Postgraduate Course: Promoting Student Autonomy and Engagement (EDUA11184)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||This course will critically examine the important role of autonomy and engagement for high quality student learning particularly, but not exclusively, at the undergraduate level within research-intensive settings. Emphasis will be placed on key features of the learning environment conducive to bringing about student autonomy and engagement in learning.
The course will draw on a wide range of educational research literature examining the notion of student self-directedness focusing, in particular, on the two key concepts of learner control and responsibility. Participants also will have the opportunity to critically engage with the question of how student self-directedness, autonomy, or self-authorship, is related to their capacity to think critically about significant issues such as the certainty of knowledge in their subject area but also the expectations they hold with regards to teachers, teaching methods and assessment strategies. A further important concept examined in the course is that of self-regulated learning, especially the important influence of motivation, goal-orientation and self-monitoring on the quality of student learning and students engagement in it.
Upon completion of this course participants will be able to demonstrate a critical understanding of the complex questions and varying concepts underlying educational buzzwords such as learner autonomy and student engagement in learning and will be in a position to creatively contribute to the designs of learning environments that are conducive to promoting both.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Not being delivered|
| On completion of the course participants will be able to:
- Critically examine why student autonomy is important for learning and identify the various challenges associated with promoting it
- Demonstrate a critical awareness of the possible tensions and challenges inherent in encouraging students to assume greater control as well as responsibility for their learning
- Distinguish between context-specific and generic features of self-directedness in learning and discuss how these are linked to the expectations students have with respect to knowledge, teachers, teaching methods and assessment strategies
- Demonstrate a critical awareness of the influence of motivation, goal-orientation and self-monitoring on students ability to self-regulate their learning and consequently engage in it more effectively
- Develop principles of programme, course and/or session planning that create learning environments conducive to promoting increasingly greater student capacity for autonomy and engagement in learning
|Graduate Attributes and Skills
||Pre-course reading, in-course reading as well as assignment preparation complement face-to-face teaching/learning activities to a total of 100 notional effort hours.
|Course organiser||Ms Daphne Loads
|Course secretary||Miss Emily Salvesen
Tel: (0131 6)51 6661