Student Autonomy Research Articles

Enhancing Learning Continuity: A Case Study on the Effective Utilizations of eLearning to Mitigate Class Suspensions at St. Paul University-Surigao

This study investigated the effectiveness of eLearning designs and learning outcomes at St. Paul University-Surigao's College of Business and Technology. A mixed-methods approach was employed, utilizing a descriptive survey (n=220) and a qualitative thematic analysis of student feedback. A survey revealed generally positive student perceptions of instructional design and learning outcome achievement. However, these perceptions varied across programs, suggesting a need for tailoring. Qualitative analysis, importantly, identified both positive aspects (flexibility, self-learning) and challenges (limited interaction and engagement, technical issues, instructor quality). These challenges, crucial for educators and researchers to be aware of, resonate with broader discussions on the barriers to effective eLearning implementation. This study contributes to the understanding of effective eLearning practices in higher education. The findings emphasize the importance of well-designed online courses that balance student autonomy with strategies to address engagement, social interaction, and access barriers.

Unlocking future learning: Exploring higher education students' intention to adopt meta-education

Despite the potential of meta-education to transform higher education, there remains a scarcity of research investigating students' adoption intentions. This study aimed to identify factors influencing students' intentions to adopt meta-education using an extended Decomposed Theory of Planned Behavior model (DTPB). Data was collected via an online survey of 596 higher education students from Jordan who were purposefully selected. Structural equation modeling using partial least squares analysis revealed attitude, social influence, and perceived behavioral control as key antecedents of adoption intention. Furthermore, newly added variables including perceived enjoyment, herd behavior, student autonomy, and student innovativeness showed efficiency in explaining variance in attitude, social influence, and perceived behavioral control. Overall, the extended model provided meaningful insights on factors driving students' willingness to adopt meta-education. The study contributes to theory by extending the decomposed TPB model in the context of emerging educational technologies. It also provides practical implications for policymakers and educators aiming to encourage meta-education adoption.

Teacher scaffolding for knowledge building in the educational research classroom

Knowledge Building is an educational model characterized by its emphasis on the collective responsibility of students to improve collective ideas. Previous studies have demonstrated the benefits of Knowledge Building in science education. This study implements this pedagogy in the field of educational research and pursues two objectives: i) to analyze the quality level of student contributions when participating in a collaborative space to enhance ideas, and ii) to analyze the scaffolding employed by teachers during the implementation. A mixed-method design (qualitative and quantitative) was employed to collect data. The participants consisted of 59 undergraduate social education students enrolled in an action-research course. Data on the quality of discourse were collected from the entries or notes created by students on the Knowledge Forum platform, while data on teacher scaffolding as perceived by the students was obtained through interviews. The results of this study demonstrate that most student contributions are of high quality, although participation shows a slightly uneven distribution. Furthermore, this study broadens our understanding of the teaching scaffolds that support students' knowledge construction in educational research and offers teaching scaffolds that can be applied in various constructivist learning contexts aimed at promoting student autonomy to collaborate in knowledge creation.

What Teachers Think about Children's Autonomy at School

Twenty-one semi-structured interviews with school teachers were conducted in order to study the analysis of their beliefs about student autonomy and pedagogical practices that support its development. As a result, three groups of teachers' beliefs were identified. The typology of beliefs was based on the following criteria: content of beliefs, degree of their stability, practices used to support autonomy, attitudes towards school norms and requirements. The differences in the three groups of beliefs are presented as a continuum of meanings and practices, increasing from the first group to the third group according to all the criteria identified. From the first group to the third, the value of volitional functioning increases, the importance of control in pedagogical practices decreases, and the sphere of support for autonomy within the school but outside the classroom expands.

Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness

Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness

Influence of tutor interventions and group process on medical students' engagement in problem-based learning.

