teachers assert that they are already promoting learner autonomy within their teaching. Some efforts have been done by EFL teachers to promote autonomy among learners such as giving freedom for learners to express themselves in learning, giving learners opportunities to solve their problems as well as motivating the learners to learn English. The constraints that teachers encounter basically derived from two factors: intrinsically from the learners’ low motivation to learn and extrinsically from the school facilities that are less adequate to support the development of learner autonomy.
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Smith, R. "Learner autonomy." ELT Journal 62, no. 4 (September 25, 2007): 395–97. http://dx.doi.org/10.1093/elt/ccn038.

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Benson, Phil. "Learner Autonomy." TESOL Quarterly 47, no. 4 (September 3, 2013): 839–43. http://dx.doi.org/10.1002/tesq.134.

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Noviana, Nurul, and Priyatno Ardi. "INVESTIGATING LEARNER AUTONOMY IN A TOEFL PREPARATION PROGRAM." Journal of English Educational Study (JEES) 3, no. 1 (May 18, 2020): 10–20. http://dx.doi.org/10.31932/jees.v3i1.612.

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Learner autonomy is learners’ ability to take charge, set the rules and style of their learning as the goals. Profiling autonomous learners can be seen in the TOEFL preparation program class. TOEFL preparation program is a course subject to provide learners in achieving the TOEFL score target to fulfill requirements as ELT students. The class provides learners with more opportunities in studying pre-face-to-face sessions by giving the students worksheets. These opportunities directed the learners to exercise their English. This study investigates the learning activities conducted by EFL learners in the TOEFL class and the use of learner autonomy in the pre-face-to-face session in the TOEFL preparation program. The study employed a qualitative narrative inquiry, grounded in phenomenological research. Data were collected and analyzed qualitatively by understanding the meaning of lived experiences. Data were gathered by interviewing 5 participants and observing the TOEFL class. Based on the findings, there were numbers of extension language activities held by the learners. There were five themes categories of learner autonomy as strategy, learner autonomy as perceptions, learner autonomy as behavior, learner autonomy as the interdependence of social autonomy, and experiences from learning TOEFL test preparation program in learners’ lived experiences.
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Dewi, Desi Surlitasari, and Eka Wilany. "THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND MOTIVATION IN EFL SPEAKING CLASS." ELP (Journal of English Language Pedagogy) 8, no. 2 (July 3, 2023): 194–208. http://dx.doi.org/10.36665/elp.v8i2.758.

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Despite continuous effort to establish an engaging learning environment, there is a lack of motivation among EFL learners in speaking class. Understanding the relationship between autonomy and motivation might provide insights into effective methods of instruction in EFL speaking classes when learners need to strengthen their speaking skills. This study aimed to investigate the relationship between learner autonomy and motivation in higher education, particularly in EFL speaking classes. The research method employed in this correlational study was a questionnaire to assess learner autonomy and motivation. The data were analyzed quantitatively using Pearson product moment and linear regression. The findings indicate a positive correlation between learner autonomy and motivation in EFL speaking classes (r-value = .835; Sig. (2-tailed) .000 < .05). Specifically, learners’ control of cognitive process, independent use of learning resources, learner's control of affective process, and autonomous use of learning skill were significantly correlated with motivation in EFL speaking (r = .731, Sig .001; r = .841, Sig .000; r = .855, Sig .000; r = .753, Sig .000, n=17; Sig .05). Although independent use of technology was not significantly correlated, it had a positive and low correlation towards motivation in EFL speaking (r = .358, Sig .158, n = 17, Sig .05). The five aspects of learner autonomy simultaneously had a strong significant effect on motivation (R2 = .798, p < .001). The findings suggest that educators can design instruction that promote learner autonomy and increase motivation in EFL speaking classes.
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Yuliani, Yuyun, and Nenden Sri Lengkanawati. "PROJECT-BASED LEARNING IN PROMOTING LEARNER AUTONOMY IN AN EFL CLASSROOM." Indonesian Journal of Applied Linguistics 7, no. 2 (September 30, 2017): 47. http://dx.doi.org/10.17509/ijal.v7i2.8131.

