DescriptionAmong the success factors at university, autonomy, also self-regulated student learning, represents a key lever on which educators can tap. Indeed, if teachers want to support students in their learning of autonomy, it is important to question their degree of autonomy already existing at the start of their university course.
The present paper presents the results of a quantitative survey carried out among first-year bachelor students at the University of Namur (Belgium) which aimed to explore the different factors influencing student autonomy. Based on the answers obtained from 200 respondents, statistical analyses were carried out and an autonomy indicator was constructed in order to measure not only the degree of student autonomy, but also to determine the various internal and external impacts of their autonomy. Our results indicate that student autonomy is cultural and learned over time.
Additionally, the questions focusing on their work at home during the first lockdown (12/03/20) revealed considerable social inequalities amongst students. It appears that the students who are less autonomous struggle even more when more autonomy is required for their homework. Technological aspects of remote work, lack of self-organization or being overwhelmed with too many things to do, for instance, widens the inequality gap already existing.
Therefore, during a confinement or when students have their first university experience remotely, the teachers should need to take even more care of less independent students and guide them through their learning of autonomy.
|Période||31 août 2021 → 3 sept. 2021|