Most people don't like being bossed about - no matter how old they are or what they're being instructed on.
When it comes to being told what to do, there isn't much difference between the toddler who insists on picking out her clothes and the micromanaged employee who just wants the boss to back off a bit. They both get frustrated - but at least the toddler has license to get vocal about having all the choices made for her.
If we accept that as true, how is it that we routinely subject our students to the type of one-way instruction that we disdain? The answer is a bit convoluted but the question itself explains the current revolution in educational philosophy.
What Is Autonomous Learning?
The idea that every student is a blank slate waiting only to be written on - a tabula rasa, in Aristotle's time, has somehow survived for centuries. At some point fairly recently, the slate became a vessel, as in 'students are empty vessels waiting to be filled with knowledge' but the basic idea remained the same.
Worldwide, schools built entire curricula around the idea that knowledge flows one way - from teacher to student. Teacher training programmes everywhere focused on the teacher-led instruction model.
Today, the 'empty vessel' theory provokes a great deal of outrage.
Isn't it demeaning to assume that every child enters the classroom for the first time devoid of any intellect? With absolutely no power to reason things out for themselves?
As 17th-century philosopher John Locke advocated, students should be guided in their learning but be given autonomy over what and how they learn. Despite the overwhelming clamour from teachers who embrace Locke's philosophy for new ways to educate, still today, teachers are trained to lead the learning.
The irony of mainstream educational philosophy is that it strips students of their natural intellectual curiosity. They are kept within the confines of the curriculum we deliver and, boy, society is paying for that. Studies show that students at virtually all levels lack critical thinking and problem-solving skills; abilities most desperately needed in the workforce today.
Fortunately, the concept of autonomous learning has gained (most of its) momentum in recent years.
In 1981, Frenchman Henri Holec coined the phrase 'learner autonomy' to describe the shift of focus from teaching to learning. He is widely regarded as the ‘father’ of this concept despite his relatively narrow scope - he phrased it strictly in the context of language learning (where the origins of the phrase are rooted).
Still today, the term is used and debated almost exclusively in the contexts of language learning, homeschooling and higher education.
There have been – and remain – many definitions of the term and many variations of autonomous education initiatives and educational tools but, in general, it means a student takes responsibility for and ownership of their learning.
Key Characteristics of Autonomous Learning
| Aspect | Benefits | Challenges |
|---|---|---|
| Personalized Learning | Tailored to individual interests, needs, and learning styles, leading to more relevant learning. | Requires learners to have a clear understanding of their own learning preferences. |
| Motivation | High intrinsic motivation as learners pursue topics they are passionate about. | Sustaining motivation can be difficult without external prompts or deadlines. |
| Engagement | Increased engagement due to personal investment in learning goals. | Risk of distraction or lack of focus without structured guidance. |
| Flexibility | Learners can adapt learning schedules and methods to suit their needs. | Requires strong time management and self-discipline skills. |
| Critical Thinking | Promotes critical thinking and problem-solving as learners navigate their own educational paths. | Potential for gaps in foundational knowledge without a structured curriculum. |
| Self-Assessment | Encourages regular reflection and self-assessment, fostering self-awareness and continuous improvement. | Learners may struggle with accurately assessing their progress and identifying weaknesses. |
| Lifelong Learning Skills | Develops skills such as self-discipline, initiative, and adaptability, valuable for lifelong learning and professional development. | Initial learning curve can be steep, requiring significant effort to develop effective autonomous learning habits. |
| Independence | Fosters independence and responsibility for one’s own learning journey. | Can lead to feelings of isolation without peer interaction and support from instructors. |
| Resourcefulness | Encourages the use of diverse resources, fostering resourcefulness and adaptability. | Finding high-quality, relevant resources can be challenging without guidance. |
| Creativity | Allows for creative approaches to learning and problem-solving. | Lack of structured feedback can hinder the refinement of creative ideas. |
Autonomous learning shifts the focus from teaching to learning.
It does not mean that the teacher becomes redundant, abdicating control over the learning process or classroom management.
It means that students make decisions about what and how they learn with the teacher’s role being to provide support, encouragement and advice/knowledge when asked. Every student is different and has their own unique way of learning. In fact, having an understanding of their learning style is essential for students to be able to revise in an effective manner.
Autonomous learning revolves around students learning to be responsible for themselves. The teacher might direct that origami-craving student to a paper supply cubby but choosing which colour paper and how much of it is entirely up to the child.
As the students fold paper into cranes, the teacher can highlight the mathematical concepts involved, such as ratios and proportions (e.g., "Fold the paper in half, now make a 45-degree angle…"). The teacher might ask open-ended questions to stimulate critical thinking (e.g., "Why do you think your cranes don't have legs?"). Additionally, the teacher can demonstrate proper folding techniques to help students develop fine motor skills.
By this example, you can see that autonomous learning in the classroom changes the relationship between students and teachers. The teacher becomes a supportive, helpful resource guiding learners to achieve their goals, rather than somebody who is going to lecture, judge and test them.
Everyone finds their place in society by measuring themselves against those in their circle and society at large. Students learning autonomously need not only a great deal of support and cooperation but also assessment from their peers.
Our self-image reinforcement systems work a lot like a GPS: we triangulate between our subjective self, objective self and our environment. Continuous peer assessment allows us to maintain our self-validation which, in turn, builds our self-esteem and self-confidence - all of which leads to a sense of mental and emotional well-being.
Much of that is way over the average autonomous learner's head; suffice to say that, without any peers reflecting one's self-image, autonomous learning cannot be successful.
If you can't imagine that the youngest school students are capable of that level of intuition and insight, think again...