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In the Indonesian context, learning activities tend to be teacher-centered that a teacher still plays a dominant role in the learning process. Project-based learning is one of the approaches which is assumed to promote Learner autonomy. Since its implementation has not been effective, this study is aimed at investigating the current issue of how Project-based learning promotes Learner autonomy in an EFL Classroom. It employs descriptive qualitative research design at six participants of Junior High School students, grade nine. The qualitative data collected through document analysis, observation and interview were analyzed qualitatively. The results of data analysis led to a conclusion that project-based learning has promoted Learner autonomy, which covers the criteria of self-instruction, self-direction, self-access learning and individualized instruction in each stage of Project-based Activity, namely the planning process, the implementation process and the monitoring process. There are also six important findings. Firstly, the learner autonomy varies among learners. Secondly, there is a linear relationship between learners’ achievement and Learner autonomy. Thirdly, Learner autonomy needs process, and the process shows irregular pattern. Fourthly, it is worthy noted that no one is one hundred percent autonomy. Fifthly, among the three stages of the Project-based Activity, the learners gain the highest degree of Learner autonomy in the Implementation Process. Sixthly, there are still constraints in enhancing Learner autonomy. Due to the constraints above, this study recommends that promoting Learner autonomy needs support in some specific areas, especially the professional treatment of the teachers and institutions.
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Dissertations / Theses on the topic "Learner autonomy"

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Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.

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The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the quantified measurement of autonomy would involve. The main conclusions of this research were, firstly, that the aim of measuring learner autonomy needs to be recast in the light of the research which indicated that it is necessary to understand autonomy as a quality which has only an abstract existence if it is not instantiated in a context. This means that the aim of producing an instrument which measures an abstract universal learner autonomy cannot be achieved. However, such an instrument can be used to monitor learners in autonomyrelevant areas and can serve a useful purpose in scaffolding the learners in their environment in order to facilitate the dialogue which enables a teacher to support the learners better in the development and maintenance of their autonomous learning. Secondly, teacher estimates of their learners' autonomy can be complemented and assisted by using the data provided by the quantitative instrument developed in this research. Another outcome was that the translation of instruments in second language teaching research is an issue which needs to be given more serious consideration and should be carried out in a more principled way than it is currently.
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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.

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Tsang, Wai-yi Fiona. "Developing learner autonomy through self-access." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31676807.

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Tsang, Wai-yi Fiona, and 曾慧儀. "Developing learner autonomy through self-access." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31676807.

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Maschmeier, Frank [Herausgeber]. "Learner Autonomy in the CLIL Classroom." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/1187620335/34.

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Wei, Yi-Chun Sherri. "Understanding students' learner autonomy through practitioner research." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/38507/.

