Learner autonomy

The concept of learner autonomy was originally coined by Henri Holec with a view to adult education. The associated idea of self-determination and self-control of the learner is in line with the guiding principles of reform pedagogy , to educate students to act independently.

Learner autonomy is a particularly consistent form of learner orientation with the basic idea of ​​letting the learner himself determine goals, content, methods, work techniques, forms of evaluation as well as the temporal and spatial environment. Learner autonomy and self-directed learning correspond to a constructivist learning theory.

Justification of learner autonomy

In the context of constructivist learning theory, in which there is an interaction between new knowledge in the form of stimuli and already existing structures (schemes), learning is characterized as an autonomous process "which the information processor carries out independently". In contrast to the instructivist-reactive perspective, learning content is actively constructed by the learners, i.e. not "adopted in the form in which it is transmitted by the teacher or is designed as teaching material."

Requirements for the success of learner autonomy

• intrinsic motivation of the learner, willingness to learn, e.g. For example, by an early introduction to decision possibilities or by establishing a learning Treaty .
• interdisciplinary introduction of learner autonomy,
• Autonomous teaching measures : learning strategies , techniques, self- evaluation , role awareness .
• Assumption of responsibility by the students up to the assumption of the teaching function ( learning through teaching ),
• in foreign language lessons : training in language awareness and language reflection ,
• authentic learning materials,
• task-oriented forms of work

Methodical implementation

Learning by teaching

→ Main article : Learning by teaching

Learning through teaching is characterized by the fact that the learners take on the teaching function and thus bear responsibility, distinguish themselves through expertise and develop didactic skills. The classroom discourse (e.g. in foreign language lessons ) is characterized by authenticity .

Free work

→ Main article : Free work

Free work as a form of open teaching promotes the autonomy of the learner in that, depending on the degree of free work, the students select and edit learning content according to their interests in organizational, temporal, spatial, cooperative, methodological, content-related and individual freedom.

Project teaching

→ Main article : Project teaching

Project teaching is defined as an action-oriented , holistic , learner-centered form of learning that is open to the curriculum and is characterized by “learner autonomy” (self-organization, personal responsibility) and teamwork .

See also

• Action-oriented teaching
• Action orientation (foreign language teaching)
• Constructivist didactics
• Self-Determination Theory (SDT): Autonomy support and optimal learning environment

swell

1. ↑ BIMMEL, P./RAMPILLON U. (2000): Lernerautonomie und Lernstrategien . Munich: Langenscheidt ISBN 3-468-49651-6
2. ↑ Wolff, Dieter (2003): Learner autonomy and self-directed foreign language learning: overview. In: Bausch, Karl-Richard / Christ, Herbert / Krumm, Hans-Jürgen (eds.) Handbook of foreign language teaching. Tübingen and Basel: Francke. 321-326
3. ↑ Martinez (2004): L'autonomie en question (s). "Les rôles respectifs de l'apprenant et de l'enseigenment dans l'autonomisation." In: French today , issue 1 / 2004.58-73.