According to Betts and Kercher (1999, p. 14), “an autonomous learner, by definition, is one who solves problems through a combination of divergent and convergent thinking, and functions with minimal external guidance in selected areas of endeavor.” Through the autonomous learning method, students not only discover their own learning needs but also set their own learning goals, devise methods to achieve those learning goals on their own, as well as monitor and evaluate their own learning progress.
While it may seem like students take full charge of their learning in the autonomous learning model, that doesn’t mean that the role of the teacher or other forms of learning becomes redundant. Instead, teachers take on a different role in the learning process. Teachers become more of a facilitator and guide rather than the primary driver of the learning process.
The Autonomous Learner Model (ALM) was developed by George Betts and Jolene Kercher with the aim of producing learners who are independent and self-directed. It was initially aimed at gifted and talented students but this model can very well work for more students in general.
Through the development of an alternative learning environment, the ALM equips students with “skills, concepts, and positive attitudes within the cognitive, emotional, social, and physical domains”, creating lifelong learners over the long run (Betts & Kercher, 1999).
The Autonomous Learner Model outlines 5 different dimensions:
In a report by Meyer, Haywood, Sachdev, & Faraday (2008), it was found that there is evidence showing a positive correlation between autonomous learning and academic performance, although there may also be other factors that contributed alongside to achieve that result. A school in the United Kingdom which promoted independent learning among its students reported that in not less than 5 GCSE exams, all of its students managed to achieve grade C or higher.
Autonomous learning environments also encourage more engaged students who enjoy the learning process and are more motivated to learn as compared to a more restrictive learning environment. This method of learning was found to be especially effective when used on remedial readers and students with special educational needs (Meyer, Haywood, Sachdev, & Faraday, 2008).
An autonomous learning environment also frees up pressure from teachers to direct classroom learning, thereby allowing them more time to focus on groups needing more of the teacher’s attention, especially when dealing with a mixed-ability classroom.
Implementing a self-directed learning environment may not work in all situations though. While this mode of learning may be suitable for more mature students, I can imagine self-directed learning would run into many problems if we try to implement this in elementary grade levels. As a pre-cursor to adopting an autonomous learning model, the learner should have developed critical thinking and problem-solving abilities and have the ability to self-monitor their own progress.
This model also requires much discipline on the part of the student. A lack of discipline, focus, and perseverance may result in a longer time needed for the completion of a learning path, or worst still, in failing to achieve the learning goal altogether.
Autonomous Learning is certainly not something new and is already in practice in across different sectors including language learning and programming. There are examples across both developed nations as well as developing countries.
The Hole in the Wall Project was championed by Sugata Mitra, an Indian computer scientist and educational theorist. Mitra’s work inspired the novel Q&A which was then developed into the Oscar-winning movie Slumdog Millionaire. In 1999, Mitra conducted an experiment where he placed a computer in a kiosk in a wall in a slum at Kalkaji, New Delhi, India. Children in the slum were allowed to use the computer freely and they figured out how to use the computer to surf the web on their own and went on to teach other children how to operate the computer. The experiment was repeated in two other locations to the same success. Mitra calls this method Minimally Invasive Education™ (MIE), a solution that “uses the power of collaboration and the natural curiosity of children to catalyze learning”.
In India, there are parents who are creating self-directed learning environments for their children by letting their children learn what they want, when they want. Vidhi Jain started Shikshantar, an organic learning community and self-directed learning space in Udaipur. This movement began with a network of 50 families which has since grown to 10,000 families. Mealtimes are designated but children have the autonomy to wake when they want and choose what activity they want to participate in throughout the day. Unschooling is slightly different from homeschooling in that the role of the parents/teachers and the curriculum differ. In homeschooling, parents take on the role of the teacher and follow a planned curriculum. In unschooling, children do not need formal education to learn and as such, they do not need to study subjects like Math and Science unless they are interested.
Shikshantar Unschoolers Winter CampAutonomous learning can be seen in practice in language learning through self-access learning centres (SALC) like SALC in Japan, the ASLLC in Hong Kong, and ELSAC in New Zealand. These centres offer students an environment where they can develop independent language learning skills either on their own or in small groups. The centres are equipped with relevant softwares, reading materials and guides are on hand to offer support.
