Abstract:

In this small scale action research, the researcher explores pedagogical changes to wean a class of 9 year olds off adult dependence and onto autonomy and self-efficacy with their writing. The researcher draws out insights from 6 participating pupils in a learning journey mediated by Microsoft Word’s spelling and grammar check. The researcher seeks to understand from participant responses how connectivist pedagogy can impact on learner autonomy and self-efficacy. The study begins with the hypothesis that learner autonomy and self-efficacy can be facilitated by connectivism-based learner-centred pedagogy. Data was collected by pupil observation, informal conversation; field notes and a focus group session for response validation. The participants share their experiences of independently working with immediate feedback from the Spelling and Grammar check feature vis-à-vis having to wait for adult feedback and support. The findings suggest that learner autonomy and self-efficacy can be scaffolded using technology-mediated scaffolding. Implications for the training and development of teachers and support staff are discussed.

Keywords:

Learner autonomy, self-efficacy, adult-dependence, critical pedagogy, action research.