Student Autonomy Research Articles

Enhancing Autonomous Learning and Vocabulary Mastery through the Effective Utilization of Online Resources and Word Wall Activities

This study explores the substantial advantages of utilizing the Internet as a learning tool, focusing on its integration with self-directed learning strategies to enhance vocabulary acquisition. Employing a quasi-experimental approach, the research involved two groups of students subjected to different treatments. The experimental group utilized internet-based reading materials selected according to their interests, recorded key points in worksheets, and engaged in word wall activities. In contrast, the control group followed traditional vocabulary learning methods. Post-test results indicated a 15% increase in vocabulary mastery for the experimental group compared to the control group. Furthermore, students in the experimental group with higher levels of self-directed learning demonstrated superior outcomes compared to those with lower levels of self-directed learning. The study concludes that reading internet-based short stories selected according to student interests significantly enhances vocabulary acquisition. Students with high self-directed learning tendencies are more likely to explore vocabulary through these stories. Effective use of the internet stimulates student interest and improves vocabulary acquisition through word wall activities, addressing the common issue of boredom in language classrooms. This study contributes to the growing body of evidence supporting the integration of digital resources in language learning curricula, particularly in fostering student autonomy and engagement.

Transforming High School Education with Digital Tools: A Systematic Review

This systematic review comprehensively examines the impact of digital tools on high school education, drawing from 23 peer-reviewed studies published between 2018 and 2023. The study explores a wide range of research methodologies, including randomized controlled trials, quasi-experimental designs, and experimental studies, to assess the effectiveness of digital technologies in enhancing education outcomes. The findings indicate that digital tools, particularly those integrated using the substitution augmentation modification and redefinition model, significantly improve student autonomy, engagement, and academic performance across diverse geographic and demographic contexts. However, the review also identifies challenges, such as the complexity of content, technological disparities, and the necessity for well-planned and context-sensitive implementation strategies. Furthermore, it highlights the importance of professional development for educators and the need for infrastructural support to ensure equitable access to technology. The study underscores the critical role of collaboration among educators, policymakers, and stakeholders to maximize the benefits of digital education. The review calls for ongoing research into innovative educational technologies and their long-term effects, and advocates for a strategic and well-supported approach to integrating these tools into high school settings.

AI Application (ChatGPT) and Saudi Arabian Primary School Students’ Autonomy in Online Classes: Exploring Students and Teachers’ Perceptions

In education, the integration of artificial intelligence (AI) has presented opportunities to transform the dynamics of online learning. This study investigated the impact of an AI-powered application, namely ChatGPT, on the autonomy of Saudi Arabian primary students participating in online classes. It also explored how the implementation of Chat GPT influenced Saudi Arabian primary students’ autonomy. In this mixed-methods study, a quasi-experimental design assessed the impact of ChatGPT on learner autonomy among 250 Saudi Arabian primary students from six primary schools in Riyadh, Saudi Arabia. The quantitative analysis employed descriptive statistics and t-tests, while the qualitative data underwent interpretative phenomenological analysis. To ensure coding reliability, 20% of the codes were independently reviewed by an external coder, with a 94% inter-coder agreement coefficient reached through consensus. Findings revealed that ChatGPT significantly affected the participants’ perceptions of autonomy and its different dimensions. Qualitative data showed that AI-powered applications contributed to the students’ autonomy in 10 different ways. Participants also mentioned that AI-powered apps might have some negative consequences. This study has theoretical implications for redefining learner autonomy in the digital age and calls for the exploration of many facets of autonomy. Practical applications from this study include strategic integration of AI into online education, data security, and the need for orientation programs.

The Role of Students’ Assessment Literacies in Navigating University Assessment, GenAI, and Academic Integrity

Academic integrity concerns related to students’ use of technology have renewed calls for teaching, assessment, and learning best practices, including those that involve and empower students. Empowerment is a benefit of developing students’ assessment literacies, or how students contextually understand, plan, and undertake assessment and use assessment information to monitor and progress their learning. Informed by Bandura’s (1986) social cognitive theory and reflexivity (Dewey, 1933; Schön, 1983), a qualitative exploratory case study examined first-year university students’ experiences with assessment and the development of their assessment literacies. The findings highlighted student autonomy and empowerment benefits while stressing the importance of reflexivity and assessment literacies for both students and teachers. Teaching, assessment, and learning best practices commonly suggested to promote academic honesty in the GenAI context were also evident. Accordingly, this paper explores the role of students’ assessment literacies as part of these best practices, with implications for all levels of education.Keywords: student assessment literacies, academic integrity, GenAI, student empowerment, transition to university