Autonomous Learning Examples
| Examples | Description |
|---|---|
| Flipped Classroom Models | Inverted classroom settings where students first learn new content online by themselves (e.g., through video lectures) and then use class time for exercises, projects, or discussions. |
| Online Courses and MOOCs | Platforms like Coursera, edX, and Khan Academy offer courses on a wide range of subjects. Learners can choose topics of interest, set their own pace, and complete courses independently. |
| Language Learning Apps | Duolingo and Rosetta Stone provide interactive, gamified language learning experiences that allow users to learn new languages autonomously. |
| Project-Based Learning (PBL) | Learners engage in projects that require independent research, problem-solving, and critical thinking. Schools implementing PBL allow students to explore topics of their choice. |
| Personal Learning Networks (PLNs) | Using social media platforms like Twitter, LinkedIn, and educational blogs, learners can create networks of experts and peers to share resources, ask questions, and collaborate on learning topics. |
| Open Educational Resources (OER) | Websites like OpenStax and MIT OpenCourseWare provide free access to textbooks, course materials, and lectures, enabling learners to study independently. |
The Montessori Method
By all standards, Maria Montessori was a maverick.
The Montessori Method is an educational approach developed by Dr. Maria Montessori in the early 20th century. It is based on her scientific observations of children’s learning processes and emphasizes hands-on, self-directed learning within a structured environment. The method focuses on fostering a child's natural desire to learn and their intrinsic curiosity.
Born in Italy in the latter part of the 19th Century, she chose to attend an all-boys school so she could learn engineering when she was just 13 years old. She continued her technical studies at the Leonardo da Vinci Institute, earning praise and high grades especially in maths and science.
Her engineering aspirations would have been remarkable enough but, immediately after being handed her technical degree, she set herself to learning medicine.
Montessori's first medical practice was working with developmentally delayed children. Montessori was renowned for developing a unique teaching philosophy based on her work with developmentally delayed children. It encouraged learners to pursue topics of interest to them within an educational setting.
It was a resounding success; soon, she grew keen to try her educational philosophy with students who were not incapacitated. Here, too, her methods were overwhelmingly acclaimed.
Her most startling observation was that the learners preferred learning and the practical activities over playing with the toys scattered throughout the room and offered sweets. She realised that children were more motivated by the opportunity to learn, exercise what they've learned and otherwise be productive.
By 1915, the Montessori method of learning was a worldwide sensation. Ms Montessori herself spent time in the US, advising proponents of the technique and helping to establish learning centres across the country. Today, Montessori schools flourish around the world. They were and still are the leaders of the autonomous learning wave that is washing over our educational shores.
Autonomous Learning: Foreign Languages
Within the context of language learning, old practices of classrooms where foreign languages are taught have given way to self-access learning centres around the globe. These include SALC in Japan, the ASLLC in Hong Kong and ELSAC in New Zealand.
At such centres, students can access a myriad of reading materials in scores of languages. Specialist software is available to help them understand grammar rules, practise pronunciation, study spelling, and work on their speaking and listening skills.
The structure of these centres ranges from completely student-directed work to programmes which provide primarily tutor or instructor-guided work with self-study back-up.
Autonomous Learning in Higher Education
According to Sheffield Hallam University, conceptualising learner autonomy involves two factors.
Firstly, that an autonomous learner has developed the capacity to take at least some control over their learning. Secondly, that the learning environment must provide opportunities for each student to take control of their learning.
In addition to the rather more recognised skills needed by autonomous learners, the University promotes the concept that learning is a social activity. By socialising their learning as they are required to do, students to recognise and understand the benefits of working with other learners and having to share and negotiate with them.
Newer terms for these principles are collaboration and cooperation. You may have heard of or read about collaborative and/or cooperative learning initiatives during your continuing development training workshops.
Meanwhile, The Society of College, National and University Libraries (SCONUL) in London describes the seven pillars of information literacy as the ability to:
- recognise a need for information
- distinguish ways to address an information ‘gap’
- construct strategies for locating information
- locate and access information
- compare and evaluate information obtained from different sources
- organise, apply and communicate information to others appropriately
- synthesise and build upon existing information, contributing to the creation of new knowledge
Find out more about Edtech for teachers.
How to Be A Successful Autonomous Learner
Before we leave you with any secrets for success, let us point out the difference between an autodidact, a self-learner and autonomous learning. They all address learning - not teaching as the central tenet of education but there are subtle differences that distinguish them.
An autodidact is someone who seeks learning opportunities - from books and/or by doing new things and drawing conclusions. You might say that a guitar player who has never taken formal lessons; who learned chord progressions by reading about them and practising on their own is an autodidact.
A self-learner is someone who learns independently of anyone else. To an extent, every student is a self-learner; s/he may attend lectures but then study more in-depth by reading their textbook and completing review exercises.
Now that you know the different shades of learning, you may apply these tips to make you successful in your studies.
1. Check your understanding. Ask yourself questions about what you have read or listened to with the book closed, the CD player off or your laptop lid down.
2. Paraphrase: recite what you have learned but using different words and expressions. It’ll make you think, rather than repeat by rote.
3. Embrace mistakes. They are not failures, they are opportunities to learn and to understand where you need to study more.
4. Try online tutors for areas you need particular help with: you can dip in as and when you need help as they’re more flexible than face-to-face tutors, who tend to work to regular sessions.
5. Keep your focus on the end result. Autonomous learners desire to increase their knowledge and skills rather than just pass exams. So keep your goals front-of-mind at all times to help maintain your motivations.
You’ll also find plenty of helpful information on our website. In particular, have a read through our ‘homeschooling’ blogs. If you’re learning a language, try connecting with a native speaker. Superprof likely has tutors who are native speakers of the language you want to learn.
Above all, enjoy your studies.
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