Supporting Autonomous Learners

Supporting Autonomous Learners’ Motivation in The Classroom The classroom is a very important part of student’s lives, consuming much of students’ times throughout their educational years. Most of the time spent in a classroom will be on obtaining information on a learning basis. Traditionally the teacher is the center and whole source where information is inferred, however, new ways to approach education are essential. Teachers should include students in the teaching and learning processes. For example, students could have the choice of choosing some of the material to be learned, such as novels to be read in the syllabus or the opportunity to assign due dates for homework assignments. Students can benefit from their own input as much as

One example of autonomy is when actions are controlled by the students themselves, rather than external forces like the teachers, another example is when tasks are selected and completed out of interest or self-regulated importance. As such, “autonomy support is defined as interpersonal actions directed toward nurturing another person's inner motivational resources through providing opportunities to experience autonomy” (Reeve & Jang). Autonomy support can be carried out in the classroom by different ways of support. Here its is divided into three main categories; organizational autonomy support, procedural autonomy support, and cognitive autonomy support (Stefanou et al 97). Organizational autonomy support is when a teacher allows students to have some decision-making roles in terms of classroom management issues (Verhoest et al). This gives students a freedom of choice and evidently enhances a sense of well-being and comfort with the way a classroom functions. Procedural autonomy support is when a teacher offers students choices about the use of different media to present ideas (Stefanou et al 98). Including the ability to select from a list of homework assignments. Also, how a final project might be presented, for example, as a poster or a presentation or even a booklet. This encourages initial engagement with learning activities and hence

Calculating their own reasons for learning outcomes; whether good or bad. Students who evaluate their learning through a method that is initiated by themselves, and is controlled by their actions, are more able to adjust their learning to the better (Mykkänen et al.) Autonomous learners derive their motivation intrinsically when they feel responsible for their own learning. Making them commit to the learning process and develop an inner drive for success. They are motivated learners and their learning process is beneficial and effective (Little). Meaning that if students think they have the ability to do something, then they will have the confidence to do it. Furthermore, a study was done on the effects of autonomy supported versus controlled teacher behaviour on students’ achievement, they found that at the higher cognitive level, there was a meaningful difference between the students who were taught in a controlling context and students who were taught in an autonomy supportive context (Hofferber et al). A Finnish study also arrived at the same conclusion that there is a strong relationship between autonomous students and motivated students (Mykkänen, Arttu et al.) This was done by providing a student-centered classroom by watching videos of lessons and getting feedback from the students. The study also proved that Students' evaluations of their own abilities should be initiated