Intellect, Emotion, and Will: A Duoethnography on Human Education

We engaged in duoethnographic research to deepen our understanding of Japanese educator Daisaku Ikeda’s notion of ningen kyōiku, or “human education,” a lifelong process of transformation based on commitments to dialogue, value creation, global citizenship and creative coexistence. In particular, we examine the cultivation of intellect, emotion, and will from Ikeda’s human education perspective, focusing on our experiences both as students and as teachers in K-12 schools. Data sources included notes and transcriptions of video conferences and past conference presentation scripts. We found that our own education neglected some aspects of human education. Our student experiences propelled us as teachers toward creating educational experiences that support the development of intellect, emotion, and will through building trusting and caring relationships and creating structure to support student autonomy. Further, we realized that when one becomes aware of the interconnectedness of all life, the three aspects of human education—intellect, emotion, and will—transform into wisdom to use knowledge, compassion to maintain an imaginative empathy, and courage to take action. In our explorations, we worked to articulate an alternative to the current culture of schooling, and the study has helped us imagine future possibilities by explicating the lived curriculum, or currere, of human education. We hope that this study might encourage more educators to focus on guiding their students’ holistic growth as human beings in their unique contexts.

Analysis of Problem Solving Ability and Independent Learning Based On IT-Assisted PBL At Nurul Azizi Integrated Islamic Middle School

This research is crucial since students struggle with math. They want to "Analysis of Problem Solving Ability and Independent Learning Based on IT-Assisted PBL at Nurul Azizi Integrated Islamic Middle School" . This study is quantitative quasi-experimental. Fix IT issues Scholars value research and freedom. We tested eighth-graders at Nurul Azizi Integrated Islamic Middle School. Random VIII A and B have 30 students. Control and experimental groups are examined. VIIIB/VIIIA comparison. The control group employed conventional methods, while the experimental group used IT-based problem-based learning. Statistics-based research. A statistical analysis. Sample statistics predict a larger population. Parametric statistics estimates population parameters from distribution assumptions. Test a theory before experimenting. 1) Averages define typical. 2) Consistency unites. Three testable hypotheses tell or foretell. Discuss study results: Math issue-based instruction assists SMP IT Nurul 'Azizi pupils. This was expected as the experimental group scored 82.27 and the control 70. SMP IT Nurul 'Azizi's problem-based learning increases student autonomy more than conventional techniques with a 5% significance threshold (5.793>2.002) and a 2-way significant value (t-tailed) of 0.000. Compared to 74, the experimental group scored 85.83. SMP IT Nurul 'Azizi students' arithmetic problem-solving skills are linked to learning, with a 5% significant level (6.55>2.002) and 2-way t-tailed value of This study uses a two-way ANOVA with α = 0.05. At SMP IT Nurul 'Azizi, pupils' arithmetic competency was influenced by their learning model and baseline ability (p-value 0.05). This study uses a two-way ANOVA with α = 0.05. The significance threshold is 0.036, below 0.05.

Integrating Task-Based and Differentiated Instruction (DI) to Overcome Language Learning Challenges

This research aims to overcome language learning difficulties faced by students with special needs by applying a task-based approach and differentiated learning (DI). Qualitative methods are used in analyzing data. The research took place at a special school at SLB Negeri 2 Denpasar. SLB Negeri 2 Denpasar is a special school for children with hearing impairments. In this remarkable school, students would learn to communicate by reading the movements of their lips. Primary data in this research refers to the exact information obtained from student grades and academic tests. The treatment is modified according to the children's cognitive capacities. The results showed that task-based and differentiated learning (DI) are effective techniques in supporting students with special needs. High school students with special needs require a different type of parental guidance. Students with special needs can receive learning support by limiting choices and guiding choices. Providing autonomy for students to engage in task-based learning can facilitate higher student learning.

