How effective is learner-controlled instruction under classroom conditions? A systematic review

Abstract

This systematic review synthesises empirical studies investigating the effects of learner-controlled instruction under naturally occurring classroom conditions. Learner-controlled instruction is defined as an autonomy-supportive teaching strategy that provides learners with the right to make instructional decisions in the classroom. Twenty quasi-experimental studies from K–12 schools or higher education were identified and synthesised regarding the reported effects. The results show that learner-controlled instruction has a positive general effect for motivation-related outcomes. For cognitive outcomes, mixed findings were found. Advanced differential analyses reveal that organisational and content-related types of learner control work best for student motivation and learning. Furthermore, the effects are stronger in secondary education classrooms than in primary schools or universities. The implications for research and teaching practice are discussed.