Fostering Self-directed Learning through Guided Tasks and Learner Reflection

Abstract

This article reports on the potential impact on learner attitudes and behaviour from the use of a set of guided self-directed learning worksheets. The study consisted of a before and after questionnaire with a portfolio of activities that became progressively less teacher directed. Each activity had a section for learner reflection. Final reflective comments were captured at the end of the portfolio. Data collected from both questionnaires and from reflective comments was analysed using a grounded theory approach (Strauss and Corbin, 1998). While it is recognised that this study is a classroom-based research project with a small number of participants, and that the data collected is learner-reported, the findings are nevertheless important and suggest that such portfolios can be successful both in promoting the use of self-access centres and in fostering learner autonomy.