Abstract
Online learning can be useful for designing instruction with its asynchronous or synchronous forms. The teachers can reduce time and space limitations and support learners with additional materials in a cost-effective way. However, online learning heavily depends on learner characteristics/profile and course design. Even though it provides the flexibility of designing courses for different learner needs, motivation and learner responsibility remain unsolved problems. On the other hand, we can boost learner's autonomy with our course design. Autonomous learner profile is a perfect fit for online learning because of the flexibility for the learners. In this chapter, the authors define learner autonomy, describe its role in online course design, go over key elements in online course design and management, and give design tips for boosting learner autonomy in both synchronous and asynchronous online courses.
TopIntroduction
The concept of learner autonomy has been defined variously in the psychological and educational context but there are definitions that most researchers reach a consensus on as well. According to Holec (1981) autonomous learners are the ones who take responsibility for their own learning and a person showing autonomous qualifications must be able to set goals, specify contents, choose methods and techniques, monitor his/her learning process and evaluate his/her results. On the other hand, Little (1991) created a wider list of skills and stated that the capacity for detachment, critical reflection, decision making and independent action should be included in the concept. It is obvious that independent action, self-initiation and making decisions are key features of autonomy as Benson (2001) defines it as the capacity for taking control of one’s own learning based on his/her motivations and abilities. Even though independence is commonly emphasized, autonomous learners should also be interdependent (Illés, 2012). It would be possible to describe autonomous learners as motivated and independent learners controlling their own learning process partially or fully and able to cooperate with teachers and other learners. So, independence is a preference of autonomous learners and moreover this does not inhibit their interdependent actions.
Since there are levels of learner autonomy, it would be wrong to evaluate one as autonomous or not because it doesn’t have such strict borders. It can be considered as a continuum or a spectrum with categories of reactive and proactive learner autonomy (Littlewood, 1999). According to Blidi (2017):
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Proactive learner autonomy refers to the situations when students regulate the activity and its direction. In addition, Blidi states that this type is typical in Western societies.
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Reactive learner is a student's efforts to regulate an activity once its direction is regulated by a teacher or a guide.
It should be understood that there is no superiority between proactive and reactive autonomous learners in terms of skills or characteristics. The only difference between them is regulating the direction of an activity or having it regulated by someone else (preferably a teacher or a mentor). This regulation process does not have a standard. Taking proactive autonomous actions does not guarantee a well-regulated learning process for a learner. On the other hand, collaborating with a teacher on the regulation of learning activities might be useful for learners.
Key Terms in this Chapter
Online Learning: Learning through the internet via devices that have internet access.
Asynchronous Learning: The learning mode which doesn’t force learners to attend the lessons at the same time with the instructors and other learners.
Instructional Design: The design for learning goals which includes core elements such as learner needs, prior knowledge of learners, learner engagement, interaction, and content.
Learner Autonomy: A learners’ ability to take initiative on his/her own for learning purposes.
Digital Competencies: The skills necessary for using digital devices at a competent level.
Synchronous Learning: The learning mode which demands learners to connect to the lesson at the same time with the instructor.
Autonomous Learner: A learner who has autonomous characteristics such as taking responsibility for learning on his/her own.