Becoming autonomous seems an important part of education but it is difficult to demonstrate it happens without finding a way to measure the change.
David, can you define what YOU mean by autonomy? That will determine what the measures might be.
John thanks for reminding me of the need to clarify my meaning.
In line with the work of Henri Holec, David Little and Phil Benson I define learner autonomy as taking control / taking charge / taking responsibility for one's own learning. To me this does not specifically mean self-learning, learning alone or learning without teachers. But it means learners being aware of their own learning needs, styles and preferences; and reflecting on what they are doing, how it is going, how it could be better and how they could be better.
Other authors/topics than those David points to that people might want to look up on this on, say, Google scholar or RG pages where available are:
Zimmerman - self-regulated learning.
Deci and Ryan - self-determination theory
Bandura - self efficacy and agency
Dweck - self theories/ mindsets
Approaches to Learning - Ference Marton or Noel Entwistle RG pages, as well as Google Scholar.
You might find measures in some of these, but I point out that the change can be qualitative, rather than quantitative. Also, students might act autonomously, but not in the way one might want/expect because they have different goals, beliefs or ways of interpreting the learning context.
That, being the case, David, you'd have to ask them. You could measure it using a psychometric tool, but the problem with this is you are imposing a predetermined view or views of autonomy. I'd be inclined in the first instance to ask them what autonomy means to them (if it has a meaning to them). Hope I haven't been unhelpful!
Hi David, I don't know if this will help but there are a significant number of universities that now offer service learning options as part of the university curriculum. While I don't think autonomy is a specific goal, it may be implicitly one of the desired outcomes. It is generally articulated as outreach and applied learning that leads to a sense of the larger purpose of education in terms of an understanding of the importance of volunteerism, citizenship and responsibility that should be a corollary of a university education. I would think that these traits would correlate with a stronger sense of personhood and autonomy as an agent.
Deborah
Deborah,
Thanks for your answer. I too have noticed this increase in outreach being integrated into the curriculum. Maybe it will have a positive effect in terms of developing students' autonomy. I think it may depend on why students take up those opportunities.
I know you David as I took a dissertation writing course with you at HKU. I agree with Colin Smith that there are various ways of measuring it albeit there is no such a thing as a perfect measurement.
Regarding related theories (you would need one if you really go for research), consider Kantian concept of autonomy, which is related to personal freedom and choice
Yes, for me too, and as it develops the reasoning of the student, dispertando his vocation, acquiring knowledge (everyday for scientific real) can not measure it, but realize its evolution in education, which perceive their responsibility for their actions.
Dear David Gardner
What about using gamification in your classroom? You can measure autonomy through game mechanics like configurable interface, alternative activities, privacy control, notification control...
Good luck
Thanks Angel.
I don't know much about gamification. Can you recommend something to read that might give more detail about your point?
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