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From dependence to independence: tutor perspectives on student self-managed learning

Bannister, Phil, Hanson, Julie and Ottewill, Roger (2002) From dependence to independence: tutor perspectives on student self-managed learning The International Journal of Management Education, 2, (3), pp. 35-44.

Record type: Article

Abstract

In the School of Business and Finance at Sheffield Hallam University attention has been given to issues which arise as undergraduates seek to cope with the demands of exercising increased responsibility for the management of their learning. Recent research has focused on the views of tutors concerning the degree of support they provide in respect to student self-managed learning. Findings reveal a number of different ‘philosophies’ which range from ‘maximalism’ to ‘minimalism’. While some variety can be justified, it is by no means unproblematic. Hence, it is necessary to give due cognisance to its implications for the student learning experience in the planning and delivery of courses and to ensure that students are made aware of the nature, and reasons for the adoption, of a particular philosophy.

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More information

Published date: 2002
Keywords: learning time, self-managed learning, independent learning, tutor support, unit learning scheme

Identifiers

Local EPrints ID: 11086
URI: http://eprints.soton.ac.uk/id/eprint/11086
ISSN: 1472-8117
PURE UUID: 2e0aa4d2-f535-470b-862c-9a5cb3486629

Catalogue record

Date deposited: 18 Jan 2005
Last modified: 17 Jul 2017 17:04

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Contributors

Author: Phil Bannister
Author: Julie Hanson
Author: Roger Ottewill

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