Autonomous Learning as a Transformative Experience

Autonomous Learning as a Transformative Experience

David A. Miles (Dr. Dave Leadership Corp., USA)
Copyright: © 2019 |Pages: 21
DOI: 10.4018/978-1-5225-3474-7.ch002

Abstract

Andrological processes comprise many facets in the overall learning experience, including, but not limited to, the field of self-directed learning. Self-directed learning itself is a broad field of study, but a particular subset of self-directed learning—autonomous learning—provides a potentially transformative process that higher education scholars, practitioners, and professionals can utilize successfully. Autonomous learning is related to the psychological underpinnings of self-directed learning. This chapter details how these psychological concepts can be utilized as a practical tool for experiential transformation.
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Autonomous Learning As A Construct

Autonomous learning has been defined as “an agentive process in which the conative factors of desire, initiative, resourcefulness, and persistence are manifest” (Carr, 1999, p. 17; Ponton, 1999, p. 16), while Meyer (2001) defined autonomous learning as the outward behavioral expression of the psychological construct of learner autonomy. Learner autonomy is generally defined as a “behavioral syndrome that consists of four psychological constructs—desire to learn, learner resourcefulness, learner initiative, and learner persistence” (Confessore & Park, 2004, pp. 41-42). This means there is an underlying psychological reason behind the outward behavior of what is observed as andrological self-directed learning that is intentional and deliberate by the learner—hence, being agentic—and consists of the four constructs listed. These constructs when looked at separately and as a group are the keys to true transformational experiences.

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