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This thesis reports on practitioner research I conducted over two semesters teaching online listening courses to three different groups of students in Fu-Jen Catholic University in Taiwan. Instead of a typical three-cycle Action Research model starting with a specific target area to improve, I adopted a more flexible exploratory approach allowing a longer evaluative phase before deciding on a focal area. Originally, my interest was to investigate how CSCL (Computer Supported Collaborative Learning) could help students in counteracting the relative isolation of online learning. However, after the first phase, I directed my attention more to the role of reflection as students neglected the online interactions and preferred communicating their ideas with me through reflective accounts and listening diaries. My research questions focused on three areas: the roles of collaboration and reflection, the online modality and issues related to researching learner autonomy. With the aim of exploring development over time, I gathered three kinds of data: pedagogically motivated data including online interactions and student assignments (listening diaries, reflective accounts); additional student interview and evaluation data; my fieldnotes and observation data documenting how I managed the three courses. Therefore, all the data collected was textual and qualitative in nature. Different approaches to data analysis were applied to different datasets. Grounded theory was applied to the interview data to allow themes and codes to emerge, whereas I-statement analysis and some predetermined coding categories were applied to the diaries and reflective accounts. The findings are structured according to the three areas of investigation. First of all, regarding collaboration and reflection, the success/failure of collaborative tasks depends greatly on task design configuration, while diarykeeping indeed serves as an effective pedagogical tool to raise students’ awareness of their learning processes and heighten their sense of ownership. Based on this understanding, teachers can create a space for reflection by marking regular opportunities for reflection and offering guiding questions. Secondly, regarding the online modality, the success of the online interactions contributed to students’ sense of ownership, which is closely related to their perception of what a listening course should be like and their identity as college students. Lastly, regarding issues related to researching learner autonomy, combining both Action Research and Exploratory Practice principles is beneficial to ensure that the teacher-researcher does not impose the research agenda onto learners. When data elicitation tools and data analysis techniques are also pedagogically motivated, the findings can authentically represent the picture of students’ learning. In viewing the development of learner autonomy as a learning process, considering cognitive, affective and behavioural domains can help us to understand learners’ perceptions and metacognitive strategies which are not easily observable from their learning behaviours. Furthermore, the data reveals that motivation and strategies interplay with learner autonomy throughout the process of learning.
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Ogawa, Kyoko. "EFL learner autonomy and unfamiliar vocabulary learning." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/174127.

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CITE/Language Arts
Ed.D.
The notion of learner autonomy is one of the major theoretical constructs studied in L2 learning. Drawing on Deci and Ryan's (1985) Self-Determination Theory (SDT), I sought to investigate and describe L2 learner autonomy and how an educational intervention influences it. The SDT conceptualizing human motivation for learning as existing on a continuum from extrinsic to intrinsic motivation provides ways of measuring learner autonomy and a rationale for educational interventions for developing it. First, Japanese adult EFL learners' characteristics were described in terms of learner autonomy-related psychological constructs (motivation, affect, and strategy use) according to levels of learner autonomy based on SDT. Second, the adapted VSS yielded significant effects on the participants' vocabulary learning and L2 learning anxiety (for the high and low autonomous motivation groups) and social strategy use (for the low autonomous motivation group). Third, the implementation of the adapted VSS into the adult L2 English classes was considered in terms of the development of linguistic and autonomous forms of learning quoting from the participants' quantitative and qualitative responses for this approach.
Temple University--Theses
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Nguyen, Nga Thanh. "Learner autonomy in language learning : teachers' beliefs." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69937/1/THANH%20NGA_NGUYEN_Thesis.pdf.

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This case study research investigated the extent to which Vietnamese teachers understood the concept of learner autonomy and how their beliefs about this concept were applied in their teaching practices. Data were collected through two phases of the study and revealed that teachers generally lacked understanding about learner autonomy; there was an alignment between this lack of understanding and teachers' actual teaching practices regarding learner autonomy. The findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of educational reforms in Vietnam.
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Mynard, Joanne. "Synchronous computer-mediated communication and learner autonomy in female Emirati learners of English." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288249.

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Rebenius, Inga. "Talet om learner autonomy : språkinlärning, autonomi och ett demokratiskt medborgarskap : ett gränsland till moralfilosofi /." Örebro : Pedagogiska institutionen, Örebro universitet, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-961.

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Books on the topic "Learner autonomy"

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1955-, Benson Phil, and Toogood Sarah, eds. Learner autonomy. Dublin: Authentik Language Learning Resources, 2002.

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Blidi, Soufiane. Collaborative Learner Autonomy. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2048-3.

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Staff and Educational Development Association., ed. Developing learner autonomy. Birmingham: Staff and Educational Development Association, 1994.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall, 1991.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall, 1991.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall, 1991.

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Lamb, Terry, and Hayo Reinders, eds. Learner and Teacher Autonomy. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.

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Palfreyman, David, and Richard C. Smith, eds. Learner Autonomy across Cultures. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230504684.

