Student Autonomy in Online Learning

Nataliya Serdyukova1 and Peter Serdyukov2

1
Department of Mathematics and Natural Sciences, National University,
11255 North Torrey Pines Rd., La Jolla, CA, U.S.A.
2
Department of Teacher Education, National University, 11255 North Torrey Pines Rd., Redding, La Jolla, CA, U.S.A.

Keywords: Autonomous Learner, Learner Independence, Self-directed Learning, Online College Education.

Abstract: Online learning has opened up rich opportunities for unlimited, life-long learning. Continuous professional
development, retooling and upgrading expected from members of the knowledge society count on an
individual’s developed ability to learn independently. Research suggests a self-sufficient, autonomous
learner is more efficient than teacher-dependent student. Though online education offers students
significantly greater choices and more freedoms for independent learning compared to traditional campus-
based programs, college education based on instructor-centered teaching approach still rigidly controls both
the learning content and process thus restricting students’ initiative and flexibility. On the other hand, there
are many students who do not possess the necessary independent study skills and dispositions, and are
fearful of engaging in independent learning. Online learner autonomy, however, is critical for a person’s
continuous development and learning efficiency, and the present research investigates students’ perceptions
on the matter suggesting ways to promote students independence within a college class.

1 INTRODUCTION Creating conditions for nurturing an independent,

autonomous learner in web-based knowledge
It is critical for the 21st century knowledge society environments, particularly in online college courses,
that the educational system cultivates autonomous, requires a change in pedagogic perceptions, certain
life-long learners capable of independently methodological modifications, new understanding of
constructing knowledge and developing skills to the instructors’ and learner’s roles, superior
effectively adapt to changing markets and compete dispositions and advanced skills both from the
in a challenging global environment. According to instructor and the students. Those dispositions and
Hargreaves (2003, 65), “the things most prized in a skills for students include accountability for their
knowledge economy - creativity, spontaneity, deep own learning, capability to reflect on and critically
understanding, critical thinking and the development assess their own learning, and confidence in their
of multiple forms of collective intelligence” are the abilities, which is supported by their strong learning
qualities that only a conscious, autonomous learner habits and experiences. In addition, students’ basic
possesses. readiness, which includes a set of fundamental skills
and various literacies, is vital for successful
Adult learners, who make up the majority of autonomous learning.
online classes, have an acute need and considerable
motivation for independence (Merriam, 2001). The current paper attempts to identify major
Knowles (1975) suggests that adults are intrinsically factors affecting students’ independence and
motivated by internal incentives and curiosity, rather autonomy in online college classes, presents the
than external rewards. Intrinsic motivation is the key current authors’ findings, both theoretical and
to independent learning (Gagne and Deci, 2005). practical, on college students’ autonomy from the
Therefore adults more than any other category of research conducted in online postgraduate teacher
learners deserve freedom in online classes. The preparation programs at National University, USA in
reality of college education, regrettably, 2012, and offers some insights into student
demonstrates the opposite. independence and autonomy, as well as into student
learning in general.

Serdyukova N. and Serdyukov P..

Student Autonomy in Online Learning.
229
DOI: 10.5220/0004353102290233
In Proceedings of the 5th International Conference on Computer Supported Education (CSEDU-2013), pages 229-233
ISBN: 978-989-8565-53-2
Copyright
c 2013 SCITEPRESS (Science and Technology Publications, Lda.)
CSEDU2013-5thInternationalConferenceonComputerSupportedEducation

2 LEARNER AUTONOMY Online learning by definition is a form of

independent study, even if an institution delivers it,
IN ONLINE ENVIRONMENT and promotes self-directed learning due to its own
nature. An online learner, being separated from the
One of the ultimate goals of any educational system school and instructor by space and time, gains the
is to develop autonomous, life-long learners who are benefits of a more convenient self-study
capable of both independently and collaboratively environment, individual learning style and pace,
resolving life and job problems (Hargreaves, 2003). flexibility of scheduling, together with access to
Such a goal can be achieved through fostering unlimited internet resources, but loses organized,
learner autonomy, which Moore (1984) defined as mandatory, bonding face-to-face classroom activities
“the extent to which in the teaching-learning (Serdyukov and Serdyukova, 2012, 42), which may
relationship, it is the learner rather than the teacher affect their ability for autonomous learning.
who determines the goals, the learning procedures Regrettably, online students generally have
and resources, and the evaluation decisions of the limited communication with the instructor, fewer
learning program” (p. 85). Autonomous learners are opportunities to work collaboratively with their
more successful learners who achieve their learning peers, do not usually have continuous and engaging
outcomes with the best efficacy (Albert, 2007). face-to-face interactions with other participants of
Autonomy in learning is immediately related to the learning community, and do not receive critically
innovation, creativity and self-efficacy. Buvoltz important instantaneous feedback, which is readily
(2008) argues that promoting student autonomy is available in a live classroom environment.
pedagogically sound, especially with regard to adult Moreover, lack of F2F interactions does not foster
learners. the development of personal relationships in the
Developing student independence and autonomy class, which inhibits the feeling of belonging to a
in learning is thus one of the major tasks of community and trust among peers. This may
education (Bembenutty, 2011), (Dillner, 2005), negatively affect learning outcomes as learning is a
however little has been done to implement it. social activity which requires participation in a
Everything interferes with this task in the college: social group (class) and interaction with members of
the curriculum, course syllabus, course structure, the group (Vygotsky, 1962), (Bandura, 1997).
instructor’s authority, teaching habits and tradition ClassLivePro, SKYPE and other
of classroom management and control; finally, telecommunication technologies may partially
educational standards and formal tests. The ameliorate this situation, however they do not
regulations and practices of organized class provide significantly compensate for the dearth of true
students with poor preparation for highly innovative, connection. Another option to develop a learning
flexible and team-based knowledge economy where community is offered in blended or hybrid classes.
routine is the enemy of innovation and risk Yet, the necessity to attend live classes at scheduled
(Hargreaves, 2003, p. 14). times definitely restricts student independence and
The CIEL Handbook states, “Learner autonomy undermines the asynchronous learning mode.
indicates a number of dimensions in which learners Social networking presents a unique opportunity
move away from dependence on the teacher and: for independent, flexible and collaborative learning
- Take responsibility for their own learning and providing students with an individual learning space
learn to learn; and communication capabilities outside rigid course
- Involve themselves in an interactive process in frameworks. Moving a part of the learning process
which they set short and long term learning into the freedom of social networking is a viable
objectives, reflect on and evaluate progress” option for boosting independent learning, at the
(CIEL Handbook, 2000, p.5). same time integrating the student in a rich
Such an approach requires a new vision of communal space. The new model of contemporary
teaching and learning where the focus will be on learning can be portrayed as a loose organization of
helping students maximize their autonomy. This a number of stakeholders, where a student remains
leads to the idea of learner-centered education which autonomous even when connected to the college and
is directly related to the principles originating from instructor, while participating together with other
the views of Dewey, Piaget, and Vygotsky, and to students in the external learning community created
the concept of independent or self-directed learning for a particular course.
(Hiemstra, 1982). The principle of learner autonomy
correlates with learner-centeredness of education,
social constructivism and collaborative approach.

