Scholarship of Teaching and Learning

Perspectives on Learning: A Faculty–Student Conversation

Perspectives on Learning

On January 31, 2008 from 3:30-5:00 a conversation was held between students and faculty discussing perspectives on learning in DeGarmo Hall (551). The event was co-sponsored by the Cross Chair in the Scholarship of Teaching and Learning and the Center for Teaching, Learning, and Technology and the campus community was invited. With an impending snow storm, eight people were present (5 faculty/staff (CTLT, Applied Science, EAF, Geography, Sociology), & three students (1 graduate (SOC) and 2 undergraduate (PSY, Geography)). All present were asked to consider the following discussion questions:

  • What is Learner Autonomy or Self-Directed Learning?
  • What do highly autonomous students look like? How do they act?
  • What are their motivations?
  • Do students and faculty members agree on these ideas?
  • What are the implications for our classes?
  • What discourages autonomous learning?
  • What promotes it?
  • How can students and faculty encourage more autonomous learners(ing)?

The following is a summary of notes from the conversation:

FAC = Faculty/Staff; STU = Student

FAC:

  • autonomy = innate curiosity, motivation to learn new things, someone not from standard K-12 school system (which teaches dependence), does not mean always work alone but independent enough to initiate on one’s own, seek help when needed
  • example—leader of group project who went above and beyond requirements and expectations (Geography student)

STU:

  • interest in material; wasn’t always autonomous
  • nature of the class structure and assignment- field, research class

FAC:

  • student’s major course may draw more intrinsic motivation from student
  • creativity may be a part of autonomy
  • honors students may like the structure of the classroom because they are good at it and can succeed within it
  • students are used to structure of assignments (even Master and Doctorate)
  • autonomy is important for higher education and career
  • possibly let students struggle to learn autonomy

STU:

  • example—student being too autonomous can have negative effects (in Japan); other students may not like this; does not fit collectivity norm

FAC:

  • students can hinder autonomy in others
  • relationship between autonomy and engagement?
  • example—from book about professor who pretends she is a freshman (similar to example from Japan)
  • can students be autonomous and work in groups/collaborate?
  • honors projects—done by students, but they may seem embarrassed (?)

STU:

  • class material may play a part in autonomy
  • being a major course is probably helpful

FAC:

  • motivation (self, to do well) may have important effect
  • autonomous learning can be the same across disciplines, but can also be different
  • need to think about nature of readings/assignments/tests (to promote autonomy)
  • being able to prioritize (classes, work, others things) important in developing autonomy
  • risk-taking a factor?
  • a developmental component? (difference in age between faculty and students)
  • following directions?

STU:

  • class with a journal or log assignment—helped us be autonomous

FAC:

  • autonomous learner is reflective and knows where/when to get help (opposite gives up)
  • when students have choices (have more autonomy), they are more proud of it/learn more
  • faculty have to find balance between structure and openness
  • to develop autonomy—independence, interactions (between faculty/students and between students/students)