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Anita, Szabó, ed. Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press, 2000.

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Schwienhorst, Klaus. Learner autonomy and CALL environments. New York: Routledge/Taylor & Francis Group, 2008.

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Book chapters on the topic "Learner autonomy"

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Jacobs, George M., Willy A. Renandya, and Michael Power. "Learner Autonomy." In Simple, Powerful Strategies for Student Centered Learning, 19–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25712-9_3.

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Benson, Phil. "Learner autonomy." In The Routledge Handbook of English Language Teaching, 339–52. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-29.

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La Ganza, William. "Learner autonomy – teacher autonomy." In Learner and Teacher Autonomy, 63–79. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.08la.

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Blidi, Soufiane. "Learner Autonomy—An Overview." In Collaborative Learner Autonomy, 1–19. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2048-3_1.

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Blidi, Soufiane. "Learner Autonomy and the MENA Region Context." In Collaborative Learner Autonomy, 21–63. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2048-3_2.

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Blidi, Soufiane. "Gradual Development of Learner Autonomy." In Collaborative Learner Autonomy, 65–96. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2048-3_3.

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Blidi, Soufiane. "Learner Autonomy and the CLA Perspective." In Collaborative Learner Autonomy, 97–131. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2048-3_4.

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Blidi, Soufiane. "Conclusion." In Collaborative Learner Autonomy, 133–47. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2048-3_5.

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Lamb, Terry. "Learner autonomy and teacher autonomy: Synthesising an agenda." In Learner and Teacher Autonomy, 269–84. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.21lam.

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Siegel, Joseph P. "Learner Development Through Listening Strategy Training." In Realizing Autonomy, 78–93. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230358485_6.

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Conference papers on the topic "Learner autonomy"

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Aryanti, Nurul, and Aria Septi Anggaira. "Language Learner Autonomy." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3453837.

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Wedawati, Mamik T., Galih Wibisono, Subandi, and Urip Z. Fanani. "Learner Autonomy in Mandarin Class." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.174.

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Faxriyeva, Dilorom. "IMPROVING LEARNER AUTONOMY VIA ONLINE TASKS FOR B1 LEARNERS." In Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.22.

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The current article investigates the urgency, actuality and assessing the effect of online learning activities on the academic achievements of students who took part in a blended learning program, with a particular emphasis on skill-based courses. Typically, a student's learning outcomes are evaluated based on their attained scores, knowledge, or skills throughout the course. In blended learning programs, the learning outcomes can be evaluated based on various criteria. The study focuses on interactive activities, such as teacher-student interactions, that were used to evaluate the learning outcomes of the participants.
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Ningsih, Sulistia. "Teacher’s and Learners’ Perceptions of Learner Autonomy in EFL Context." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.202.

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Ningsih, Sulistia. "Teacher’s and Learners’ Perceptions of Learner Autonomy in EFL Context." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.309.

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Ningsih, Sulistia. "Teacher’s and Learners’ Perceptions of Learner Autonomy in EFL Context." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.98.

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Nakayama, Asami, and Paul Dickinson. "Promoting Learner Autonomy Through Extensive Reading." In The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.43.

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Nurfiqah, Siti. "EFL Teachers’ Views on Learner Autonomy." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.037.

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Tomasouw, Jolanda, and Juliaans Eliezer Rulland Marantika. "Learner Autonomy as Strategy to Enhance the Quality of Learner." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.063.

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Morgoun, Natalya, Nataliya M. Mekeko, Margarita Kozhevnikova, and Nadezhda R. Arupova. "Enhancing Learner Autonomy with DDL: A Case Study of Learners Perspective." In ICEMT 2020: 2020 The 4th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3416797.3416840.

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Reports on the topic "Learner autonomy"

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Gupte, Jaideep, Sarath MG Babu, Debjani Ghosh, Eric Kasper, and Priyanka Mehra. Smart Cities and COVID-19: Implications for Data Ecosystems from Lessons Learned in India. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/sshap.2021.034.