Student engagement is influenced by several variables, among which are the teaching styles employed by faculty. In problem-based learning (PBL), the role of faculty is to facilitate the learning of the tutorial group as they work through clinical problems. However, the influence of tutor intervention styles and group process on engagement of students in PBL tutorials is unclear. The study was conducted with year 2 and 3 medical students (n= 176) in PBL tutorial groups at the end of an integrated PBL course. Students evaluated their behavioural, cognitive and emotional engagement in PBL tutorials using a pre-validated 11-item questionnaire. Students also filled in a modified version of a previously published tutor intervention profile (TIP) questionnaire. The modified TIP questionnaire represents three constructs (1) steering the learning process (6 items), (2) stimulating student autonomy (4 items) and (3) establishing relatedness with students (3 items). In addition, PBL group process was evaluated using a 5-item nominal scale: (1) tutorial atmosphere, (2) listening and information sharing, (3) group performance, (4) decision making and (5) reaction to leadership. Establishing sense of relatedness in the group by PBL tutors was the most important predictor of emotional engagement (F= 41.213, ΔR2=0.191, β=0.438, P= 0.000). On the other hand, steering the learning process was a significant predictor of behavioural engagement (F= 19.0, ΔR2=0.098, β=0.314, P= 0.000). However, stimulating student autonomy was not a significant predictor of student engagement in PBL tutorials. On the other hand, enhancing the group process in PBL tutorials significantly predicts student engagement with strong impact on emotional and cognitive engagement of students. Establishing the sense of relatedness in the group and steering the learning process by PBL tutors as well as improving PBL group process are significant predictors of student engagement in PBL tutorials with emotional and cognitive engagement being the most sensitive variables affected.

From the head to the heart: A less-than-orthodox means for foreign language teaching and learning through theatre practice

In this article I reflect on the use of theatre as a tool to teach a foreign language. Within the context of language education, theatre practice does not focus on the final product. On the contrary, it emphasises the process of learning a foreign language. Between 2020 and 2022 I conducted in-class theatre projects with students learning Spanish at the University of Otago in New Zealand. These projects entailed the translation of literary texts from English to Spanish, which later were dramatised. The translation was carried out as an in-group discussion about grammar and vocabulary. The dramatised reading encouraged students to use a variety of tones and levels of volume to physically embody the text. The dramatisation allows students to design their performance with freedom, because they are not ‘acting themselves’, but are performing a different person. The final presentation of these projects filled students with pride because the work was done entirely by them, from selecting the text, to the translation and finishing with its dramatisation in front of an audience. These projects prioritised freedom of expression and promoted autonomy in students to integrate and apply the learnt content within a specific context in another language. This paper provides a detailed description of how theatre-based instruction developed different aspects of the learners’ language skills with students ranging from 100- up to 300- level.

The interpreter's role and deaf students' autonomy in mainstream classrooms.

This article explores the interpreter's role and approaches to working with deaf students as seen from deaf individuals' and interpreters' perspectives. A group of 41 formerly mainstreamed deaf individuals and interpreters offered insights into how the interpreter's role in mainstream classrooms influences deaf student autonomy and participation. This research illustrates the significance of autonomy for mainstreamed deaf students and suggests a correlation between the interpreter's role and deaf students' perceived autonomy in the classroom. In addition, the findings suggest that deaf students do not always know what an interpreter is supposed to do in K-12 classrooms. This study also finds that educational team members do not always explicitly communicate their roles and responsibilities to deaf students, leading to confusion that impacts their autonomy and overall experience. Finally, this research finds that deaf students are not trained with the ability to negotiate and renegotiate the interpreter's role. This article concludes with considerations and recommendations for deaf education and interpreter education communities.

