Autonomy and the ability to learn

UKCLE PDF project

Project leader: Penny Childs, University of Plymouth (e-mail: p.childs@plymouth.ac.uk)
Project summary: a comparative study of the experiences of LLB students and the development of learner autonomy
Completion date: November 2004
UKCLE funding: £2,820

This project was a three year longitudinal study of the development of learner autonomy, focusing on the student perception and experience of learning.

Project aims

• to examine the processes through which LLB students develop autonomy and the ability to learn
• to focus on the student perception of the experience of developing learner autonomy
• to analyse the evidence gathered in the context of the law benchmark statement and educational literature

Findings

The study involved four law schools; Bristol, Exeter, Middlesex and Plymouth. Each year focused on a slightly different theme, in order to examine student perceptions of learning. During year one (2000-01) data was collected on making the transition to higher education. During 2001-02 the focus was on the learning approaches adopted. Year 3 looked at the achievement of the goals of the law degree as articulated by law schools.

The research has revealed a number of issues, including:

• the significance of previous experiences of learning and of integration into the academic community
• the development of practical, cognitive and inter-personal skills
• the affective aspect of learning, in particular motivation and confidence
• the role of tutor, peer and self evaluation
• the relationship between dependence, independence and interdependence
• different approaches to (and conceptions of) learning and learning styles

Outcomes

• Autonomy and the ability to learn: the preliminary study (1999-2000) – paper presented at LILI 2001
• Making the transition to higher education (2000-2001) – paper presented at LILI 2002
• Autonomy and the ability to learn project – paper presented at LILI 2005
• Autonomy and the ability to learn project: report (RTF file, 8 pages, 62 KB)

Last Modified: 4 June 2010