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This brief distils best data practice recommendations through consideration of key issues involved in the use of technology for surveillance, fact-checking and coordinated control during crisis or emergency response in resource constrained urban contexts. We draw lessons from how data enabled technologies were used in urban COVID-19 response, as well as how standard implementation procedures were affected by the pandemic. Disease control is a long-standing consideration in building smart city architecture, while humanitarian actions are increasingly digitised. However, there are competing city visions being employed in COVID-19 response. This is symptomatic of a broader range of tech-based responses in other humanitarian contexts. These visions range from aspirations for technology driven, centralised and surveillance oriented urban regimes, to ‘frugal innovations’ by firms, consumers and city governments. Data ecosystems are not immune from gendered- and socio-political discrimination, and technology-based interventions can worsen existing inequalities, particularly in emergencies. Technology driven public health (PH) interventions thus raise concerns about 1) what types of technologies are appropriate, 2) whether they produce inclusive outcomes for economically and socially disadvantaged urban residents and 3) the balance between surveillance and control on one hand, and privacy and citizen autonomy on the other.
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Gupte, Jaideep, Sarath MG Babu, Debjani Ghosh, Eric Kasper, Priyanka Mehra, and Asif Raza. Smart Cities and COVID-19: Implications for Data Ecosystems from Lessons Learned in India. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/sshap.2022.004.

Full text
Abstract:
This brief distils best data practice recommendations through consideration of key issues involved in the use of technology for surveillance, fact-checking and coordinated control during crisis or emergency response in resource constrained urban contexts. We draw lessons from how data enabled technologies were used in urban COVID-19 response, as well as how standard implementation procedures were affected by the pandemic. Disease control is a long-standing consideration in building smart city architecture, while humanitarian actions are increasingly digitised. However, there are competing city visions being employed in COVID-19 response. This is symptomatic of a broader range of tech-based responses in other humanitarian contexts. These visions range from aspirations for technology driven, centralised and surveillance oriented urban regimes, to ‘frugal innovations’ by firms, consumers and city governments. Data ecosystems are not immune from gendered- and socio-political discrimination, and technology-based interventions can worsen existing inequalities, particularly in emergencies. Technology driven public health (PH) interventions thus raise concerns about 1) what types of technologies are appropriate, 2) whether they produce inclusive outcomes for economically and socially disadvantaged urban residents and 3) the balance between surveillance and control on one hand, and privacy and citizen autonomy on the other.
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3

Gupte, Jaideep, Sarath MG Babu, Debjani Ghosh, Eric Kasper, Priyanka Mehra, and Asif Raza. Smart Cities and COVID-19: Implications for Data Ecosystems from Lessons Learned in India. SSHAP, March 2021. http://dx.doi.org/10.19088/sshap.2021.012.

Full text
Abstract:
This brief distils best data practice recommendations through consideration of key issues involved in the use of technology for surveillance, fact-checking and coordinated control during crisis or emergency response in resource constrained urban contexts. We draw lessons from how data enabled technologies were used in urban COVID-19 response, as well as how standard implementation procedures were affected by the pandemic. Disease control is a long-standing consideration in building smart city architecture, while humanitarian actions are increasingly digitised. However, there are competing city visions being employed in COVID-19 response. This is symptomatic of a broader range of tech-based responses in other humanitarian contexts. These visions range from aspirations for technology driven, centralised and surveillance oriented urban regimes, to ‘frugal innovations’ by firms, consumers and city governments. Data ecosystems are not immune from gendered- and socio-political discrimination, and technology-based interventions can worsen existing inequalities, particularly in emergencies. Technology driven public health (PH) interventions thus raise concerns about 1) what types of technologies are appropriate, 2) whether they produce inclusive outcomes for economically and socially disadvantaged urban residents and 3) the balance between surveillance and control on one hand, and privacy and citizen autonomy on the other.
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4

Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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