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

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.