About this paper

Appears in:
Pages: 5958-5964
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1435

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

STUDENTS’ LEARNING AUTONOMY: A SYSTEMATIC LITERATURE REVIEW

R.P. Lopes1, C. Mesquita2, L.A. de Góis3, G. dos Santos Júnior3

1Research Center in Digitalization and Intelligent Robotics, Instituto Politécnico de Bragança (PORTUGAL)
2Research Center in Basic Education, Instituto Politécnico de Bragança (PORTUGAL)
3Universidade Tecnológica Federal do Paraná (BRAZIL)
Higher education finds a set of challenges covering several areas and sectors, resulting from the increasing number of students, their academic and cultural diversity, the demands of the labor market, among others. This massification of training, coupled with budgetary and infrastructural constraints, the uncertainty in the renewal of teaching and non-teaching staff within the requirements to maintain quality and high levels of success, requires creative pedagogical methodologies, especially in the first year, where students face the highest dropout and unsuccess ratio. In this context, Higher Education Institutions encourages teachers to reflect on these issues, providing pedagogical training opportunities and encouragement to implement alternative pedagogical practices, in order to diversify the methodologies so that they can be better adapted to different students’ profile.

However, there is still no concern to help the student to organize their autonomous study time. Students have considerable difficulties organizing their personal study time. The fragmentation of the schedule, the distribution of theoretical classes, articulation with the practical learning experiences and the lack of planning of the non-classroom time aggravate the difficulties in time organization. A good organization and planning are fundamental for fostering students’ persistence, motivation and, consequently, provide the possibility for higher success ratios.

This study seeks to survey the challenges faced by students and teachers in organizing autonomous study time. Based on a systematic literature review, the definition of concepts, impact of time organization in the students’ success, and the institutional concern with the autonomous learning time (non-presential hours) are researched. It is observed that the difficulty is considerable, although few initiatives are taken to help the students to achieve better organization and a better autonomous learning process.
@InProceedings{LOPES2019STU,
author = {Lopes, R.P. and Mesquita, C. and de G{\'{o}}is, L.A. and dos Santos J{\'{u}}nior, G.},
title = {STUDENTS’ LEARNING AUTONOMY: A SYSTEMATIC LITERATURE REVIEW},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.1435},
url = {http://dx.doi.org/10.21125/edulearn.2019.1435},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {5958-5964}}
TY - CONF
AU - R.P. Lopes AU - C. Mesquita AU - L.A. de Góis AU - G. dos Santos Júnior
TI - STUDENTS’ LEARNING AUTONOMY: A SYSTEMATIC LITERATURE REVIEW
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.1435
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 5958
EP - 5964
ER -
R.P. Lopes, C. Mesquita, L.A. de Góis, G. dos Santos Júnior (2019) STUDENTS’ LEARNING AUTONOMY: A SYSTEMATIC LITERATURE REVIEW, EDULEARN19 Proceedings, pp. 5958-5964.
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