Abstract
As the social dimensions of learning in general and learner autonomy in particular are being given increasing attention in recent years, Michael Allhouse’s column about the re-invigoration of the self-access centre (SAC) at his institution as a social learning space is an interesting insight into how these theories of learning can be applied to the field of self-access. In this instalment, Michael discusses some research that has been conducted into student reactions to this new approach to self-access provision.
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