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Validating learner autonomy in higher Education towards transformative self-regulated learning

Show simple item record De Klerk, Edwin Darrell Palmer, June Monica 2021-08-16T12:27:30Z 2021-08-16T12:27:30Z 2019
dc.identifier.isbn 978-605-82433-6-1
dc.description.abstract Engaging students in their own learning has become a focal discussion point in higher education around the world. Justification for studies regarding learner autonomy abound and range from “a love to learn for selfdevelopment”, “developing capacity to accept responsibility for own learning”, and that it is “a human right”. Adopting a conceptual stance, this paper provides a critical overview of learner autonomy from an education policy perspective as it has been largely absent from such analyses. This is a significant gap given that education policy gives direction to what signifies autonomous teaching and of particular interest here, on how to transform learning by validating learner autonomy. This paper examines views already in the public domain and how education policy perspectives can guide teachers how to foster learner autonomy during their teaching practice. Having applied both conceptual analysis as well as critical policy analysis, this paper contributes to alternative perspectives regarding learner autonomy. The study reveals that these perspectives: independent action, authority and accountability validate the significance of learner autonomy and paves the way towards transformative self-regulated learning. en_US
dc.language.iso en en_US
dc.publisher Proceedings of SOCIOINT 2019- 6th International Conference on Education, Social Sciences and Humanities en_US
dc.subject conceptual analysis en_US
dc.subject critical policy analysis en_US
dc.subject education policy perspectives en_US
dc.subject learner autonomy en_US
dc.subject transformative self-regulated learning en_US
dc.title Validating learner autonomy in higher Education towards transformative self-regulated learning en_US
dc.type Presentation en_US

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