Abstract:

As higher education faces the challenge of new and diverse demand, with more and non-traditional students enrolling in courses, it seems difficult to find a way to keep the standards as the funds decrease and the budget isn’t enough to hire new faculty.
A solution to this challenge is to use blended learning, combining online and in-class content and participation. This technology based model allows students to access resources at any time, according to their needs and constraints, such as work schedules. The faculty can monitor student access and work, and offer additional explanation when needed.
On the other hand, as face-to-face classes decrease, and fewer contact hours are involved, it’s necessary to move fundamental knowledge acquisition out of the classroom and devote classroom time to applying, integrating and synthesizing the knowledge, allowing faculty to work with smaller groups. This means that a greater part of the teaching-learning transaction occurs away from schools and faculty, and that students have more control of their own learning, shifting from academic teaching staff to the learner, which fosters student-centred learning.
Also, taking charge of one’s learning is a fundamental skill to lifelong learning, which has been recognized as an essential element of the European Higher Education Area. But, are all students ready to take charge of their own learning? Are all students able to take charge of their own learning?
Learner autonomy is the ability to take charge of one's own learning, as long as the learning environment provides opportunities for the learner to take control of their learning.
In this study the relationship between students’ perception of their own learner autonomy and the willingness to learn in a blended learning environment will be investigated.

Keywords:

Learner autonomy, blended learning, higher education.