This article is featured in the resource guide, Effective Online Teaching Strategies. Due to the pandemic, both instructors and students have had to adapt quickly
I’ve been writing for years that we need to teach in ways that encourage students to take more responsibility for their learning. Recently, it became clear that my thinking on this needed more detail and depth. I’ve been saying that it means students should be doing the learning tasks that make them stronger learners. They should be figuring out what’s important in the reading, rather than having the teacher to tell them. They should be taking notes rather than expecting to get the teacher’s slides and notes.
Most faculty now recognize the importance of students being able to direct their own learning. It’s what positions them for a lifetime of learning. And most faculty also recognize that many of our students are more dependent than self-directed. They want the teacher to make most, if not all, of the learning decisions for them. “What do you want in this assignment?” “How long should it be?” “Do I need to have references?” “What do I need to know for the test?” “How many homework problems should I do?” All these are questions self-directed learners ask and answer for themselves.
Policies are necessary. They serve as a warning to students: this is what will happen if you are absent, miss an exam, turn work in late, text or surf the Web during class, and the like. Most institutions recommend teachers spell out consequences in their syllabi. Some schools employ institution-wide policies for certain behaviors like academic dishonesty. If policies are supposed to prevent these unproductive behaviors, why do students still engage in them? Are there reasons why policies don’t work?
For years there has been talk about shifting a professor’s role from the “sage on the stage” to the “guide on the side.” But as some teachers leave the center stage, they may not move to the side as guides. Instead, they may find themselves hovering above students as helicopter parents hover over their children. While a complete lack of guidance is not a good idea, excessive guiding could turn constructivist scaffolds into new forms of crutches.
Self-directed learning skills involve the ability to manage learning tasks without having them directed by others. They are skills necessary for effective lifelong learning and are one of many learning skills students are expected to develop in college. The expectation is that students will become self-directed learners as they mature and gain content knowledge. Here’s a study showing how students can become self-directed with explicit instruction.
