Student Autonomy

Agency can be defined as "the power to act in a given situation." We use our agency to make choices - personal and professional - all the time. But, autonomy has a slightly different difference in the higher ed context: “a broader awareness of themselves as independent learners who have both the responsibility and control of their own learning” (Darby 160). The focus on awareness of their position is key here - students need make some metacognitive leaps in how they frame their learning. And, since not every student comes to us with recent academic training, the more that we can emphasize that mindset, the better they will be at seeing their autonomy. 

Some Context in Considering Autonomy

Because the topic is a complex one, it is helpful to think about a couple of contextual issues as we dive into supporting autonomy. 

1. First, responsibility for learning is complicated. It is true that students are ultimately responsible for learning: "Students will not succeed in an online class if they do not take responsibility for their own learning” (158). At the same time, when you really dig into it, faculty shoulder some of the responsibility for creating conditions that make learning possible. We don't just simple tell students, "there is the book and here is the exam - figure it out for yourself." I hope we all take some ownership of doing our part in making learning possible. 
2. Second, autonomy is a choice. We can't create autonomy. This is true for a number of reasons, including the fact that course learning outcomes are not up for debate at the start of every class. We need to cover specific material to meet the class objectives and fulfill our promise to students. Additionally, students have to decide whether or not they want to accept responsibility. Thus, Darby points out that our role is this: to "provide the conditions and support for [autonomy] to flourish" (159). 
3. Finally, even autonomous learners need guidance. If our students are novices, they rely on the guidance of faculty experts to structure learning effectively and efficiently - we help them avoid common pitfalls and misconceptions, make meaningful connections, and focus their efforts on key topics. As experts, we already know where they should spent time, so effective learning is scaffolded with our expertise. We just need to find the right balance between support and freedom, guidance and exploration, "require" and "allow." The balance will help students learn effectively and efficiently. 

 

Design Strategies for Student Autonomy 

Flower Darcy suggests four specific strategies for supporting autonomy in the online classroom. 

#1: Offer Choice in Online Classes

#2: Create Self-Enroll Scaffolded Groups

#3: Apply Specifications Grading

#4: Annotate, Tweak, and Co-Design your Syllabus

 

The following videos include details and resources for exploring each of the ideas more in depth. 

Offering Choice 

 

Self-Enrolled Scaffolded Groups

 

Specifications Grading

 

Co-Designed Syllabi

 

 

Resources

There are many references from the chapter on autonomy that would be useful in your continued exploration of the topic. Here are a few to start:

Cavanaugh, A.J. and L. Song. “Audio Feedback versus Written Feedback: Instructors’ and Students’ Perspectives (Links to an external site.).” Journal of Online Learning and Teaching, 10.1, pp. 122-138.

Gannon, Kevin. “How to Create a Syllabus (Links to an external site.).” The Chronicle of Higher Education 2018.

Kalir, Remi. “Annotate Your Syllabus (Links to an external site.).” REMI(X)LEARNING.  

Nilson, L. Specifications Grading. Stylus, 2015.

Robertson, R.J. and S. Riggs. “Collaborative Assignments and Projects.” In High-Impact Practices in Online Education. Eds. Linder and Hayes. Pearson, 2018. 71-84.