Teachers And Students' Self-Autonomy Perception in Utilizing Computer Assisted Language Learning (Call)

This present study aims to investigate the perception of autonomy of both lecturers and students in Computer Assisted Language Learning environment. In addition, the researcher has desire to figure out how instructors think about CALL in the correlation with their careers as well as student in studying. By surveying with 5-point Likert scale and unstructured interviews, the data indicated that Lecturers from the institution have positive toward CALL and stated the close relationship of CALL with their career in long-term. In terms of self-autonomy toward this, the teachers had clear view of this notion. From the perspective of students, CALL had big positive impact on the quality of students. Nonetheless, the students’ perception of self-autonomy remained unclear due to the fact that they exposed only parts of the descriptive framework. Even though shedding a light on the issues in some fields for indication of possible suggestion of application, the study consisted of limitations. Therefore, further study needs making engagement for clearer big picture of the phenomenon.

Narrowing ‘Bathtub Volunteerism’ in Singapore and Beyond Through High-quality Adolescent and Young Adult Volunteer Experiences

High-quality volunteerism experiences in adolescence are associated with higher volunteerism later in life, yet less is understood about contextualized features of these experiences, especially when school-based programmes are mandatory. Relatedly, narrowing ‘bathtub volunteerism’ (i.e., increasing postgraduation youth volunteerism and shortening the period between volunteer disengagement and resumption) remains a research gap. Therefore, using in-depth retrospective qualitative interviews with 50 young Singaporeans, we aimed to understand features of high-quality volunteer experiences in schools (among adolescents) and communities (among young adults). Findings indicated that within a national context of compulsory school-based volunteerism, ‘bathtub volunteerism’ was narrowed efficaciously when adolescents and young adults were exposed to high-quality school- and community-based volunteer experiences, respectively. High-quality school-based experiences granted student autonomy and facilitated empathy development. Community-based ones combined cause selectivity, personal meaning and close interpersonal relationships. Our findings offer insights to raise volunteerism rates by developing and propagating high-quality volunteer experiences.

Impact of Mobile Learning on Self-Regulated Learning Abilities of Higher Education Students

This study examines the influence of mobile learning (m-learning) on the self-regulated learning skills of college students using the Z-number AROMAN decision-making approach. The rapid integration of mobile technologies into educational practices has transformed traditional learning environments, offering unprecedented opportunities to enhance student autonomy and engagement. This study introduces a novel method for evaluating complex and uncertain educational scenarios through the Z-number AROMAN decision-making process. This approach provides a robust framework for assessing various intricate aspects of self-regulated learning, including goal setting (GS), self-monitoring, and reflective practices. The study underscores the transformative potential of m-learning in education, underscoring the importance of leveraging such technology to foster student-centered learning environments. This study contributes to the body of literature on educational technology, offering valuable insights for educators, policymakers, and scholars seeking to effectively implement m-learning strategies to enhance student learning outcomes.

Key factors for successful implementation of the independent curriculum: examining teacher readiness

The Merdeka Curriculum that prioritizes student autonomy in the learning process was chosen as a solution to overcome the learning crisis exacerbated by the Covid-19 pandemic. However, the implementation of this curriculum faces challenges, especially related to teacher readiness. This study aims to analyze factors that affect teacher readiness in implementing the "Merdeka" curriculum, including teacher understanding of curriculum steps, lesson plan readiness, and supporting and inhibiting factors. This research uses a qualitative approach with a case study design involving grade 1 to 6 teachers who have implemented the "Merdeka" curriculum. Data were collected through interviews, observation, and documentation, and analyzed using inductive models. The results of the study explained that although teachers have a good understanding of the seven steps in implementing the curriculum, there are still challenges in realizing planned learning due to the dominance of lecture teaching styles. Several inhibiting factors were identified, including lack of pedagogic competence, limited facilities and infrastructure, and insufficient number of teachers. On the other hand, supporting factors such as school funding, teacher working groups, and collaboration among teachers have been shown to contribute to successful implementation. The implications of this study emphasize the need for targeted professional development programs, adequate funding and infrastructure support, and the value of collaboration among teachers.