In 2013, French billionaire Xavier Niel made headlines by launching a coding school called 42 that claimed to be teacherless and completely free. The school first started in Paris and has since expanded to other cities around the world including Silicon Valley, Amsterdam, Helsinki, Madrid, São Paulo, Tokyo, Seoul, Kuala Lumpur, and many more. 42 adopts an innovative approach to admissions whereby applicants participate in a four-week intensive coding bootcamp called Piscine. Those who survive the Piscine are then admitted to the program which runs from one to five years, depending on the speed of the student.
Technology can play a big role in increasing the effectiveness of autonomous learning, especially in connecting, collaborating, and constructing learning.
With the advent and advancement in technology, a student’s classroom is not limited to four walls. Video and audio conferencing tools such as Google Meet and Zoom enable students to connect with learners from anywhere across the world. Opportunities to connect with learners from different cultures can help students broaden their learning perspectives and enrich their learning.
There is also collaborative technology that can be utilized by students in their solution investigation while working with peers and expert community members. These tools provide a space to document and share learning in an online environment. Tools like Padlet, Edmodo, and Google Classroom can serve as a virtual space for students to document and share their work, communicate, collaborate, and reflect.
Pointing learners in the direction of resources online for them to find online support can help them construct their learning more effectively. Help pages and community platforms like GitHub and video tutorials found on YouTube can be a great source of learning online for students. A tool like Quizlet can also help students master various topics using learning tools and games.
There is also a range of digital tools that students can use to create artifacts of their learning. For instance, they can use Penzu to create an online journal of their learning, Flipgrid to record and share a video response, or even Voki to create a talking animated figure.
Autonomous learning may seem like a wonderful solution to the issue of teacher shortages especially in developing countries where education reforms may be slow — let the learner direct their own learning while teachers take on a secondary role in the learning process.
While this learning model can produce more engaged learners through student choice, McCombs (2010) sums it best by saying that giving choice in itself is ineffective. That choice needs to first come with the “capacity to choose”. Too much freedom can result in difficulty in decision-making for students. How can students decide what’s in their own best interest and what best meets their personal learning goals if they have not developed the capability to judge and decide? For autonomous learning to work, it is imperative that we not only give students choice, but we also need to help them discover their own interests, needs, values, and preferences while seeking out their dreams and what it is they want to achieve.
I am passionate about all things digital and thrive on seeing transformed lives through education and technology.
This was compelling: “In unschooling, children do not need formal education to learn and as such, they do not need to study subjects like Math and Science unless they are interested.” As a traditional school teacher I struggle with unschooling concepts but see their value. It seems like in the United States, the state requirements that parents provide documentation of their child’s learning result in some boundaries/guidance for content and pace. Tangentially related, I especially found this comment thought-provoking: “How can students decide what’s in their own best interest and what best meets their personal learning goals if they have not developed the capability to judge and decide.” It seems like critical thinking skills and self-reflection are things that students will develop naturally because they must when engaged in these formats of learning.
I’m with you there, Deanna! I kinda struggle with the unschooling concept myself personally and yes, critical thinking is very much a necessity for this learning method.
You mention the following question: “How can students decide what’s in their own best interest and what best meets their personal learning goals if they have not developed the capability to judge and decide?” This makes me go back to the top of this piece where you mention the different role of the teacher/faciltator. It also makes me think of someone providing some sort of curriculum, or perhaps just key concepts to be mastered for literacy in a given area.
For example, could someone who wants to work on cars be told to do what they want in terms of learning (ex sports cars only, or Hondas), but that no matter what they should understand catalytic converters, removing and rotating tires, understanding diagnostic codes? I guess what I’m wondering is how to do students know whether they’re wasting their time or not? (That’s a fair enough question in any classroom, now that I think about it!)
My favorite quote is “it is imperative that we not only give students choice, but we also need to help them discover their own interests, needs, values, and preferences while seeking out their dreams and what it is they want to achieve.” I think this sentence captures the essence of what education should be.
