The Use of a Process Model to Introduce and Develop Autonomous Learning among Mexican University Students

Abstract

The purpose of this study is to investigate the impact an adapted model, designed according to levels of implementation, has on the fostering of autonomous learning among a group of Mexican university students who have been taught with teacher centred methods through their academic life. This research was conducted to have a better understanding of how to introduce and develop this approach among learners who have been teacher-dependent in their learning.
Although autonomous learning has been explored extensively in different educational settings, this has not happened in Mexico. Some studies regarding this approach to learning have been conducted in this country; however, few have been done in relation to its introduction and promotion. Existing literature indicates that the previous has been achieved by different researchers around the world through the use process models. Considering the previous, an existing model was adapted to implement during this investigation to foster autonomous learning among students who had previously learnt with teacher-centred methods.
The main research questions of this research are: what evidence indicates that there has been a development of autonomous learning among participants? And, what are the opinions of participants about learning autonomously? To answer these questions action research was conducted during one semester in one of the classes taught by the teacher/researcher at a public Mexican university. Qualitative data was collected through three instruments: learner diary, a questionnaire, and participant interviews. This information was organized and analysed by using N-vivo 12, coding and thematic analysis.
The results showed that participants developed autonomous learning skills and adopted learning practices which are common in this approach. Furthermore, it was found that the levels of implementation included in the model made relevant contributions to foster autonomous learning. Moreover, it was discovered that the participants had positive opinions regarding the introduction and development of this approach to learning.
The findings obtained led to several conclusions. First, process models can be employed to foster autonomous learning among Mexican university students who are accustomed to learning with teacher-centred methods. Although this involved a drastic change for many subjects, they were able to adapt to the new approach to learning at some point during the treatment. Second, autonomous learning needs to be introduced gradually when it is implemented with learners who are used to being teacher-dependent in their learning. The use of this strategy gives learners the opportunity to develop the skills needed and adopt the learning practices this approach requires. Third, the levels of implementation provide some steps that guide the introduction of autonomous learning, lead learners to acquire the knowledge they need, and provide opportunities for students to exercise their autonomy along the learning process. Finally, once subjects had adapted to learning autonomously, they welcomed this approach and preferred it over teacher-centred methods.
The significance of this study is that it increases our understanding of how to introduce and develop autonomous learning among learners who are used to learning with teacher-centred methods. In addition, more knowledge was generated regarding how different components that have been used in models contribute to promote this approach. Finally, it was possible to learn about the perceptions Mexican university students have about autonomous learning and the suggestions they give to foster this approach to learning.

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