중등학교에서의 학생자치 경험에 대한 내러티브 연구

This study concentrates on students’ narratives regarding their autonomous experiences. Their voices will dynamically reveal the characteristics of student autonomy and its practical limitations. The objective of this study is to vividly share the viewpoints and opinions of students who had directly participated in autonomous activities. To achieve this objective, research participants with ample experience in autonomous activities were chosen. A semi-structured in-depth interview was conducted on two research participants with whom the researcher had formed a rapport, and the content was thoroughly described and interpreted. The results are shown below. First, students’ autonomous activities are led by a small number of the student council executives. Second, teachers’ ‘opportunism’ becomes the worst obstacle in autonomous activities of students. It is not teachers’ indifference but their non-cooperative and conservative attitudes that have a negative influence on autonomous activities. Third, students’ autonomous activities cannot extend to activities that ‘transform’ the school structure. Fourth, students voluntarily show efforts to expand their autonomous activities. To overcome practical limitations in schools, they seek solidarity forces who support their opinions. The representative body of such a solidarity force was the ‘parent association’. The results of this research deduced the following implications for future student autonomous activities. First, it is necessary to reduce the gap in students’ experiences in autonomous activities. Second, teachers in charge of student councils must enhance their understanding of educational autonomy and democracy. Third, these teachers must be provided with an environment where they can be fully immersed in autonomous learning activities of students. Fourth, voluntary participation of the student council executives must be ensured in the school council.

Optimizing Information and Communication Technology for Students with Special Needs at India’s Higher Education Institutions

Every person is entitled to a fair and just education and to be recognized as a vital member of the educational community, irrespective of their gender, race, colour, ethnic or social background, genetic characteristics, language, religion or belief, political or other viewpoints, involvement in a national minority, wealth, birth, or disability. Teachers should possess knowledge of Information and Communication Technology (ICT) and its potential in Higher Education to effectively address learning obstacles, enhance student retention rates and academic performance, and foster student autonomy and motivation to study. This study emphasized the concept of ICT, different ICT products, ICT applications, and the benefits of ICT for students with special needs.

The Role of the Dalton Plan-Based Instruction in Enhancing Learner Autonomy and Reading Proficiency for Chinese College English Students

The Role of the Dalton Plan-Based Instruction in Enhancing Learner Autonomy and Reading Proficiency for Chinese College English Students

An Analysis of the Merdeka Curriculum's Implementation at Madrasah Ibtidaiyah

The Indonesian government implemented the learner-centered Merdeka Curriculum to overhaul the country's educational system. This curriculum is being used at MI Hijriyah II Palembang, a well-known Islamic elementary school in Palembang. The purpose of this study is to evaluate the Merdeka Curriculum's implementation at MI Hijriyah II Palembang, with an emphasis on its advantages, disadvantages, opportunities, and threats. In order to collect data for this qualitative study, semi-structured interviews, observations, and document analysis were used in conjunction with a case study design. Teachers, students, and administrators from the school were among the participants. The study shows that a learner-centered approach, greater student autonomy, and integration of Islamic values are characteristics of MI Hijriyah II Palembang's Merdeka Curriculum implementation. Still, there are issues like poor training for teachers, a lack of resources, and mistrust from parents. This study highlights the opportunities and difficulties the school faced in implementing the Merdeka Curriculum in a particular educational setting. The results have implications for stakeholder engagement, resource allocation, and teacher professional development, which will ultimately help MI Hijriyah II Palembang and other schools improve how they implement the curriculum

A Summer Course in Cancer for High School Students - An Update on Lessons Taught and Lessons Learned.

Previous graduate students and postdoctoral associates from the University of Florida Health Cancer Center, in partnership with the University of Florida Student Science Training Program, implemented a cooperative learning curriculum, providing high school students with a broad overview of cancer topics over six weeks over the summer. However, the ongoing shift in education and training delivery initially necessitated by the COVID-19 pandemic has given rise to many discussions surrounding student autonomy and satisfaction. Furthermore, adapting hybrid and distance learning styles has notably influenced student-led collaboration and critical thinking skills. Here, we report on an update of experiences gleaned from the modified curriculum of this course to accommodate hybrid and cooperative teaching. This pre-post longitudinal observational study evaluated modifications to a cancer biology and therapeutics course. Student performance was assessed using surveys administered before and after the course to determine effectiveness. Student performance tracked over a 7-year period indicated improved cumulative grade averages after modifying the previous curriculum. Post-assessment analysis revealed significant improvements in student benchmark understanding, notably in their ability to define cancer in one sentence (p = 0.0407), identify cancer therapies (p = 0.0040), and recognize cancer hallmarks (p < 0.0001). An increased trend in median response to the likelihood of pursuing cancer research (p = 0.8793) and the possibility of pursuing cancer research (p = 0.4874) were also observed, although not statistically significant. Moreover, feedback from participating students indicated that "the educational activities at the end of class (e.g., escape room, case studies)" and "learning about cancer and getting to work in groups…" the curriculum fostered a positive educational learning environment. Students generally held a positive perception of the course. Post-assessment analysis revealed decreasing trends in students' perception of course difficulty compared to their expectations in the pre-assessment. Constructive feedback centered around fostering collaborative environments, with an observed increase in learner autonomy towards the end of the course, as evidenced by students' growing comfort in leading group case studies and conducting research on topics. We hope that future course directors engage actively and incorporate practical clinical examples for students, especially when introducing or discussing complex issues like cancer.

