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Teaching autonomy

‘Reading groups’ and the development of autonomous learning practices

University of Teesside, UK, d.railton{at}tees.ac.uk

Paul Watson

University of Teesside, UK, p.watson{at}tees.ac.uk

A key factor in the transition to university is the enculturation of new students into both the discipline they are studying and effective study practices. Most significantly, students, whatever their chosen discipline, must learn to become autonomous learners. Too often this process is either left to chance or seen as a natural attribute of the higher education learning system rather than a particular skill that must be learnt and can be taught. In this article we discuss one particular approach to designing ‘structured autonomy’ into a first year core media studies module. We argue that the notion of autonomy needs to be considered as a central component of learning, teaching and assessment strategies and, moreover, that an integrated approach towards these factors has the additional benefit of contributing towards a more holistic first year experience for students.

Key Words: autonomy • enculturation • first year experience • peer support • skills • transition

Active Learning in Higher Education, Vol. 6, No. 3, 182-193 (2005)
DOI: 10.1177/1469787405057665


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