Integrating autonomous learning into the curriculum: the Tandem Module at the University of Sheffield

Lewis, Timothy (2003). Integrating autonomous learning into the curriculum: the Tandem Module at the University of Sheffield. In: Lewis, Timothy and Walker, Lesley eds. Autonomous language learning in tandem. Sheffield: Academy Electronic Publications, pp. 169–176.

URL: http://www.slf.ruhr-uni-bochum.de/etandem/guides-h...

Abstract

This paper aims to offer an account of one of the main ways in which Tandem Learning, a form of autonomous learning, has been integrated into a univesity curriculum. There is a potential paradox in this. The philosophical roots of the concept of learner autonomy are to be found in various forms of anti-institutional educational thinking, inspired in particular by the libertarian and liberationist agendas of Ivan Illich and Paulo Freire. The aims have been to establish what Richard Pemberton refers to as "learner control" which means simply enabling learners to organise their own instruction within a formal setting; to forster in them the personal or psychological capacity for autonomy, in other words the attitudes and abilities, which allows learners to take more responsibility for their own learning.

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