Evaluation of Teacher-Student Interaction

Driving Taiwan's digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due to spatial separation. Proposing face-to-face interaction activities, the authors conducted a survey involving 175 university students (e-tutors), revealing positive changes in teacher-student interaction post face-to-face activities. The authors' recommendations include continued activities, alignment with school calendars, and comprehensive e-tutor training for improved relationships.

Choosing to learn: The importance of student autonomy in higher education.

Despite strong evidence that autonomy enhances motivation and achievement, few interventions for promoting student autonomy in higher education have been developed and empirically tested. Here, we demonstrate how two autonomy-supportive policies effectively increase classroom attendance and subject mastery. First, in a randomized controlled field study, we explored the effect of allowing students to choose whether to make their attendance mandatory (i.e., a component of their course grades). We found that nearly all students used the opportunity as a pre-commitment device and were subsequently more likely to attend class than were students whose attendance had been mandated. Second, in a multi-year cohort study, we explored the effect of allowing students to opt out of a challenging, high-effort assessment stream, finding that students given greater autonomy invested more effort into their assignments and attained greater proficiency with the material. We discuss other opportunities for applying choice architecture to improve learning, motivation, and well-being in higher education.

M is for Motivation or How To Support Student Autonomy in Asynchronous Online Courses

Drawing on his recent book, Autonomy-Supportive Teaching in Higher Education: A Practical Guide for College Professors (Rowman &amp; Littlefield, 2023), Whitehead describes how to apply the evidence-based principles of autonomy-support into asynchronous online courses. These include, among others, being patient with students as they adapt to the learning system, designing surveys where students choose course topics, and creating opportunities for students to interact with one another.

Exploring the implementation and perception of competency-based assessment practices among Vietnamese EFL instructors

This qualitative study explored the perspectives of Vietnamese English as a Foreign Language (EFL) teachers on the implementation of competency-based assessment (CBA) within the higher education context. Amidst the global shift towards competency-based education, this research aimed to understand how instructors in Vietnam navigate the challenges and opportunities presented by CBA, focusing on its impact on teaching practices and student learning. The objective of this study was to examine the adaptations and responses of EFL teachers to the implementation of CBA, identifying how these adaptations influence teaching effectiveness and student learning experiences. Employing semi-structured interviews with 10 EFL teachers from two institutions, the study was grounded in constructivist and social constructivist theoretical frameworks, facilitating a nuanced exploration of the participants’ experiences. The findings revealed several key themes: significant challenges in transitioning to CBA, including adapting to new methodologies and a lack of resources; the transformative potential of CBA for enhancing student engagement and learning outcomes; the need for targeted professional development to bridge the gap between theoretical knowledge and practical implementation skills; and the role of CBA in fostering critical thinking, problem-solving skills, student autonomy, and inclusivity. Additionally, the study highlighted the complexities of providing effective, individualized feedback within CBA frameworks. The discussion underscores the importance of these findings in informing the development of more effective competency-based educational strategies and highlights recommendations for enhancing teacher training and assessment design to better support competency development. These insights contribute to the discourse on competency-based language education, suggesting implications for policy, practice, and future research. By highlighting the specific challenges and strategies employed by Vietnamese EFL teachers, this study offers valuable perspectives for instructors, policymakers, and researchers aiming to advance the implementation of competency-based assessment in language education globally.