Investigating the role of self-selected STEM projects in fostering student autonomy and self-directed learning

Research in STEM education has focussed on integrated STEM projects that combine knowledge and skills across science, technology, engineering, and mathematics. These integrated STEM projects are typically designed by teachers or researchers addressing a limited range of topics that do not always cater well to the diversity of interest among children and adolescents. By contrast, self-selected projects where students have more choices and autonomy in selecting their own projects are relatively rare. Consequently, there is a gap in the literature on students’ learning experiences when they choose and develop their own STEM projects. This study aims to examine the classroom experience and enactment of a high school STEM course designed for Grade 9 and 10 students (14 to 16 years old) to carry out a project of their choice aligned with the theme of sustainability. A case study methodology was used to investigate eight students’ lived experiences in making connections to STEM. The study reveals the nature of students’ self-directed learning experiences as they chose their own topics of exploration and subsequently developed their respective STEM-related projects. It also illuminates the alignments and tensions between STEM integration and various aspects of students’ self-directed learning, including intrinsic motivation, open-ended tasks, goal setting, design thinking, collaboration with external partners, curriculum constraint, and time management. The implications of the study encompass student autonomy and agency, the significance of authentic problems and themes in STEM education, and the role of curriculum in facilitating self-selected projects.

Promoting student success in online post-graduate studies at a South African University: The role of professional and administrative support

Post-graduate online students studying in cohorts are expected to collaborate effectively with their peers and instructors in the virtual environment and are presumed to have the necessary skills needed for self-directed online learning. However, studies have shown that the low retention and success rates in online learning could be attributed to individual students experiencing a sense of isolation in a community of online students. Providing various non-academic support is as crucial for ensuring success as academic support services. More importantly, the support should acknowledge and address the unique set of skills, experiences, and expectations of the individual student in the community of online learners. This study aimed to ascertain whether professional and administrative student support that focused on the individual needs of the post-graduate student promotes retention and success in online studies. A qualitative case study at a business school at a South African higher education institution evaluated the professional and administrative support types, range and timing in promoting success in online post-graduate studies. This included the content analysis of key documents such as the self-evaluation report and the survey report on evaluation, impact and lifelong learning of a post-graduate qualification, followed by a focus-group session to ascertain staff perceptions of the professional and administrative services and resources in promoting success in online post-graduate studies. Using Simpson’s Proactive Motivational Support model (PaMS) as a lens, the study revealed a lack of motivational aspects of student support for online post-graduate students. Furthermore, the results affirmed the presumption of post-graduate students as a homogenous group prepared to succeed in online learning communities. Moreover, that limited provision was made to support online post-graduate students from remote areas and for those with disabilities. The study concludes that a more personalised approach to student support will motivate post-graduate students to become successful self-directed students in a community of online learners. Moreover, a focused school, college and institutional approach and an integrated inter- and intra-institutional collaboration are needed to enhance self-directed learning, foster a sense of belonging, and promote success in online post-graduate studies.

EFEKTIFITAS PENGGUNAAN MEDIA PUZZLE MATEMATIKA MATERI BILANGAN PECAHAN TERHADAP KEMANDIRIAN BELAJAR SISWA KELAS 2 SD

Mathematics plays a crucial role in the development of science, especially in the context of basic education. One of the important materials in mathematics is the number of fractions, which is often considered difficult by students. This research aims to find out the effectiveness of using mathematical puzzle media on fragmented number material in improving the learning independence of students of 2nd grade at the State Elementary School of Ngabeyan 01. The research method used is quantitative research with pre-experimental design. Data is collected through pretest and posttest tests as well as nontes in the form of interviews, observations, and documentation. Data analysis using the wilcoxom signed rank test, SPSS 25. The results of the study showed a significant improvement in students' learning independence after being treated using a mathematical puzzle medium. The average pretest score was 34, while the average posttest score increased to 92.67. The wilcoxom signed rank test produced a significance value of 0.001, showing a significant difference between pretest and posttest. Based on these findings, it can be concluded that the use of mathematical puzzle media is effective in improving the autonomy of students' learning on fragment number material in the second grade of State Elementary School Ngabeyan 01. Therefore, the results of this research are expected to be one of the benchmarks in learning to create an innovative and enjoyable learning environment, especially in overcoming the difficulty of students in understanding the concept of fractional numbers.