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3 INVESTIGATION OF ONLINE be suggested that in an online learning environment,

where they study predominantly autonomously due
STUDENT INDEPENDENCE to its nature, some students feel lost and unsure of
their ability to cope with course demands. The need
One of the goals of contemporary technology-based in externally imposed structure, organization and
education is to engage students in truly independent, obligation might be explained by students’ lack of
life-long learning where the motivation is to attain confidence in their abilities to accomplish their
excellence in learning that leads to higher learning independently which comes, as the survey
performance on the job. To understand what demonstrated, from poor learning habits and time
contributes to and what interferes with independent management skills, lack of diligence, persistence
learning in online classes we investigated students’ and effort, as well as insufficient learning skills
attitudes and self-evaluations related to independent (reading, writing, critical thinking, and research),
learning. A survey was designed for this study and low motivation, deficient self-evaluation and scant
run in 14 groups of the postgraduate teacher support from family and employers.
education program in the School of Education at Surprisingly, within a college class 76.9% of the
National University in 2012 using a specially same students prefer to study independently, while
developed questionnaire that addressed key issues only 18.5 % do not mind collaborating with their
affecting student independence and autonomy in peers and even fewer, 4.6%, enjoy both options
online classes. In all 65 students completed the (Table 2).
questionnaire. Sample standard deviation was
calculated for the first two sets of data (tables 1 and Table 2: Student preferences for the learning style (%).
2). The present paper will focus on the survey’s
major findings. Options\ Independent
Collaboration Both
Style learning
First, students were asked two questions:
Preference 76.9 18.5 4.6
1. Do you prefer to learn on your own (Sample standard deviation = 5.1)
(independently, without enrolling in a college
program) or in an organized college class? These numbers imply that even when students are
(learning format) taking an organized, instructor-facilitated class, the
2. When you take a college class, do you prefer to majority of them prefer to do their work
study alone (independently) or to collaborate individually. This was quite an unexpected finding
with others? (learning style) in view of the growing trend for collaboration and
According to the responses to the first question cooperation in college education. Team work,
(Table 1), the majority of students – 62.0% prefer to according to students’ responses, is fraught with
take organized college classes, and only 34.9% difficulty in organizing and managing and
would prefer to learn independently, outside college, characterized by distraction and uncertainly.
while 3.1% would be comfortable in either format of Moreover, students do not have confidence in their
learning. It appears working adult students are potential partners and feel uncomfortable to depend
generally not enthusiastic about learning on the people they don’t know.
independently. So, though the majority of students prefer to take
classes in an organized university program, an even
Table 1: Student preferences for the learning format (%). higher percentage of them try to avoid studying
Options\ Independent Organized collaboratively and prefer to work independently.
Both This paradox may be a manifestation of students’
Format learning learning
Preference 34.9 62.0 3.1 individualism which, however, is not equivalent to
(Sample standard deviation = 3.4) autonomy supported by self-sufficiency and self-
efficacy. Therefore these students count on the
Based on their responses discussed further, many college and instructor for guidance and support,
students obviously rely on a straightforward course while rejecting collaboration for fear of being failed
structure and unambiguous organization of the class, by potential partners.
direct leadership, support and even pressure from the Current research identified a number of
instructor. So they are willing to trade the benefits of challenges students face in learning that interfere
independent study for the security of instructor- with their success the class. Students expect a clear
facilitated class, thus demonstrating their structure and organization of the course; reasonable,
dependence on outside factors for their success meaningful and explicit course requirements and
rather than on their own skills and abilities. It may expectations, and the instructor’s more effective and

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personalized teaching style. At the same time, inadequate student preparation for advanced college
students point to their own flaws that affect their studies and, in some cases, flawed dispositions.
learning, such as attention issues, poor time Further research involving students of various
management skills, low motivation, lack of levels of study (undergraduate, graduate and
confidence and independent learning skills. postgraduate) will help identify other critical factors
The current research showed the ways to make as well as effective methodological tools and
significant improvement in the courses to develop techniques that are instrumental for enhancing
student autonomy: students’ autonomy in online college classes. The
- Fewer restrictions and prescriptions of what and effect of social networking in college education on
how to do; encouraging student autonomy deserves special
- The right for students to critically review the attention.
course, offer suggestions for its improvement,
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