The Independent Consciousness of Post-00s College Students under the Perspective of Self-shaping and the Construction Strategy Research

Post-00s college students are a generation that has grown up full of changes and challenges, and their sense of autonomy and self-shaping is relatively high. However, there are many challenges and pressures, which require college students to continuously strengthen self-learning and self-practice, enhance their sense of autonomy and self-shaping ability. Through questionnaire survey and analysis, this paper discusses the current situation and reasons of post-00s college students autonomy consciousness and self-shaping, and puts forward tar-geted construction countermeasures on the basis of data analysis and demonstration, in order to provide reference for cultivating the autonomy consciousness and self-shaping ability of post-00s college students.

Role of AI in Blended Learning: A Systematic Literature Review

As blended learning moved toward a new phase during the COVID-19 pandemic, advancements in artificial intelligence (AI) technology provided opportunities to develop more diverse and dynamic blended learning. This systematic review focused on publications related to the use of AI applications in blended learning. The original studies from January 2007 to October 2023 were extracted from the Google Scholar, ERIC, and Web of Science databases. Finally, 30 empirical studies under the inclusion criteria were reviewed based on two conceptual frameworks: four key challenges of blended learning and three roles of AI. We found that AI applications have been used mainly for the online asynchronous individual learning component in blended learning; little work has been conducted on AI applications that help connect online activities with classroom-based offline activities. Many studies have identified the role of AI as a direct mediator to help control flexibility and autonomy of students in blended learning. However, abundant studies have also identified AI as a supplementary assistant using advanced learning analytics technologies that promote effective interactions with students and facilitate the learning process. Finally, the fewest number of studies have explored the role of AI as a new subject such as use as pedagogical agents or robots. Considering the advancements of generative AI technologies, we expect more research on AI in blended learning. The findings of this study suggested that future studies should guide teachers and their smart AI partner to implement blended learning more effectively.

Iranian medical students' E-learning continuance intention after end of COVID-19 pandemic.

Coronavirus disease (COVID-19) pandemic caused the closure of many face-to-face classes in Iran's universities of medical sciences, so e-learning was adopted as the alternative method. This study aims to examine the medical students' perspectives on e-learning continuance intention. In this quantitative study, the population included 1,453 students and the statistical sample size was determined to be 305 students using the Cochran formula. The participants were selected using stratified sampling method based on the field of study and the data were collected by e-learning evaluation questionnaire. The data were analyzed using SPSS 26.0 in addition to descriptive statistics. The results showed the mean perceived autonomy, perceived competence, and communication in e-learning, intrinsic motivation, information quality, e-learning applicability and students' satisfaction with e-learning courses were 2.61, 2.81, 2.91, 3.03, 2.98, 2.92, and 3.31, respectively. There was no significant correlation between the competence and applicability, user satisfaction and e-learning continuance intention. Moreover, e-learning continuance intention had the highest correlation with students' satisfaction (0.787) and information applicability (0.784), respectively. Medical students had a tendency to continue e-learning, even after controlling the COVID-19 outbreak, and health education policymakers can be of use in this opportunity to developing educational services.

INFLUENCE OF VISUALIZATION TECHNOLOGIES ON THE DEVELOPMENT OF MEDICAL STUDENTS’ AUTONOMY IN THE PROCESS OF THEIR PROFESSIONAL TRAINING

The autonomy of medical trainees is a critical dimension in their professional maturation. The deployment of visual technologies within the educational frameworks of medical institutions can potentially enhance the autonomy of nascent physicians. However, the discourse on this subject appears to be underexplored. This manuscript endeavors to bridge this lacuna by delineating prospective avenues for inquiry into the interplay between imaging technologies and autonomy. Materials and Methods. In pursuit of the outlined objective, the investigation employed a multifaceted research paradigm: a systematic approach underpins the study's foundational structure; a methodological perspective, considering visualization not merely as an instructional resource but also as a cognitive tool; and a competency-based approach, positing that the accrual of professional competencies transcends mere knowledge, skills, and abilities, embodying a nuanced professional ethos towards the executed job function. Research results. The investigation elucidates a dialectical nexus between the utilization of visualization technologies and the burgeoning autonomy of medical students. Primacy in mastering visualization methodologies during decision-making processes cultivates reflective capacities, heralding the development of metacognitive elements conducive to the appraisal of personal knowledge. Such introspection potentially steers students towards deliberate choices regarding their developmental trajectories, fostering accountability for these decisions and, by extension, the attributes of an autonomous individual. Discussions and Conclusions. A review of extant literature substantiates that the integration of visualization technologies within educational paradigms necessitates a profound methodological familiarity with visualization instruments. The acquisition of visualization technologies mandates the engagement of abstract reasoning, the imperative to conceptualize personal knowledge, and the proficient execution of analytical, synthetic, and modeling techniques to articulate the resultant insights visually. These competencies, while facilitative of autonomy, presuppose an existing degree of individual autonomy, thus illustrating the dialectical interrelation between these constructs.

The Role of Avatars in Language Learning in the Metaverse

In the field of education, new technologies have given rise to innovative teaching methodologies to cater to digital natives. Among them, the metaverse and its emphasis on multimodality allow students to embody avatars to explore replicas of the physical world. This phenomenon democratizes access to cultural and social experiences through teleportation, challenging the limitations of the physical world. For all this to be possible, the avatar, central to this dynamic, acts as an intermediary between the metaverse and the real world, fostering three-dimensional cooperation and global interaction through automatic translation and accessibility features. Specifically, in the realm of language teaching, the avatar represents an alter ego that promotes the ideal and polysemic self, reducing social pressure and providing security to the student. On the other hand, in the learning process, the avatar promotes student autonomy, allowing for a constructivist and communicative approach. The recreation of diverse linguistic and extralinguistic contexts in the metaverse enables students to develop language and cultural competencies in an immersive manner. Furthermore, the sharing and sensory aspects of scenarios and teaching materials contribute to richer feedback, strengthening the sense of learning and student security in this three-dimensional, barrier-free environment.

Pre-service Teachers’ Perceptions and Practices of Learner Autonomy: A Case Study in Vietnam

This paper discusses learner autonomy (LA), which has recently been adopted as an important educational goal in the new competence-based curriculum for general education in Vietnam. Despite numerous studies on the initiatives to foster LA in various contexts, more research is needed to substantiate the literature on how pre-service teachers interpret and practice LA so that they could better reach the educational goal of fostering student autonomy in school settings. Drawing on data from surveys and interviews with pre-service teachers from Years 1 to 4 across seven disciplines of teacher education programs, the findings of our case study indicate that teacher education programs in Vietnam may prepare pre-service teachers to enact their autonomy in learning to some extent. Nevertheless, such programs need to provide to-be teachers with opportunities to actually control their learning in university settings so that they might better assist school students to develop their own independent learning and self-study. This paper thus concludes by raising two points concerning pedagogical obligation that pre-service teachers and teacher trainers should be aware of: first, that student autonomy relies substantially on teachers being supportive and flexible in devising learning activities; and second, that teacher education programs should equip pre-service teachers with sufficient knowledge, skills and resources to develop their own autonomy to enable their future students’ independence.

Effects of Emotionally Focused Therapy on Emotional Autonomy and Emotion Regulation of Students with Depression Symptoms

Background: Social anxiety disorder, lack of emotional autonomy, and depression can all negatively affect the abilities and, ultimately, the fate of adolescents. Objectives: The present study aimed to investigate the effects of emotionally focused therapy (EFT) on the emotional autonomy and emotion regulation of students with depression symptoms. Methods: This quasi-experimental research adopted a pretest-posttest control group design with follow-up. The statistical population included all high school students with depression symptoms in Ahvaz, (Iran) in the academic year 2022–2023. The purposive sampling technique was employed to select 30 students with depression symptoms. They were then randomly assigned to an experimental group (n = 15) and a control group (n = 15). Participants in the experimental group attended ten 45-minute sessions of EFT once a week, whereas those in the control group were placed on a waiting list. The research instruments included the Emotional Autonomy Scale (EAS) and Emotion Regulation Questionnaire (ERQ). The obtained data were entered into the SPSS v23. The repeated measures analysis of variance (ANOVA) was then used to analyze the research data. A P-value of less than 0.05 was considered significant. Results: The mean ± SD of emotional autonomy, reappraisal, and suppression was 24.60 ± 3.96, 21.53 ± 2.99, and 18.93 ± 2.21 on the pretest, whereas it was 31.53 ± 4.30, 29.60 ± 2.47, and 12.00±2.00 on the posttest. According to the results, EFT enhanced emotional autonomy and improved emotion regulation strategies (i.e., reappraisal and suppression) in students with depression symptoms (P < 0.001). Conclusions: In conclusion, EFT managed to improve emotional autonomy and emotion regulation strategies in students with depression symptoms. EFT can be recommended as an effective intervention to improve emotion regulation in students with depression symptoms.

Exploring experiences and challenges in implementing youth participatory action research in Norwegian lower secondary schools

ABSTRACT Most empirical knowledge on the processes and challenges of conducting youth participatory action research (YPAR) in the school setting stems from research in the US; only a few studies exist among European youth. In addition, what youth participation looks like in YPAR is rarely described. The present study investigates the experiences of implementing a Junior-researcher YPAR initiative from the perspectives of students and teachers in five ninth-grade classes in Norway. We also observed two of the classes throughout the process. The findings from interviews and observations showed that the Junior-researcher mostly promoted a sound experience of participation and knowledge production among the students. However, students and teachers were not familiarized with a YPAR designed to promote unstructured learning methods and student autonomy, or to limit teacher involvement. The present results illustrate some of the challenges youth participatory approaches may face in a school context.

Nursing Students' Perceptions of the Quality of Teaching Supervision During Clinical Placements

Introduction: During their placements in healthcare establishments, nursing students are assigned to members of the nursing staff who, as tutors, are responsible for supporting and assessing them as part of their professional training [1]. As such, it is vital that the hospital environments hosting these students pay the utmost attention to how these placements are carried out. This study explored our respondents' perceptions of the quality of teaching supervision during their clinical placements at the Bandundu general referral hospital (HGR). We opted for a qualitative, case study approach. Data were collected from individual, semi-structured, face-to-face interviews with 9 third-year graduate students. The aim of these interviews was to gather information based on the students' previous experiences of their placements. Materials and Method: The analysis method used for this research was content analysis, also known as thematic content analysis. The data were analysed using ATLAS.ti7 software. A main theme was identified for this study. Three sub-themes emerged from this central theme: students' perceptions of their needs in terms of teaching support, their perceptions of the teaching strategies used by the support staff, and their perceptions of the quality of the training provided by the support staff in the field. Results: With regard to teaching support needs, it is important to emphasise the lack of prior and intermediate assessment, the inadequacy of care materials, the excessive number of trainees, the lack of support for assessment, the failure to comply with placement objectives and the lack of autonomy, all of which appear to hinder students' learning progress in the clinical environment. With regard to teaching strategies, it is interesting to note that the methods of education, training and advice were more frequently mentioned than those of confrontation. With regard to the quality of training, the majority of participants judged supervision at the placement to be satisfactory. Conclusion: Although the majority of students were satisfied with the quality of the supervision they received at their placement, the results suggest the need for innovation in current approaches to clinical teaching in order to foster student autonomy and enable them to develop essential skills.